THE EFFECT OF STUDY HABITS ON THE ACADEMIC PERFORMANCE OF THE GRADE-8 STUDENTS OF GALA VOCATIONAL SCHOOL SY: 2014-2015

CHRISTINE JESSA B. PICARDAL

A ThesisTABLE OF CONTENTS

PAGETITLE PAGE ---------------------------------------i

TABLE OF CONTENTS --------------------------------ii

CHAPTER I: INTRODUCTION -----------------------1

Background of the Study -------------------------2 Statement of the Problem ------------------------3 Objectives of the Study -------------------------4 Scope and Limitation of the Study ---------------5 Significance of the Study -----------------------6 Theoretical Framework ---------------------------8 Conceptual Framework ----------------------------9 Definition of Terms ----------------------------10

CHAPTER II: REVIEW OF RELATED LITERATURE ---------11 Related Literature and Studies -----------------24

CHAPTER III: METHODOLOGY -------------------------25 Locale of the Study ----------------------------25 Research Design --------------------------------25 The Respondents --------------------------------26 Research Instrument-----------------------------26 Validation of Research Instrument --------------27 Data Gathering and Procedure--------------------27 Statistical Treatment of the Data --------------27

Bibliography ------------------------------------29 Appendices --------------------------------------35

CHAPTER IINTRODUCTION

Background of the study Research on the correlation between study habit and studentsacademic achievement has for long received attention from scholars and educational agencies. For instance, the national Assessment of Educational Progress (NAEP) in 1994 conducted a study to find out the relationship between study habits and academic performance of the students. Findings of the study revealed a positive correlation between study habit and academic achievement. Similarly, Onwuegbuzie (2001) conducted a series of studied to find out the relationship between academic success and study habit and reported positive relationship between the two variables. However, studies of school achievement indicate that most students are under achievers. (Dizney, 2003, Okegbile, 20070 and Adetunji and Oladeji, 2007). A major reason for students under8 developed potentialities may be in their lack of learning strategies.Emily and Betty (2004) posit that it is not an infrequent occurrence that students, who spend inordinate amounts of time memorizing study materials, are still barely getting by. 2To them, the students personal, emotional, and social development may suffer from the pressures created by the use of relatively inefficient learning strategies.Study habits are learning tendencies that enable students towork privately. Azikiwe (1998) describes the study habit as theadopted way and manner a student plans his private readings, after classroom learning so as to attain mastery of the subject. According to her, good study habits are good assets to learners because they (habits) assist students to attain mastery in areas of specialization and consequent excellent performance, while opposite constitute constraints to learning and achievement leading to failure. Good (1998) define the term study habits as: The students way of study whether systematic, efficient or inefficient etc. Going by this definition it literally means that good study habit produces positive academic performance while inefficient study habit leads to academic failure. In Nigeria, there are so many factors influencing the ability of students to cultivate effective and efficient study habit. Ozmert (2005) emphasized the importance of environmental influence as a major factor in the development of students studying habit. [footnoteRef:1] [1: Establishing Good Study Habits, February 16, 2009(http://www.academictips.org/acad/literature/establishinggoodstudyhabits.html)]

3In the same vein, Adetunji and Oladeji (2007) submit that the environment of most children is not conducive for studying; it is in the light of this that made some parents to prefer their children to go to boarding school for proper discipline and to inculcate better reading habit. According to Hussain (2006) secondary school students in public schools often come from economically poor and average income families. These families face various problems causing emotional disturbance among their children. They have poor academic performance. This singular factor has caused serious damage to the achievement status to secondary school students. Achievement is generally a pedagogical terminology used while determining learners success in formal education and which is measured through reports examinations, researches, and ratings with numerous factors of variables exerting influence. Essentially, the National Policy on education (Federal Republic of Nigeria, 2004) has identified school achievement contents according to school subjects which are classified as core or elective subjects. Although studies abound on the causative and predictive nature of factors of study habit on students academic achievement, all factors of the variables tend to focus on poor study habit while the effect is yet to be fully accessed on the nations educational development.[footnoteRef:2] [2: Hussain, A (2000) Effect of Guidance Services onStudy Attitudes, Study Habit and AcademicAchievement of Secondary School Students.]

4In the era of globalization and technological revolution, education is considered as a first step for every human activity. It plays a vital role in the development of human capital and is linked with an individual well-being and opportunities for better living. It ensures the acquisition of knowledge and skills that enable individual to increase their productivity and improve their quality of life. Success as the name implies is wished for by everybody but it is not easily come by on a mere platter of gold; one must work for it through hard work and diligence. Schools, college, polytechnic and universities have no worth without student. The social and economic development of a country is directly linked with student academic performance; the desire of success is derived from individuals concept of himself and in term of the meaning of various incentives as they spell success and failure in the eye of others. The student performance play an important role in producing the best quality graduates who will become great leaders and manpower for a country thus responsible for the country economic and social development,( Ali et al.,2009) student performance occupies a very important place in education as well as in the learning process.It has long been recognized that in the process of learning the study habits of the student plays an important role in their academic performance.5Learning is reflected in the way a student respond to environment, social, emotional and physical stimuli and understands new information. The key to better learning and better academic performance in schools are good teachers, lecturers, good study environment, parents co-operation, high quality books and the most important is the study habit. Study habits are learning tendencies that enable students to work privately. Azikiwe (1998) describes the study habit as the adopted way and manner a student plans his private readings, after classroom learning so as to attain mastery of the subject. According to her, good study habits are good assets to learners because the (habits) assist students to attain mastery in areas of specialization and consequent excellent performance, while opposite constitute constraints to learning and achievement leading to failure.Good (1998) define the term study habits as: The students way of study whether systematic, efficient or inefficient etc. Going by this definition it literally means that good study habit produces positive academic performance while inefficient study habit leads to academic failure.[footnoteRef:3] [3: Morahan-Martin, J.(1999) Cyber psychology andbehaviour. OCTOBER 1999,2(5):431-439.]

[footnoteRef:4] [4: Study habits of postgraduate students in selected Nigerian universities,February 14, 2009: by Igun, Stella E.,Adogbeji, Oghenevwogaga Benson(http://www.articlearchives.com/education-training/students-studentlife/1548550-1.html)]

6In Nigeria, there are so many factors influencing the ability of students to cultivate effective and efficient study habit.

7STATEMENT OF THE PROBLEMThis study attempts to determine the effect of the study habits in the academic performance of the Grade-8 students of Gala Vocational School SY: 2014-2015. Specifically, this study attempts to answer the following questions:

1. What is the profile of the respondents according to:1.1 Time Management1.2 Learning Skills1.3 Study Skills2. What extent of influence did the independent variables have on students study habits?3. Did the independent variables significantly influence students study habits?

8OBJECTIVES OF THE STUDY This study aims to determine the effect of the study habits in the academic performance of the Grade-8 students of Gala Vocational School SY: 2014-2015. Specifically, this study aims:1. To determine the profile of the respondents according to: 1.1 Time Management 1.2 Learning Skills 1.3 Study Skills2. To determine the extent of influence did the independent variables have on students study habits.3. To determine whether the independent variables significantly influence students study.

9SIGNIFICANCE OF THE STUDY This study would be of great significance to the following individuals:Grade-7 Students The researchers believes that students, particularly UEPLHSwill be benefited from the findings of this study since the study provides basis for awareness and better understanding of how their current study habits affected their academic performance. Likewise gives them a more focused and clear perspective on how the specific behaviors related to their studies influenced study habits. Consequently, this awareness also gives a much deeper understanding of their selves as students considering that the high school life is typically beset of developmental adjustment demands. School administrators, like subject area coordinators, may also be guided in the formulation of future modification of educational policies, curriculum and strategies toward a more effective delivery of learning.Teachers, will also be help in understanding better the diversity of learning of their students. As such, it is hoped that they could develop more effective methodologies in teaching their subject matter.

10Guidance and Counseling CentreThe study will also be help through providing a more focused and factual knowledge on the factors affecting students study habits. This increased the understanding of the Guidance Counselors on the interplay of the variables studied in this research. Such knowledge is hoped to help the Guidance and Counseling practitioners towards the development and implementation of more effective programs in consideration of these variables.Future Researchers They may be able to use the result of the study in farther research similar to what the study is.

11SCOPE AND LIMITATION OF THE STUDYThis attempt concentrated on determining the effect of the study habits in the academic performance of the Grade-8 students of Gala Vocational School SY: 2014-2015. The 100 estimated number of Grade-8 students of Gala Vocational School SY: 2014-2015 were the respondents of this study. This study was conducted during the school year 2014-2015.

12THEORITICAL FRAMEWORK The theoretical framework provides the fundamental basis for the research study are considered, these include, Gestalt (Field theory) and Abraham Maslows motivational theory.Gestalt (field) theoryThe word Gestalt means pattern, it expresses the idea of perceptual whole, or a total pattern. The Gestalt theory of learning was first formulated in Germany about 1912. Prominent names associated with Gestalt Psychology include; Werthemeimer Koffka and Kohler. These psychologists believe that the analysis of conscious experience as practiced by the assciationists was insufficient to fully explain the complexities of perception and behaviour. Their emphasis on the perceptional field as a whole.Gestalt learning principles include the following, among others:1.Teachers should try to develop into children an integrated approach to learning and the solution of problems. Learning will be more meaningful if children can establish a relationship among different aspects of knowledge.2.Children should be encouraged in order to facilitate their interaction with the environment.[footnoteRef:5] [5: "humanistic psychology n." A Dictionary of Psychology. Edited by Andrew M. Colman. Oxford University Press 2009. Oxford Reference Online. Oxford University Press. 25 May 2010[1]]

133.The learner should be encouraged to set their own goals for learning.4.Divergent as well as convergent thinking should be present among children.5.The learner should be presented with the figure ground relations so that we can see the inter-relatedness among phenomena.Educational relevance of Gestalt theory indicates the need for considering the whole but also the details with the environment. This implies that in understanding the academic performance of a students, the environment which stimulates certain study skills, study habits, use of instructional materials and teaching method should be considered to know the perception and understanding of a lesson by student. Hence, appropriate teaching method, good questioning technique, practical teaching and relevant instructional material are necessary for development of study habits and improved performance (Ugboaja, 2004).Secondly, the role of a teacher to assist the student is emphasized. A teacher collects academic data on students, they include, students scores on academic achievement, study habits, special academic talents, learning, difficulties, class attendance and educational they may necessary for insight or perceptional process of learning.

14Another relevant of gestalt theory is that knowledge should be graded in a hierarchical way to enable children at least obtain some glimpses of the problem before they mature to figure out the whole solution.Learners should be introduced from simple to complex problems to facilitate learning (lyany-Abia, 2005). Gestalt theory takes into account factors such as motivation, maturation level of student experience, background of the learners, the learners intelligent and interest.The above factors explain the degree in which students can be influenced to form study habits and improve in academic performance.Maslows theory of motivationAbraham Maslow was a famous psychologist whose studies into human motivation led him to propose a theory of needs based on a hierarchical model with basic needs at the top. This theory which he propounded in 1943 in his work entitled motivation and production, has considerable influence on people. This theory is simple concerned with the identification of factors and

processes to which attention must be paid in order to develop in the people or unless the willingness, the readiness and the interest required before one can do anything at all. That whatever we want to do, whether typing, teaching and learning we

15must sufficiently motivatedbefore we can put up the necessary action which lead to their achievement and realization.Maslows theory is divided into two parts- The first part stated as follows, among others:1.That this needs are arranged in a hierarchy in which there are lower and higher levels of needs.2.That the lower needs have to be satisfied first before the higher, level needs can be satisfied.3.That once a need is satisfied, that need is no longer a motivation of performance.The second part of Maslows theory deals with the hierarchy of human motives. There are five in number as stated below from the lowest to the highest of the human needs.

1.Physiological needs-Such as the need for food, clothing and shelter etc. Lack of these needs will distort study habits, study methods and intellectual disposition.2.Safety needs-Include need for security, such as job security, protection and freedom. The absence of this need lead to lack of co-operation, expression, interaction and appropriate study habits formation, among students and vice-versa.3.Love and belonging needs-Includes the motives for friendships, companionship and affection etc; teachers [footnoteRef:6] [6: McGregor, D., Developing Thinking Developing Learning, England: OpenUniversity Press, 2007]

16performance and facilitate teaching and learning and poor academic performance among teachers and students.4.Esteem needs-Is concerned with desire for respect, confidence, freedom and integrity. When this needs is satisfied [footnoteRef:7] [7: Maslow's Hierarchy of Needs^Jump up to:abcMaslow, A.H.(1943). A theory of human motivation.Psychological Review, 50(4), 37096. Retrieved fromhttp://psychclassics.yorku.ca/Maslow/motivation.htmJump up^Maslow, A (1954).Motivation and personality. New York, NY: Harper. p.236.ISBN0-06-041987-3.]

the student feels at ease, fraternize freely and relaxed. The opposite makes them feel weak and disappointed and of course affects their academic performance.5.Self-actualization- This refers to the highest level of needs which involves the desire for autonomy, independence, infernality creativity and self-fulfillment. Here an individual may want to become a head teacher, another principal, supervisor and another school administrator.Maslows theory is relevant to this research study in many perspectives. In Nigeria contemporary society, people cannot satisfy their physiological interalia, including the safety needs like job security and protection etc. The account for intellectual backwardness and poor academic performance that in 17Nigeria (Adeuokun, 2002). The needs for food, cloth, shelter and drinks first be met, before man can think of democracy and other social issues (Toyo,2002). This means that a student physiological needs has to be satisfied first for good study habit formation and enhanced academic performance.In the case of love and belongingness, the latter brings happiness and joy and facilitates most activities. students who are loved by their teachers easily adhere to their instruction, have feeling of belongingness in most teaching and learning activities and are eventually motivated to developing appropriate study habits and having improved academic performance (Denga 2001), while the respect, confidence and freedom that teachers give to students make them participate in school activities and adopt relevant habits.Self-actualization: -This refers to the highest level of human needs.At this level, some people have the drive, desire and interest for self-fulfillment. For example a student who wants [footnoteRef:8]to become a medical Doctor or a lawyer, needs to develop effective study habits in order to obtain such a professional certificate. But students who are involved in examination [8: Maslow's Hierarchy of Needs^Jump up to:abcMaslow, A.H.(1943). A theory of human motivation.Psychological Review, 50(4), 37096. Retrieved fromhttp://psychclassics.yorku.ca/Maslow/motivation.htmJump up^Maslow, A (1954).Motivation and personality. New York, NY: Harper. p.236.ISBN0-06-041987-3.]

18malpractices or unscrupulous efforts of cheating in examination will have poor academic performance and will not achieve their desire. (Ugboaja, 2004)

[footnoteRef:9] [9: Hargreaves, S., Study Skills for Dyslexic Students, California: SAGEPublication Inc.,2007]

19CONCEPTUAL FRAMEWORK Independent variables as it influence the dependent variable of this research are on the bases of psychological and educational theories, principles and concepts. Many studies say that learning are better acquired and mastered as soon as the learner attends to it. Gestalt psychology mentions the Law of Proximity referring to the way in which he tends to form groups according to the way they are spaced, with the nearer once being grouped together (Tria, et. Al., 1998). As applied to learning, this refers to the closeness in space or in time. Furthermore, it explains why it is easier to remember recent events and hence more easily joined with the interest of the present in a common Gestalt (tria, et. Al., 1998). In application to learning process, immediate and regular study periods and doing school requirements tend to result in a better performance than delayed and erratic study periods do. Diverse study techniques, even for the improvement of memory stress the importance of immediacy in remembering and learning. Thorndikes Law of Exercise further supports this kind of principle asserting that, other things being equal, the more frequent a modifiable connection between a situation and 20response is used, the stronger is the connection. When amodifiable connection between a situation and a response is not being use over a period of time, the strength of that connection is weakened. A behaviour that is stimulated over regular periods will tend to be repeated leading to habit formation. A student who has developed this kind of behaviour, in this case, in terms of having regular and scheduled study periods and follows certain methods in studying proves to have better performance. The study focuses on the factors affecting study habits,influencing the academic performance of the student. In this view, the researchers wanted to study the factors in which affect the study habits.

21Paradigm Figure 1 shows the conceptual framework of the study.INDEPENDENT VARIABLES DEPENDENT VARIABLE Time Management Study Skills Learning Skills

Study Habits

22HYPOTHESISFour hypotheses were formulated based on the research questions: H01: There is no significant relationship between students study habit and academic performance. H02: There is no significant relationship between students study habit and their time management. H03: There is no significant relationship between students study habits and learning skills. H04: There is no significant relationship the study habit of students and study skills.

23Definition of TermsConceptual Definition: Factors- one that actively contributes to an accomplishments,results, or process Develop- to bring out the capabilities or possibilities of Study Habits- manner which you consistently use to study forschool or college or even for the next day lesson. Students- describe as one who directs zeal at a subject. Student isused for anyone who is learning.Operational Definition: Factors- these refers to anything that affects study habits Develop- refers to fast or gradual changes in a range of time Study Habits- refers to the ways of studying on a particular subject.

24Chapter IIREVIEW OF RELATED LITERATURE & STUDIES

According to Palm Beach Community College (PBBC, 2008),they recommend that students study should have at least three hours out of class for every hour spent in class. They also said that a student must have a special place to study with plenty of room to work. And students should not be cramped. They presupposes that study time will go better if a learner takea few minutes at the start to straighten things up. A desk and straight-backed chair is usually best. Don't get too comfortable--a bed is a place to sleep, not to study as what they said. A student must have everything close at hand(book, pencils, paper, coffee, dictionary, computer, calculator, tape recorder,etc.) before starting to study. Students are not suggested to spend on time jumping up and down to get things. The PBCC suggests also that distracting noise should be minimized however they said that there are some people need sound and some like silence. In this case, a learner must find what works for him or her. Culprits are family and friends. Consider a "do not disturb" sign and turning on your answering machine is the way also to have better study habits according to the PBBC.[footnoteRef:10] [10: Mirasol, G.C., Extent of Influence of Study Habits, Attitude and PeerRelationship on Students Academic Performance: St. Michaels College,Secondary Level, Philippines: 2002]

25Frank Pogue(2000) did a research project to determine whystudents fail. What he founds to be true in that study habits survey was that more than 30 years ago still rings true today students fail because they do not know how to study .The best advice he can give is to develop sound studyskills. He said that a student should make sure that he/she has a good study environment, a good desk, a sturdy chair, good light, comfortable room temperature and a quiet atmosphere. That means he/she should eliminate all external and internal distractions. Second, get a good overview of the assignment before starting the work. Know what skills, facts and ideas that are expected to master and the ground that are expected to cover. Start with most difficult subject first, while the mind is freshest and most receptive. Professors in the developing countries said that the undergraduate students should be fully equip with high level of analytical skills, the capacity for critical reasoning, self-reflection and conceptual grasp and ability to learn autonomously and exercise flexibility of mind (Simmons 2003). Study habits are said to be improving because of the advent and wide use of the Internet, hypertext, and multimedia resources which greatly affects the Study Habits (Liu, 2005). Karim and Hassan (2006) also note the exponential growth digital information, which changes the way students perceive studying and with printed materials that are to be use

26[footnoteRef:11]in facilitating study. Liu (2005) and Ramirez (2003) report that students print material from the Internet in order to study and read later on. Igun (2005) also found that Nigerians study from materials downloaded from the Internet. Reading is an attempt to absorb the thought of the author and know what the author is conveying (Leedy 1956). Studying is the interpretation of reading materials. Study habits and skills are particularly [11: McGregor, D., Developing Thinking Developing Learning, England: OpenUniversity Press, 2007]

important for college students, whose needs include time management, note taking, Internet skill, the elimination of distractions, and assigning a high priority to study. Fielden (2004) states that good study habits help the student in critical reflection in skills outcomes such as selecting, analyzing, critiquing, and synthesizing. Nneji (2002) states that study habits are learning tendencies that enable students work private. The study conducted by Hope L. Graven (2008) on the relationship between an individual's amount of caffeine consumption during his/her study session and the individual's study habits showed that the main effect of drinking caffeine on exam preparation was not significant There were participants, 20 male and 58 female college students (N=78), answered selfratings on their personal consumption of caffeine as well as their study habits when preparing for a test/exam. It was hypothesized that 27the more caffeine a student consumes while studying, the more accurately his or her study habits would be labeled as 'unhealthy', as determined by the researchers. Unhealthy study habits were operationally defined as low scores on amount of time per study session, time(in days) when preparation began, and amount of information the participants believed they had retained. High scores on anxiety level were included in 'unhealthy' study habits. A Pearson correlation indicated no relationship between amount of caffeine consumed while studying and the individual's effectiveness of studying and preparation.Marcus Cred and Nathan R. Kuncel (2008) in their research at the University of Albany said that Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validityin predicting academic performance. The meta-analysis examined the construct validity and predictive validity of 10 study skill constructs for college students. They found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results were inconsistent with previous theories. Study[footnoteRef:12] [12: Establishing Good Study Habits, February 16, 2009(http://www.academictips.org/acad/literature/establishinggoodstudyhabits.html)]

28[footnoteRef:13]motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. [13: Fullan, M., and Germain, C., Learning Places, USA: Corwin Press, 2006]

They also said that Academic specific anxiety was found to be an important negative predictor of performance. In addition, significant variation in the validity of specific inventories is shown. Scores on traditional study habit and attitude inventories are the most predictive of performance, whereas scores on inventories based on the popular depth-of-processing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improve prediction of academic performance more than any other non cognitive individual difference variable examined to date and should be regarded as the third pillar of academic success. According to the how-to-study.com (2009), students who are very successful in their desired career have good study habits. It is stated in the website that students apply these habits to all of their classes. The website also recommends some tips in improving study habits. The website also suggests that the student should try not to study all the subjects in just period. The website also added that if you try to do too much studying at onetime, you will tire and your studying will not be very effective. Space the work you have to do over shorter periods of time. Taking short breaks will restore your mental energy.

29A study conducted by University of Kentucky was to determine if the college success can be improved with the Student Attitude Inventory(SAI). The inventory was developed in Britain and contains 47 items which attempt to identify students in higher education on the basis of: (1) motivation,(2) study methods, (3) examination technique, and (4) lack of distractions toward academic work. Students in six Kentucky community colleges were asked to express their attitudes toward study habits on the Student Attitude Inventory. There were 996 students in the sample population (413 males and 583 females). A measure of ability (composite American College Test score)and academic performance (cumula grade-point average) were obtained foreach student sampled. The Student Attitude Inventory did contribute astatistically significant amount of variance beyond an ability measure for males and females. ( Mark E. Thompson, 2005) According to Mark Crilly (2000), Successful students are able to balance social activities with good study habits. A diversion from studies will alleviate stress and help prevent from becoming fatigued. He said that a student should make sure that he must take a break for an hour after studies to meet with friends, to play some cards, work out at the gym, or to gab with a new acquaintance. For this way, that student will find[footnoteRef:14] [14: Establishing Good Study Habits, February 16, 2009(http://www.academictips.org/acad/literature/establishinggoodstudyhabits.html]

30[footnoteRef:15]concentration when he do study, if he plans a social activity afterwards. He said, To develop a healthy social life, develop routine study habits. After supper, lug your books and homework to the library, find a comfortable and quiet niche, and study for two or three hours, taking intermittent 10 minute breaks every 45 minutes or so. Making friends with whom you share [15: ]

similar study habits, and share a table or a study space with them would be a best way in developing study habits as what Mark said.[footnoteRef:16] [16: Study habits of postgraduate students in selected Nigerian universities,February 14, 2009: by Igun, Stella E.,Adogbeji, Oghenevwogaga Benson(http://www.articlearchives.com/education-training/students-studentlife/1548550-1.html)]

31CHAPTER IIIMETHODOLOGY

This study and will include the discussion of research design, samplings, respondents, data gathering and statistical instrument used.

Locale of the study The concentration of the study is in the Gala Vocational School in Gamay, Northern Samar.Samplings and RespondentsEducation Students who are enrolled during the recent school year at Gala Vocational School which is comprised 5 percent of the total population will the sample size of the study. The sample population is 286 taken the total from the 80 Grade-8 students of Gala Vocational School. The names of the students of the total population will be arranged alphabetically and according sections . Simple stratified random method, proportionate to size will be done based on the random numbers generated by Minitab or Excel. Names will then be picked up and these will be included in the sample population.

32Research Design The study will use the descriptive survey design in its attempt to determine, describe and analyze relationships between time management, learning skills, and study skills and the dependent variable which is the study habits. It tries to find out if the independent variables significantly influence the dependent variable.

Instruments Use Self- developed questionnaire composed of 8 items questions will be use to measure Study Habits of Grade-8 Students.

Data Gathering The researchers will ask permission from the principal of school of education to allow the education student to answer the questionnaire. The answering of the questionnaire will be done in the Gala Vocational School. Answered questionnaires then, will be gather, responses coded and will be subject to the appropriate statistical computation for reliability. These students name will then be deleted from the list of the total population so as not to include them again in the selection of the sample population.

33Method of Data Collection The data were gathered by means of a questionnaire prepared for the purpose. Since the UEPLHS is an intellectual community, the questionnaire is prepared in English.

Scoring and Interpretation of Data The scoring and interpretation of students profile will be rated according to the options in terms of time management, learning skills, and study skills. The questionnaires which were intended for students will be rated using the Maximum difference scaling.

Statistical Treatment of Data The researcher employed the frequency counts and percentage techniques to determine the percentage of the respondents for the different variables of the study. To get the percentage value, the formula is: % = 100

Where: % = percentage value F = frequency N = total number of respondents100 = constant number34 Mean is used to get point out the level of their anxiety to the direction of their behavior.

The formula is:

Mean = /N

Where: M = weighted mean = summation of score X = score N = total number

Bibliography

Books

Tulio, D., Foundation of Education 2. Mandaluyong City: Echanis Press, 2008

Noll, J., Educational Issues, USA: Mcgraw-Hill Companies, 2006

Thomas, G., Education and Theory ( Strangers in Paradigm) , New York: Open University Press, 2007

Hargreaves, S., Study Skills for Dyslexic Students, California: SAGE Publication Inc.,2007

Schultz, F., Annual Editions Education, USA: Mcgraw-Hill Companies, 2005

Fullan, M., and Germain, C., Learning Places, USA: Corwin Press, 2006

McGregor, D., Developing Thinking Developing Learning, England: Open University Press, 2007

Mirasol, G.C., Extent of Influence of Study Habits, Attitude and Peer Relationship on Students Academic Performance: St. Michaels College, Secondary Level, Philippines: 2002

Internet Links

The Ten Study Habits of Successful Students, February 18, 2009 (http://how-to-study.com/study-habits.html)

Establishing Good Study Habits, February 16, 2009(http://www.academictips.org/acad/literature/establishinggoodstudyhabits.html)

Study habits of postgraduate students in selected Nigerian universities,February 14, 2009: by Igun, Stella E.,Adogbeji, Oghenevwogaga Benson (http://www.articlearchives.com/education-training/students-studentlife/1548550-1.html)

The Prediction of Academic Achievement by The British Study Habits Inventory, Mark E. Thompson,2005: February 16,2009(http://www.springerlink.com/content/w3715h5884172656/)

Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance ,February 21, 2009: by Marcus Cred and Nathan R. Kuncel (http://www3.interscience.wiley.com/journal/121531774/abstract?CRETRY=1&SRETRY=0)AppendixCOVER LETTER TO THE QUESTIONAIRE ON STUDY HABITSDear_______________________,

A blessed day!I have the honor to request your participation in the study presently conducted by the researcher in Gala Vocational School. The study wants to know the effect of study habits and their relationships on the academic performance. Its respondents are the Grade-8 students of the Gala Vocational school. Such study is a requirement for the completion of the subject Research-IV currently taking at University of Eastern Philippines Laboratory High School , University Town, Catarman, Northern Samar. We are therefore requesting you to give this questionnaire your utmost attention. Rest assured that your responses here will only be used for the study and therefore are confidential from other persons not related in any way to the study.

Thank you very much.Sincerely,Christine Jessa B. PicardalIV-Gold

Survey Questionnaire on Study HabitsName_______________________ Year______________Age______ Gender_______Date ________________

Direction: Please put check () on the space that corresponds to what you are actually doing, thinking, and feeling regarding the statement. There are no right and wrong answers to this questionnaire. Rest assured that your answers will be treated in strictest and will be used only for this study.1. What is your average grade?A _____ A- ______ B______ B- ______ C______ D ______2. How far in advance do you start studying for periodical exams?One month ____ Two weeks______ One week _____ Daysbefore_____ The night before_______3. What time of day do you do the most studying?Morning (6 a.m. to noon _____ Afternoon (noon to 6 p.m.) _____Evening (6 p.m. to 9 p.m.) _____ Night (9 p.m. to 12 a.m.) _____Late night (12 a.m. to 6 a.m.) _____4. On average, how many hours do you study for periodical exams?20-24 hours ______ 15-19 hours_______10-14 hours _______ 5-9 hours ________ 1-4 hours _________5. What is your favorite way to study?Repeating points out loud _____ Writing index/flash cards, then using them_______ Writing outlines _______ Highlighting text ______ Studying in a group__________ Going to review sessions ______ Other, please describe : ________________6. Where is your favorite place to study?Dorm room _____ Bedroom _______ Dorm common room/lounge _______Library ______ Coffee shop _______ Parents home ______ Campus pub/bar _____ Student union _______ Other, please describe: _______________7. What is your favorite study break?Exercise _______ Watching TV/movie ____Surfing the Internet _______ Napping _________ Socializing ______ Playing video games ________ Praying/meditating ______ Other, please describe: _______________8. Do you feel increased stress or anxiety leading up to exam time?Yes ____ No _____

Yours truly,Christine Jessa B. PicardalIV-Gold

Thank You !!!Your responses are very important im my thesis and I truly for your responses.