CHAPTER I

INTRODUCTION

Todays' world is becoming highly competitive which lead to a goal that every individual

was expected or wanted to exceed. The quality of performance has become the key factor for

personal and educational progress. Every parent’s desire is their children will climb the ladder of

performance to the highest level as possible. As a result, this desire for a higher level of

achievement has put a lot of pressure on the students, the instructors, and the universities and in

general to the educational system itself. In reality, it shows that the whole system of education

revolves around the academic performance or achievement of the students. The academic

achievement of the students engages a very important role in education. It is the most important

outcomes on any educational set ups most especially in the learning process. In fact, it has

become an indicator of child's future in this highly competitive world.

Raising the efficiency of the students in their study habits in some school subjects is one

of the important problems which present-day teacher confronts. Research has attempted to

disclose the relative value of various study habits in certain college studies. Many methods of

supervised or directed study are being tried. Opinions tend to show that many students reach the

college level without having acquired any, or only very few proper habits of study. Researches

are made and found that failures in college may be traced many times to undesirable study

habits.

Teaching methodologies that help students to learn and understand the subjects under

discussion is one of the greatest challenges of faculty teaching in classrooms ac. It is considered

1
important to know what habits college students have. It is important for achieving high academic

performance, to improve the habits in relation with their attitudes.

Some students perform well, while others are not. It is shown in a classroom observation

where students are under the same conditions such as same professor, same subject, same

teaching system, administration or same level or education. In determining the academic

performance of the students, a great deal of research provides evidence that study habits and

study attitudes are both significant variables.

Many students do badly in their academic performance due to the factors that others have

low intellectual capacity. One factor is the students' poor study habits which often lead to poor

academic performance among the naturally brilliant students. Habits are one of the true

indicators of a person's individuality. Therefore, study habits are the behavior of an individual in

relation to their studies. In the learning process, learner's habitual ways of practicing their

learning capacity are considered as learner's study habits. The adopted pattern of behavior by the

students in pursuing their studies is classified under the caption of their study habits. Student's

personality was revealed by the study habits. Study habits serves as a very important role in the

student's life. It plays as the vehicle of learning which acts as both means and ends of learning.

The success or the failure of a student was based on his or her own study habits. The success of a

student upon learning depends on their capability, intelligence and the efforts that they exert.

Some of the students study more but results that they fail more. While others study less but

achieve more. It is because study is an art which requires practice.

2
 Academic achievements refers to the student’s accomplishments in meeting a particular

short or long term goals in the school. It can be described as a successful accomplishment in a

particular subject and is the end-product of education. Academic and non-academic activities of

the schools help in enhancing the academic success of the students. It may be influenced by

some personal, social or economic factors. Personal factors are very important in influencing

academic achievement.

Study habits can be described as methods of study of the students. Effective study habits

are a very important part of the learning process. Keeping to a daily routine and giving all

subjects equal treatment are all about good study habits. Hard work and good study habits are

assets that should be nurtured. Good habits are important for all students to protect investments

of time and money and to achieve educational goals.

The researchers choose this study because it will be of big help to the students to develop

a good study habits that will help them achieve a good performance in class. Graduating from

high school allows students to earn far more, and many employers only hire those who

graduated. As a result, academic achievement helps students avoid poverty. College education

provides even more benefits, and employers are increasingly looking for employees with college

degrees even in unrelated fields.

3
 STATEMENT OF THE PROBLEM

The purpose of this study is to assess the study habits of Grade 11 Senior High School

STEM Students S.Y. 2018-2019 in relation to their academic performance.

1. How does the study habits affects the academic performance in terms of:

1.1 Time Management;

1.2 Study Area;

1.3 Review Strategies

2. How to determine if the study habits affects the academic performance in terms of:

2.1 Output;

2.2 Performance Task;

2.3 Quarterly Assessment

3. Is there any significant relationship between students’ study habits and academic

achievement of Grade 11 STEM Students?

4
 HYPOTHESIS

In trying to focus on the degree of relationship between the study habits and the students‟

academic performance in a major hypothesis was raised.

Null hypothesis (Ho):

There is no significant relationship between students‟ study habits and academic

performance of Grade 11 STEM students.

CONCEPTUAL FRAMEWORK

Study Habits Academic Performance

1. Time Management 1. Output

2. Study Area 2. Performance Task

3. Review Strategies 3. Quarterly Assessment

SIGNIFICANCE OF THE STUDY

The purpose of the study was to find out the difference between the study habits and

academic performance of Grade 11 STEM students in Bataan National High School - SHS. The

5
study believed that if the students’ study habits are improved and made consistent, academic

performance would definitely improve.

Instructors and Professors. The knowledge of student degree of study would of course help

the school professors and counselors to select the appropriate techniques of helping students

during teaching and learning procedures.

Students. The students’ academic performance will improve. By providing the proper study

habits, the students will then develop or most probably, improve their knowledge which will lead

to better grades.

Parents/Guardians. The study will help the parents or guardians to encourage their children to

achieve academic performance in school or to enhance their studying skills or habits.

Future Researchers. The research may serve as a resource base to other scholars or researchers

who are interested for further research.

SCOPE AND DELIMITATION

The study was conducted to determine the certain study habits attitudes in terms of

planning, study area and test-taking strategies of Senior High School students in relation to their

previous academic performance based on output, performance task and quarterly assessment in

Mathematics, Science and English subjects. The chosen respondents of this study are the selected

Grade 11 Senior High School STEM Students.

6
 The study limits its coverage on the fifty (50) Grade 11 Senior High School STEM

Students of Bataan National High School. This will serve as the sample of the population of the

research. The researchers use questionnaires in conducting or collecting data that they are

needed. Its main purpose is to determine if the study habits of the students affects their academic

performance in school.

7
 NOTES IN CHAPTER I

Acido, M. B. (2013). High School Students’ Reasoning Skills and Their Study Habits and

Attitude Towards Learning. Retrieved from

http://journals.upd.edu.ph/index.php/ali/%20article/viewFile/1769/1685

Ali DOGAN, M. K. (2011 , October ). The Effect of Curriculum for Developing Efficient

Studying Skills on AcademicAchievements and Studying Skills of Learners . Retrieved from

https://files.eric.ed.gov/fulltext/EJ1068605.pdf

Corp., L. (2018). Definition of study habits. Retrieved from Yuor Dictionary:

https://www.yourdictionary.com/study-habits

John M. Grohol, P. (2018, Oct 8). 10 Highly Effective Study Habits. Retrieved from

PSYCHCENTRAL: http://psychcentral.com/lib/top-10-most-effective-study-habits/

Kevin Downing, H. K. (2009, Nov 20). Connections between learning experience, study

behaviour and academic performance: a longitudinal study. Retrieved from Taylor & Francis

Online:https://www.tandfonline.com/doi/abs/10.1080/00131881.2010.524754?

journalCode=rere20

Raymond Charles Real Anicete, M. S. (2016, May). Student Engagement and College

Experience as Mediators of the Relationship between Institutional Support and Academic

8
Performance. Retrieved from Research Gate:

https://www.researchgate.net/publication/303328318_Student_Engagement_and_College_Experi

ence_as_Mediators_of_the_Relationship_between_Institutional_Support_and_Academic_Perfor

mance

Sunshine B. Alos, L. C. (2015). Factors Affecting the Academic Performance of the

Student Nurses of BSU. From College of Nursing, Benguet State University, La Trinidad,

Benguet, Philippines. Retrieved from Scientific and Academic Publishing:

http://article.sapub.org/10.5923.j.nursing.20150502.04.html

9
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The researchers made surveys of related studies to gain some insight about this research.

The studies were found to be related in this research, although these studies were conducted few

years ago.

Related Literature

Study Habits

According to Kizlik (2012), “Study habits are different for everybody. A studying

strategy may be effective for one but entirely of no use to another student. However the study

habit fit for one can help the student in different ways. To name one, with continuous study

habits, study skills develop and they create a more effective understanding about the topic. Study

habits can also improve the learning and understanding about the subject, and thus, the grades.”

Study skills and learning approaches include, for example, time management, using

information resources, taking class notes, communicating with teachers, preparing for and taking

examination, and several other learning strategies. The research shows a significant correlation

between such learning behavior and approaches and academic achievement in higher education

[Soares, et al. (2009)].

10
 Katelyn (2013) therefore, identifies fourteen positive or good study habits which students

can employ in order to improve their academic performance. They are: attending all classes,

reviewing your notes daily, reading material prior to it being covered in class, study daily, have

at least one conference with the professor, develop and learn a word list for the course, read

materials to improve your background in the course (other than text), attend help session, attend

learning resource lab when available, develop a list of possible questions, ask questions in class,

study an old exam (when available), avoid a last minute cram session, and sleep at least 8 hours

the night before exams commence.

TIME MANAGEMENT

According to Annie, Howard &Mildred (1996), Time management has been referred to

as a set of techniques for managing, planning and appropriate using of time. However, a central

problem noted was that many of these students had not learned how to take effective notes and

manage time for studying (cited by Mutsotso S.N. & Abenga E.S., 2010). Moreover, a study by

Nagaraju (2004) found that students usually do not devote sufficient time to their studies and

seldom have proper study habits.

Applying time management in study habit is very helpful. This tests the ability of a

students in being disciplined. This also makes the work easier especially when there are tons of

homework, project and activity that are needed to be pass on time.

11
STUDY AREA

According to Karemera (2003), he found that students’ performance is significantly

correlated with satisfaction with academic environment and the facilities of library, computer lab

and other facilities in the institution.

Ozmert (2005) emphasized the importance of environmental influence as amajor factor in

the development of students studying habit. In thesame vein, Adetunji and Oladeji (2007) submit

that theenvironment of most children is not conducive for studying; it is inthe light of this that

made some parents to prefer their children to go to boarding school for proper discipline and to

inculcate betterreading habit.

Frank Pogue (2000) did a research project to determine why students 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. 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

The key to better learning and better academic performance in schools are good teachers,

lecturers, good study environment, parent’s co-operation, high quality books and the most

important is the study habit. Study habits are learning tendencies that enable students to work

privately.

12
REVIEW STRATEGIES

Academic procrastination also was defined as leaving academic tasks, such as preparing

for exams and doing homework to the last minute and to feel discomfort out of this (Çapan,

2010)

Some researchers have proposed strategies that will help students develop effective study

habits because of the importance of study habits on academic performance. The study of Demir

et al. (2012), which examined the effect of development of efficient study habits on academic

achievements states that “Students can acquire efficient studying skills by means of curriculum

for developing efficient studying skills. The students were able to organize the study

environment and use specific methods effectively, such as efficient reading, listening lectures,

note-taking, efficient writing and doing homework.” It further revealed that those students who

were implemented by the said curriculum have increased academic achievements in comparison

to the group of students on which was not implemented by the said curriculum.

Nuthana and Yenagi (2009) found significant correlation between study habits and

academic achievement. It further revealed that reading and note-taking habits, habits of

concentration, and preparation for examination had significant correlation with academic

achievement. The authors pointed out that students who are better in reading and note-taking,

well prepared for the board examination and have concentration may have better academic

achievement.

13
Academic Performance

There are various factors that affect the students’ academic achievement. Amongst these

factors are some activities called study habits which the students gained, preferred and like

to do for learning at and out of school (Hotaman, 2009).

Findings of the study of Oluwatimilehin and Owoyele (2012) revealed that of all the

study habits’ subscales, ‘teacher consultation’ was most influential while the ‘time allocation’

exercise, concentration, no taking reading and assignments were regarded as less integral to

students’ academic performances. Therefore, regular counseling services to train students on

study skills strategies were advocated in order to boost their study habit and enhance their

academic achievement.

Galiher (2006) and Darling (2005), used GPA to measure student performance because

they main focus in on the student performance for the particular semester. Some other

researchers used test results or previous year result since they are studying performance for the

specific subject or year (Hijazi and Naqvi, 2006 and Hake, 1998).

OUTPUT

14
 Noble (2006), students’ academic accomplishments and activities, perceptions of their

coping strategies and positive attributions, and background characteristics were indirectly related

to their composite scores through academic achievement in school.

Hoyle (1986) argued that schools are established with the aim of imparting knowledge

and skills to those who go through them and behind all this is the idea of enhancing good

academic performance. Academic performance or achievement is the outcome of education, the

extent to which a student, teacher or institution has achieved their educational goals. Academic

performance is commonly measured by examinations or continuous assessment but there is no

general agreement on how it is best tested or which aspects are most important, procedural

knowledge such as skills or declarative knowledge such as facts (Annie, Howard &Mildred,

1996).

Adeyemo (2005) and Gbore (2006) argued that study habits have strong relationship with

the academic performance of students. A student who cultivates certain study habit will perform

differently from a student who has another set of study habit. It is believed that student who lacks

effective and efficient means of studying would be building on shaking foundation and

consequently have weak foundation.

PERFORMANCE TASK

Dr. Wagner told us about an innovative performance task, the College and Work

Readiness Assessment (CWRA; Council for Aid to Education, 2007). The CWRA was designed

15
to assess analytic reasoning and evaluation, problem solving, writing effectiveness, and writing

mechanics, skills that paralleled some of our Compass to 2015 student success outcomes.

Wigglesworth (2001) examined the effects on performance of two task characteristics

(task structure; familiarity of the activity) and two task conditions (native vs. non-native

interlocutor; planning time).

Ayala, C. C., Shavelson, R. J., Yin, Y., & Schultz, S. E. (2002). Reasoning dimensions

underlying science achievement: The case of performance assessment

It was Barrios et al. (2000) who established the path taken by students in order to enter university

(COU versus LOGSE), the branch of stud- ies selected in the bachillerato (equivalent to the high

school diploma, that is, option A/B – science or health sciences – versus option C/D – social

sciences or humanities) and the mark awarded in the university entrance examinations (PAU) as

the predictive variables based on the fit of a step- wise optimal linear regression model. The

results showed that each had a slightly significant effect in predicting academic performance,

measured by the mark awarded in the final assessment of the subject.

QUARTERLY ASSESSMENT

Assessment, as part of the learning process, focuses on three individual domains:

cognitive, psychomotor and affective (Bloom 1984). The cognitive domain of an individual

contains intellectual activities such as problem solving, analyzing, comparing, evaluating,

16
memorizing, applying, and critical thinking (Bloom, 1984). Cognitive assessment is an effective

approach that analyses understanding of concepts, critical thinking, and academic standards.

Assessment is one of the crucial components of instructions. It has been interchangeable

used with evaluation and/or measurement (Kizlik, 2012). Assessment is a broad term defined as

the process of gathering, synthesizing, interpreting, and using qualitative and/or quantitative

information to make educational decisions about the learning of students (McMillan, 1997;

Nitko, 2001; Brookhart, 2004).

Pertinent to the present study, assessment methods can be categorized into traditional and

alternative methods based on the extent to which they simulate performance in the real world

(i.e., realism of assessment tasks), the extent to which they measure higher learning outcomes

and requires demonstration of multiple skills (i.e., complexity of tasks), the amount of time

needed for the assessment, and the amount of judgment involved in scoring. Traditional

assessments such as multiple-choice, true-false, matching, completion, and short-answer items

are often lower in realism and complexity of the tasks assessed, but require little time to

administer and can be scored quickly and objectively. Alternative assessments such as portfolios,

student self-assessment, observations, and other performance-based assessments are higher in

both realism and complexity of the tasks assessed, but require large amount of time to use, and

that scoring is judgmental and less objective than traditional assessments (Gronlund, 2006)

Related Studies

17
Study Habits

In the study conducted by Evans Atsiaya siahil and Julius K. Maiyo entitled “Study of the

relationship between study habits and academic achievement of students: A case of Spicer

Higher Secondary School, India, successful achievement in any form of academic activity is

based upon study, interpretation and application. Everyone has different study habits. All often,

students perform poorly in school simply because they lack good study habits. In many cases,

students do not know where to begin. Those students in high school who succeed especially well

usually study alone and follow a study technique that has been worked out by them and that

incorporates desirable procedures. Good health, sufficient sleep, appropriate exercise and

nutritious diet are essential to achievement of good study results. Study conditions that are

unfavorable include inadequate lighting, extremes of temperatures, humidity, poor posture,

subnormal physical conditions and emotional disturbance.

In an article published online by Giniely V. Venturina entitled Factors affecting the Study

habits of the Students, “Study habits defined as the regular tendency and practice that one depicts

during the process of gaining information through learning. Indeed, establishing a proper and

efficient study habit will make one’s high school life meaningful and challenging. In addition, it

is a pre-requisite on attaining a successful and prosperous life in the near future. But, if the

students do not have a good study habits, this could be a reason for them to get low grades or

failing the subject or dropping out in the school. And that is the most of the problems of majority

of the schools and even in the entire country.”

18
 The article states that there are some reasons why students fail. Students fail because they

do not have a clear career goal or objective. Second is that the students lack passion on what they

are doing. That of why students view study as a chore and not a method for achieving clearly

defined goals. Another reason is that students lack personal, work, school, family balance.

Whatever is going on in a student’s personal life, will affect his or her performance in school.

The key is keeping proper balance. Another is the lack of maturity and discipline. Some students

often fall under the pressure of their peers. The last reason is the lack of appropriate balance.

“There are probably hundreds of factors that affect academic achievement of students: social,

economic, medical/health, familial, relationships between teachers and students, school

expectations, the students’ motivations and abilities, levels of popularity, types of friendships

outside of school and many more.”

Academic Performance

In the study “Connections between Learning Experience, Study Behavior and Academic

Performance: A Longitudal Study” conducted by Ning and Downing (2010), the relationship

between learning experience and study behaviour on the students’ performance was studied. The

researchers tested their hypothesis by a survey given to 396 students from a university in

Hongkong. They tested the students’ study habits in terms of Concentration, Time Management,

Self-testing, Study Aids, Information Processing, Selecting Main Ideas, Test Strategies, Anxiety,

Attitude and Motivation. From the information obtained, Ning and Downing (2010), discovered

a positive relationship between the variables. Aspects like motivation and study strategies in

study behavior were also discovered to be of importance to the current academic performance.

19
Despite the wide range of psychological area being studied, the research, however, is limited in

scope as it just studies students from a single university.

According to the study entitled Student Engagement and College Experience as

Mediators of the Relationship Between Institutional Support and Academic Performance

conducted by Johnny T. Amora, Marc Sherwin A. Ochoco, and Raymond Charles R. Anicete,

“Academic performance, which is the extent to which a student, teacher, or institution has

achieved their educational goals, is the outcome of education. It is vital in the part of the students

because the level of success they achieve from the school/university has far-reaching

implications for their personal and professional lives (Christiana, 2014). Students’

academic performance impacts on their career choice, personal income and level of success, as

well as the degree of participation in community life (Christiana, 2014; Grainen, 1995). This

study aims to examine academic performance in greater depth by analyzing the factors

that influence this concept through the application of the statistical three-path mediation

model. The approach herein is to place institutional support at the beginning of the process, as a

main antecedent of academic performance, while student engagement and college experience

play mediating roles between institutional support and academic performance. The results show

that the student engagement and college experience sequentially mediate the effect of

institutional support on academic performance.”

The study proposes a multiple mediation model to examine the interrelationships between

academic performance and its antecedents. Particular to this,, the study aims to investigate if the

relationship between institutional support and academic performance is sequentially mediated by

student engagement and college experience. There is relation in the variables in such a way that

20
the relationship between institutional support and academic performance is sequentially mediated

by student engagement and college experience.

DEFINITION OF TERMS

Academic performance - refers to the student’s achievement in class. It refers to the student’s

grades he or she got in some of his or her subjects in high school.

Study habits - external factors that facilitate the study process such as sound study routines that

includes how often a student engage in studying sessions, review materials, self-evaluate,

rehearse explaining the materials, and studying in a conductive environment.

Time Management - is the process of planning and exercising conscious control of time spent

on specific activities, especially to increase effectiveness, efficiency, and productivity.

Study Area - a home, place or location used for paperwork, computer work, or reading for

effective studying.

Performance Task - is any learning activity or assessment that asks students to perform to

demonstrate their knowledge, understanding and proficiency. It yields a tangible product and/or

performance that serve as evidence of learning.

21
 NOTES IN CHAPTER II

Mendezabal. M.J.N (2013). Study Habits and Attitudes: The Rod to Acadmic Success.

Open Science Repository Education., Online (open-access)

E70081928, doi:10.7392/Education.70081928

STUDY HABITS OF ACADEMIC PERFORMERS IN TECHNOLOGICAL

INSTITUTEOF THE PHILIPPINES MANILA

Foz, Jan Carlo C.Gomez, Johana Carla T.Luz, Angela M.Miron, Feldar M.Zarate, John Mark E

October 2016

https://www.scribd.com/document/329250680/Study-Habits-Academic-Performers

THE EFFECT OF STUDY HABITS ON THE ACADEMIC PERFORMANCE OF

FRESHMEN EDUCATION STUDENTS IN XAVIER UNIVERSITY, CAGAYAN DE ORO

CITY, SCHOOL YEAR 2008-2009

ChristianK.Bagongon

https://www.scribd.com/doc/24002413/THE-EFFECT-OF-STUDY-HABITS-ON-THE-

ACADEMIC-PERFORMANCE-OF-FRESHMEN-EDUCATION-STUDENTS-IN-XAVIER-

UNIVERSITY-CAGAYAN-DE-ORO-CITY-SCHOOL-YEAR-2008-20

FACTORS AFFECTING STUDY HABITS ON THE ACADEMIC PERFORMANCE

OFSENIOR HIGH SCHOOL STUDENTS OF DAVAO DOCTORS COLLEGE

Arieta, Kaye Marie D.Gementiza, Roda C.Saco, Cielo Jabe D.

March 2017

https://www.scribd.com/document/358797618/Factors-Affecting-Study-Habits-on-Academic-

Performance-of-Senior-High-School-Students-of-Davao-Doctors-College

22
Correlation (Pearson, Kendall, Spearman). (n.d.). Retrieved from Statistics Solution:
https://www.statisticssolutions.com/correlation-pearson-kendall-spearman/
Dr. Kudirat Bimbo Sanni, A. O. (2017). STUDY HABITS AND ACADEMIC PERFORMANCE OF

SECONDARY SCHOOL. Retrieved from https://files.eric.ed.gov/fulltext/EJ1165903.pdf

Owizy, s. o. (2019). THE IMPACT OF STUDY HABITS ON THE ACADEMIC PERFORMANCE

OF STUDENTS. Retrieved from ACADEMIA:

http://www.academia.edu/6252608/THE_IMPACT_OF_STUDY_HABITS_ON_THE_ACADEMIC_P

ERFORMANCE_OF_STUDENTS

Sagdullas, J. (2016, October 28). Study Habits - Academic Performers. Retrieved from

SCRIBD: https://www.scribd.com/document/329250680/Study-Habits-Academic-Performers

Teaching, C. f. (n.d.). Quantitative Approaches. Retrieved from Grand Canyon University, Center

for Innovation in Research and Teaching:

https://cirt.gcu.edu/research/developmentresources/research_ready/quantresearch/

approaches

Khan, I. M. (2012, June). Factors Affecting Students’ Academic Performance . Retrieved from

https://globaljournals.org/GJMBR_Volume12/3-Factors-Affecting-Students-

Academic.pdf

Mendezabal, M. J. (2013, February 15). Study Habits and Attitudes: The Road to Academic

Success . Retrieved from http://www.open-science-repository.com/study-habits-and-

attitudes-the-road-to-academic-success.html

23
 CHAPTER III

RESEARCH DESIGN

The researchers used the quantitative research for this study. The used of quantitative

research is to derive results that involves the use of computational, statistical and mathematical

tools. Its purpose is conclusive as it attempts to quantify the problem and understand how

prevalent it is by searching for projectable results for a larger population.

The researchers used a descriptive-correlational design to aim the relationship of study

habits among the academic performance of the Grade 11 students STEM strand. The researchers

used descriptive design to describe the current status of a variable. A descriptive design is any

scientific process begins with description, based on observation, of an event or events, from

which theories may later be developed to explain the observations while; the correlational design

explores the relationship between the variables using statistical analysis to gives an indication of

how one variable may predict another.

RESPONDENTS OF THE STUDY

The researchers will select five students per section of Grade 11 STEM students S.Y.

2018-2019 as the respondents of their study. This will be practical for the researcher since they

are belong to this strand. It will save time, energy, money and efforts for the researcher.

24
The researcher used cluster sampling to divides the population into separate groups, called

clusters. Then, a simple random sample of clusters is selected from the population. The

researcher conducts this analysis on data from the sampled clusters.

Table 1: The population of Grade 11 STEM students in Bataan National High School

Senior High School and the number per section we choose to:

SECTIONS NUMBER OF STUDENTS

PER SECTION

STEM 1 5

STEM 2 5

STEM 3 5

STEM 4 5

STEM 5 5

STEM 6 5

STEM 7 5

STEM 8 5

STEM 9 5

STEM 10 5

INSTRUMENT OF THE STUDY/ THE PROCEDURE

To gather the data needed by the researcher, they used survey-questionnaires to the

selected Grade 11 STEM students. The survey-questionnaires was created using suitable

questions modified from related research and individual questions formed by the researcher. The

25
content used for the questionnaires are Likert Scale and Nominal Scale which contains ten

questions. After the research teacher validated the survey questionnaire, the researchers

distributed the survey-questionnaires to the designated students Grade 11 STEM.

ESTABLISHING RELIABILITY AND VALIDITY

The validity used by the researcher is concurrent under the criterion-related validity or

equivalence test.

The reliability used by the researcher is Internal Consistency.

Where:

k = number of questions

pj = number of people in the sample who answered question j correctly

qj = number of people in the sample who didn‟t answer question j correctly

σ2 = variance of the total scores of all the people taking the test

= VARP(R1) where R1 = array containing the total scores of all the people taking the test.

STATISTICAL TREATMENT

The researcher used the Pearson- r correlation treatment for the relationship of the two

variables: study habits and academic performance. The Pearson correlation measures the

relationship between the two variables.

26
27
 NOTES IN CHPTER III

Cluster Sampling: Definition. (2016). Retrieved from Stat Trek:

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