THE STUDY HABITS AND HOW IT AFFECT THE ACADEMIC

PERFORMANCES OF GRADE 11 STUDENTS OF S.Y. 2017-2018 IN

NATIONAL CHRISTIAN LIFE COLLEGE (NCLC)

An Undergraduate Thesis Presented to the Faculty of

The Senior High School Department

National Christian Life College

In Partial Fulfilment of the Requirements for

The Strand of Humanities and Social Science

By:

De Vera, Abel D. Mendoza, Adrianne

Manzanares, Khanna T. Moreno, Ma. Angelika H.

Memita, Jezrel J. Torres, Andrea Gail G.

December 2017
Introduction

One of the primary indicators of learning academically is a grade

and in order to have one that is satisfactory, a student should

accomplish several tasks to attain academic achievements. Many studies

have found out that there are various factors that influence this kind of

action among students and almost all of the known environmental and

personal factors such as age, gender, social status, number of siblings,

birth order, educational background, study habits, IQ (Intelligence

Quotient), etc. are included.

However, having known that how students take charge on his/her

own studies and how they strategize to learn has a huge part on

determining their academic performance, the researchers became more

interested, thus, creating a real and compelling motivation to delve into

how study habits significantly affect the academic performances of grade

11 students of S.Y. 2017-2018 in National Christian Life College (NCLC).

The levels of preparation developed consciously by the students go

a long way to create an impact on their academic performances.

According to Mark and Howard (2009) the most common challenge to

success of students in all ramifications is lack of effective or positive

(good) study habit. They further state that if students can develop a good
study habit and with good discipline, they are bound to perform

remarkably well in their academic pursue. 8

As Husain (2009) stresses, the lack of effective or positive (good)

study habits is a critical study problem among students at all levels.

Grace (2013) also maintains that the process of learning is still a little

mysterious but studies do show that the most effective process for

studying involves highly active behaviour over a period of time. 3,1

The concept of study habits as for Husain (2000) is broad, as it

combines nearly all other sub-concepts such as study attitude, study

methods, and study skills. Attitude is a mental and natural state of

readiness, organized through experience, exerting a direct influence on

the individual’s response to all related objects and situations. 3

Attitude towards study has great contribution on academic

achievement and good study habit. Successful learners adopt a positive

attitude towards studying and if the learning experience is pleasant, the

learner’s attitude and motivation is usually positive. On the other hand,

if the learning experience is not pleasant, one tends to avoid it.

Study method is the knowledge and application of effective study

skills or techniques by students. Several methods have been identified

and some effective study skills that could be used by the students based

on the learning environment (Husain, 2000). 3

 Kelli (2009) suggests that for students to succeed in their studies,

they must be able to appropriately assimilate course content, digest it,

reflect on it, and be able to articulate the information in written and/or

oral form. What is fundamental is the ability of a student to acquire

effective study habits. 6

Marc (2011) explains that students with learning problems may

have generally inefficient and ineffective study habits and skills.

Becoming aware of one’s study habits will help students to understand

why they sometimes get frustrated with common study methods. To

Marc, developing good study habits is very crucial for every student

irrespective of his level of education. It boosts students’ ability to be self-

disciplines and self-directed. 7

The sooner the students start practicing and developing good study

habits, the better chance that they have and will continue with it and

most probably will overcome procrastination due to the improved

attitude. Those who organize their lives and stick to their established

study schedules are confident and relaxed at test-taking time (Marc,

2011). 7

Generally, study habits can be classified into two: good study

habits and bad study habits. Good study habits, in accordance to

Katelyn (2013) are sometimes referred to as positive or productive study

habits. As the name implies, they are those pleasant study habits which

have a tendency to improve the academic performances of students or

that seems to produce a good result. 5

Harper and Row (2009), highlight good study habits such as thus:

1. Studying everyday

2. Creating a quiet place at home or anywhere to study

3. Turning any devices off that may disturb one while studying

4. Listening to soft music or white noise

5. Studying in a way that suits one’s style

6. Taking regular breaks

7. Studying early (do not wait for last minutes)

8. Studying the hardest things first, spending more time on topics

that you find difficult

9. Asking help if one is struggling with studies, taking notes as well

as organizing it in a notebook or folder. 2

On the other hand, bad study habits for John (2010) are negative

or non-productive study habits which are undesirable and counter-

productive to students’ academic performance. 4

 Nikki (2013) identifies bad studying habits to include studying with

friends, listening to loud music, studying in uncomfortable conditions,

cramming, etc. 9

All of the types of habits eventually affect the academic

performances of students that are practicing one of these. Academic

achievement or performance is the extent to which a student, teacher or

institution has achieved their short or long-term educational goals.

 Statement of the Problem

The research intends to find out how study habits affect the

academic performances of grade 11 students of S.Y. 2017-2018 in NCLC.

It also aims to answer the following questions:

1. What is the profile of the respondents according to:

1.1 Time Management

1.2 Learning Skills

1.3 Study Skills

1.4 Final Average on the first semester

2. What extent of influence do study habits have on academic

performances?

3. Did the study habits significantly affect the academic

performances of the grade 11 students?

 Scope and Delimitation of the Study

The only scopes of the study are all the grade 11 students that are

officially enrolled, have been attending since the first day of school and

have had finished the first semester with complete grades and a final

average in the National Christian Life College (NCLC).

This may have an effect to the generalizability of the study and its

results. Even so, some parts of it may hold the truth to other schools

that holds and adheres to the same mission, vision and objectives of the

studies of the said educational institution.

 Conceptual Framework

INPUT PROCESS OUTPUT

• All the grade 11 • Study habits can be • The academic

students that are classified into two: good performance or
officially enrolled, study habits and bad study achievement is the
have been attending habits. Good study habits, extent to which a
since the first day of in accordance to Katelyn student, teacher or
school and have had (2013) are sometimes institution has
finished the first referred to as positive or achieved their short
semester with productive study habits. On or long-term
complete grades and the other hand, bad study educational goals.
a final average in habits for John (2010) are The study habits
the National negative or non-productive affect it for worse or
Christian Life study habits which are for the better
College (NCLC). undesirable and counter- depending on the
productive to students’ type that a student
academic performance. practices.

Figure 1 shows the Conceptual Framework of the Study

 The research paradigm shows the relationship of the input,

process and output of the study. This framework represents the idea or

concept of the researchers in accordance to their own problem.

The input is composed of the subjects of the research. They are the

ones that will answer the questionnaires that will be given by the

researchers about their study habits and academic performances. The

said questionnaires are composed of the questions about time

management, learning skills and study skills that have connections to

the study habits and the final average in the first semester that

represents the academic performances of the students.

The process, as shown in the figure, gives information on the study

habits of the subjects which are the grade 11 students. The process is

what the input is going to experience or being experienced and in the

case of the research, it is the study habits.

The output, as the result and product, will denote the general

outlook of the situation on how the study habits affect the academic

performance. Conclusions are to be created to know and define the

results of the study and give justification to the research.

 Notes

1 Grace F. (2013). Would Group Study Improve Your Grades?

Retrieved from www.about.com . 11/03/2016.

2 Harper T., Row A. (2009) Effective Study Habits. Retrieved from

www.arbeitsblaetter.com . 12/03/2016

3 Husain A. (2000). Developing Study Habits. Wikipedia, the free

encyclopedia.

4 John M. (2010). Students Study Habits and Styles. Retrieved

from www.worldwidelearn.com . 12/03/2016

5 Katelyn F. (2013). College Study Habits News. Retrieved from

www.studymode.com/essays . 12/03/2016

6 Kelli K. (2009). Developing Good Study Habits. Retrieved from

www.monster.com media/ads . 11/03/2016

7 Marc K. (2011). The Importance of Good Study Habits. Retrieved

from www.answer.com . 12/03/2016

8 Mark A., Howard C. (2009). How to Study. Psychol. Sci.

20(4):516-522.

9 Nikki K. (2013). Common Bad Study Habits. Retrieved from

www.newa4jax.com . 02/04/2016