PUPILS’ STUDY HABITS IN BLENDED LEARNING

MODALITY AND THEIR ACADEMIC PERFORMANCE

IN MATHEMATICS AND ENGLISH: INPUTS FOR AN
INTERVENTION PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 11
Pages: 797-810
Document ID: 2023PEMJ1013
DOI: 10.5281/zenodo.8218755
Manuscript Accepted: 2023-31-7
Psych Educ, 2023, 11: 797-810, Document ID:2023 PEMJ1013, doi:10.5281/zenodo.8218755, ISSN 2822-4353
Research Article

Pupils’ Study Habits in Blended Learning Modality and Their Academic Performance
in Mathematics and English: Inputs for an Intervention Program
Etheyl F. Solano*
For affiliations and correspondence, see the last page.
Abstract
The study sought to determine the relationship between the pupils’ study habits in blended learning modality and
their academic performance in Mathematics and English which serves as Inputs for an Intervention Program in
Balara Elementary School, Quezon City during the School Year 2022-2023.The descriptive survey research was
employed in this study. A total of 230 Grade 6 Pupils from Balara Elementary School participated in this study.
They come from a total of 540 pupils distributed into 13 sections. Cluster – random sampling was used to select
the respondents; 18 pupils from each of the sections, or an equivalent of 42.59 percent of the population. The
respondents were described based on their demographic profile such as age, sex, family income status, parent’s
educational attainment. Based on the findings, the students Agreed that that their online and face-to-face classes
are executed with proper time management, with all the necessary learning materials, and with acceptable,
appropriate, and inevitable learning environment. In addition, the respondents had good grades in Mathematics
and English in three school years. More so, there is a high positive correlation between the English and
Mathematics grades of the respondents in three consecutive school years. On the other hand, there is a
negligible negative correlation, r = -0.72, between the study habits of the respondents in the online mode in
terms of time management and their academic performance in the said subjects, high positive correlation, r =
.708 in terms of learning materials, and low positive correlation, r = .492in terms of learning materials.
Meanwhile, there is a high positive correlation, r = .727, between the study habits of the respondents in the face-
to-face mode in terms of time management, low positive correlation, r = .473, in terms of learning materials, and
high positive correlation, r = .771 in terms of learning environment. Furthermore, there is no significant
difference in the assessment of the respondents on their study habits in terms of the given aspects and their
profile.

Keywords: blended learning, study habits, english, mathematics

Introduction from schooling, and other similar related concerns.An

important finding from research studies shows a less
The Basic Education Learning Continuity Plan. BE- attractive teaching style of the tutor. Alongside that,
LEP has been designed with a legal framework the study habits and attitude of the pupils have not
responsive to the new normal, keeping in mind the been regularly monitored, if not totally discarded by
constitutional mandate to always uphold the right of all teachers and parents.
citizens to quality education. The Department of
Education (DepEd) also reviewed and assessed the It is primarily important to assess, monitor, evaluate,
programs, projects and activities outlined in the plan and provide remediation to the slow-paced learning by
and their corresponding budgetary implications. The pupils. It is from this stint that the role of the teacher
available program funds are being maximized, becomes increasingly significant. Through the
reprogrammed, or realigned to the programs, projects teacher's appropriate monitoring style, the motivation
and activities that shall require more funding support to learn by pupils may show remarkable elevation. The
with a learner-oriented framework, the reforms pupils study habits along selected variables; when
articulated in the BE-LEP are aligned with the four assessed, may help teachers and parents in their better
pillars of Sulong Edukalidad; K-12 Curriculum review educational aspiration for the young members of
and update; improving the learning environment; society.
teachers’ upskilling and reskilling; and engagement of Face-to-face mode in which the students and the
stakeholders for support and collaboration. These teacher are both physically present in the classroom
pillars shall be implemented with emphasis on and there are opportunities for active engagement,
INNOVATION, AGILITY, SYNERGY. immediate feedback, socio-emotional development of
learners. Another is the Distance Learning where
Learning is an everyday concern; it is a very important learning takes place between the teacher and the
facet of life for it builds one’s future. Nevertheless, not learners who are geographically remote from each
all learners enjoy learning as evidenced by poor other during instruction. This modality has three types:
academic performances, dropouts from school, Modular Distance Learning (MDL), Online Distance
inability to complete one’s course pursued, stopped Learning (ODL), TV/Radio-Based Instruction. Online

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Research Article

Distance Learning features the teachers as facilitator, 1. How do the respondents describe their demographic
engaging learners’ active participation using various profile in terms of;
technologies accessed through the internet, Online 1.1 Age;
learning allows live synchronous instruction where the 1.2 Sex;
learners may download materials, complete, and 1.3 Family income status;
submit assignments online, attend webinars and virtual 1.4 Father’s highest educational attainment; and
classes. Furthermore, Distance learning modality is 1.5 Mother’s highest educational attainment?
most viable for independent learners, and learners 2. What is the perception of the respondents on their
supported by periodic supervision of parents or study habit in terms of the following;
guardians. The challenge will be in dealing with 2.1 Time Management;
learners not capable of independent learning. Another 2.2 Learning Materials; and
is that the Blended Learning which combines face-to- 2.3 Learning Environment?
face with any or a mix of online distance learning, 3. What is the level of academic performance of the
modular distance learning, TV/Radio-Based pupils in online and face-to-face modality in
Instruction. Blended learning will enable the schools to Mathematics and English during 2020-2023?
limit face-to-face learning, ensure social distancing, 4. Is there significant relationship in the study habits of
decrease volume of people outside the home. LR the pupils in online and face-to-face modality their
Portal and DepEd Commons, media institutions will academic performance in Mathematics and English for
be maximized. Another type of learning modality is SY 2022-2023?
Homeschooling which aims to provide learners with 5. Is there a significant difference in the study habits of
quality basic education that is facilitated by qualified the pupils online and face-to-face modality based on
parents, guardians or tutors who have undergone their demographic variables?
relevant training in a home-based environment. For the 6. Based on the findings of the study, what
present study, a deliberate analysis and compassion of Intervention program could be proposed or developed
pupils’ academic performance in Mathematics and to address the needs of the pupils?
English will be done when they were in the online
distance learning modality and now that they are in the
face-to-face mode. Literature Review

Pupils of every generation are supposed to cultivate

their good study habits for them to have a higher level According to India Today Web Desk (2021), every
of learning. Consequently, they earn good grades parent strives to provide the best education possible for
which evidence a satisfactory academic performance. their children. They aspire that their children achieve
Now that the new normal state is fast approaching, great academic success, which in turn would mold
pupils, more than ever, must be adaptive to the them into better professionals. However, not every
changing conditions. The Hybrid learning modality is child might be able to achieve tremendous success in
fast gaining momentum for pupils to be immersed in. academics, which could be a cause of concern for
Learning through face-to-face communication and parents. Not every study habit can work well. As a
online mode is the situation where pupils are in now. parent to a young child, you need to make sure your
Alongside, the study habits of the pupils have to be kid(s) are learning correctly.
realigned and redirected to the challenges which are
inherent therein. For a clearer understanding of this Based on Inquirer.net (Dela Peña, 2023) article
concern, this study is proposed for a better entitled, “Southeast Asia rank: PH 2nd to worst in
enlightenment on the issue. Grade 5 students’ reading, math skills”, states that
parent’s involvement in academic activities is
Research Questions essentials in children’s school performance, however,
in the Philippines, children from families of the lowest
The study sought to determine the relationship socio-economic status, rural areas, and public schools
between the pupils’ study habits in blended learning are less likely to have academically engaging parents.
modality and their academic performance in
Mathematics and English which served as Inputs for Furthermore, the needs and challenges that 21st
Intervention Program at Balara Elementary School, century education brings, forces facilitators to change
Quezon City during the School Year 2020-2021; their perspective on teaching and to accommodate
2021-2022; 2022-2023. In particular, the study aimed learners differently than they did in the past (Bosch &
to answer the following questions: Pool, 2019).

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Research Article

And to add to the problems of teachers in educating English Language Learners’ Later Math Problem-
their students, school officials in the region disclosed Solving Performance: An Exploratory Study” found
that most of the public schools also lack relevant that two major findings emerged. First, strategy
learning materials. Teachers now must help their instruction, peer interaction, and explicit instruction in
students catch up with some of the important lessons Wave 1 uniquely predicted English problem-solving
they missed out on at the height of the pandemic. scores in Wave 2 independent of grade level,
vocabulary, calculation, and problem-solving at Wave
According to Tan,I.R.R, et. al (2022) in their article 1. Second, the frequency of explicit instruction and
entitled Special Report: Distance learning harmed peer interactions was significantly related to the odds
students’ learning, behavior (Last of three parts), of predicting ELL children at risk for math disabilities.
Unicef Executive Director Catherine Russell said that The results are discussed within the context-specific
even before the pandemic, the most marginalized instructional activities that were positively related to
children were being left behind. As the pandemic later math outcomes.
enters its third year, we can’t afford to go back to
‘normal.’ We need a new normal: children into Furthermore, a study by Salcedo-Relucio, M. A.
classrooms, assessing where they are in their learning, (2019) entitled “Factors Affecting the Study Habits of
and providing them with the intensive support they Grade Eleven Students in One National High School in
need to recover what they’ve missed, and ensuring that Pangasinan, Philippines” found out that the
teachers have the training and learning resources they respondents are practicing wrong and poor study
need. habits. The researcher also revealed that less study
hour results in poor grades and performance.
Fiel, J.R. (2022) stated that blended learning helps Respondents do not have a timetable for study and
students conveniently though they lack the availability have other distractions such as family stress and
of computers. Subsequently, making the knowledge, addiction to social media. There is a positive
attitude, and motivation the most predicted reason for relationship between the study habits of the students
teachers’ application. In lieu of this, institutional with their academic performance. And the researcher
administrators, especially the human resource office, is concluded that study habits are a prerequisite for good
highly recommended to take appropriate interventions and outstanding academic performance of students.
to sustain the engagement of the faculty toward The researcher will take note of the content of the
blended learning. Thus, continuous proceedings of study as a basis on how students spend their time
how well-blended learning strategies are accepted and studying and doing their homework.
adapted in multicultural settings are significant.
Lastly, Guinocor et al. (2020) used a descriptive-
In addition, a study by Capuno et. al (2019) entitled correlational design to gather data through an adopted
“Attitudes, Study Habits, and Academic Performance survey tool for study habits and attitudes. The
of Junior High School Students in Mathematics” found researchers concluded that most of the students
that the study revealed that those respondents had academically performed very good, and their study
positive attitudes towards mathematics in terms of its orientation generally falls also to the above-average
value while they had a neutral attitude when it comes level. There was a significant disparity among the
to their self-confidence, enjoyment, and motivation in level of the study orientation of the students wherein
mathematics. Also, the study shows that there was a the study orientation of the highest academic
negligible positive correlation between the attitudes performers is significantly at far with the lower two
and academic performance of the respondents in terms identified groups. Furthermore, the study orientation of
of their self-confidence, enjoyment, and motivation the students has a very significant relationship to their
while there was a weak positive correlation between academic performance, wherein students with high
the value of math and their academic performance in study orientation tend to achieve more compared to the
math. It was concluded that students’ attitudes and students with lower study orientation students’
their study habits are significant factors that affect preferred teaching approach.
their performance in mathematics. The researchers
strongly recommend the utilization of the enhancement Methodology
plan in the teaching of mathematics to junior high
school students.
The descriptive-survey method of research was used in
Moreover, a study by Swanson (2022) entitled “The this study. Its major purpose is to characterize what is
Relationship between Early Classroom Activities and going on presently as to the study habits and academic

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Research Article

performance of the respondents as well as determine Alongside, the pupil - respondents were notified by
any significant relationship thereof.Bhat (2020) their respective advisers in favor of the survey.As the
defined descriptive-survey research as a popular questionnaire was in Google forms, tabulation of
research tool for collecting data from respondents results was facilitated releasing immediately the
where the sample size is, and done through online or desired output. When those are available, statistical
offline surveys, questionnaires, or polls. It describes treatment of g a t h e r e d data were
the characteristics and nature of the phenomenon being
processed.Documentary Analysis was likewise utilized
studied.The researcher looks for answers to queries
in the study, there is a need to have available the final
like why, what, how, where, when, etc. By employing
grades in Mathematics and English of the respondent
a descriptive research approach, a researcher can
pupils when they were Grade Four and Grade Five.
discover additional information regarding the
researcher’s problem. Researchers from a range of The office of the Registrar of the school is the
disciplines utilize descriptive research to clearly depository of these records. Their last quarter grades in
pinpoint a population or situation. It blends some subjects; now that they are in Grade Six, were
quantitative and qualitative data to provide relevant obtained from their subject teachers. Every individual
and accurate information. It engages people who are at has rights which must never be taken away. As
the center of the research objective (Formplus Blog, individuals, they have the right to decide whether they
2020). get involved in this research. This fact was stated
clearly in the questionnaire cover letter. Before the
Participants of the Study consent is sought, the researcher gave details of the
nature and purpose of the research and who will have
The participants in the study are Grade Six pupils from access to the data and the proposed outcome of the
Balara Elementary School. This school has an
research. Parental consent is also included since
accessible location to the University of the
respondents are Grade Six pupils. Completion of the
Philippines.Grade Six pupils of the school participated
questionnaire by the participants will be taken as their
in the survey. There are 540 pupils in all; only 230 of
them or approximately 42.59 percent represented the giving consent to participate in the study. Participants
whole batch. Cluster – random sampling was utilized were given adequate time to consider their
for the purpose of determining the sample. The total participation. A self–administered questionnaire was
number of Grade Six pupils is distributed among 13 potentially protecting the anonymity and privacy of the
sections; Eighteen pupils from each section were respondents. To ensure that confidentiality is truly
randomly selected. protected, the name of the respondents in the
questionnaires was optional. A written guarantee was
Instruments of the Study given to participants that the data collected will remain
confidential and that only the researcher and the
The survey questionnaires for the purpose of this study statistician employed by the researcher will have
were made available online to easily access the target access to it.
respondents.It is a researcher-made questionnaire on
the study habits and of the pupils. Likewise, a Ethical Considerations
questionnaire on the pupils’ demographic pupils is
included. It will be subjected to validation among 18
The researcher herself explained and gave the
pupils who did not participate in the actual survey.
informed consent to each participant before the
Responses from there were tested for validity level
conduct of the study. She ensured them that the
using SPSS Cronbach Alpha 0.05.
information would be used with utmost confidentiality
Procedure and within the purpose of the study only.

First, a letter of referral was endorsed to the

Department of Education for permission to conduct the Results and Discussion
survey in Balara Elementary School. For confirmation,
a follow – up visit with the principal of Balara
Demographic Profile of Respondents
Elementary School was made.The time the approval of
the referred letter was availed, the survey
questionnaire was uploaded in Google forms for the
purpose of validation, then the actual survey.

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Research Article

Table 1. Frequency and Percentage Distribution of

Table 4. Frequency and Percentage Distribution of the
the Respondent Pupils by Age
Respondent Pupils by Father’s Highest Educational
Attainment

A great majority of the respondent pupils, 168 or 73.04

percent, are aged 12-13. Some 49 or 21.30 percent are
The highest educational attainment of the fathers of the
younger at 10-11 years old. Only a few; eight or 3.48
pupil-respondents is high school graduate with 123 or
percent and five or 2.18 percent are 14-15 years old
53.48 percent. Several of them; 74 or 32.17 percent are
and 16 years old and above respectively.
college graduates. Some of them; 33 or 14.35 percent
Table 2. Frequency and Percentage Distribution of are elementary school graduates.
the Respondent Pupils by Sex
Table 5. Frequency and Percentage Distribution of the
Respondent Pupils by Mother’s Highest Educational
Attainment

Given in Table 2 is the distribution of the respondent

pupils by sex. Among the 230 respondent pupils, there
are more girls: 129 or 56.09 percent than boys which is The highest educational attainment of the mothers of
101 or 43.91 percent only as the respondents of the the pupil-respondents is high school graduate with 134
study by sex. or 58.26 percent. Several of them; 73 or 31.74 percent
are college graduates. Some of them; 23 or 10 percent
Table 3. Frequency and Percentage Distribution of the are elementary school graduates.
Respondent Pupils by Family Income Status
Perception of Respondents on their Study Habits

Table 6. Distribution of Respondent Pupils’ Positive

Evaluation of their Study Habits along with Time
Management

A great majority of the pupil - respondents, which is

122 or 53.04 percent have monthly family income of
P10,000 and below, followed by 57 or 24.78 percent
with monthly family income of P10,001 to P15,000.
Those whose monthly family income is P15,001 to
P30,000 numbered 36 or 15.65 percent. Only 15 of
them or 6.53 percent have more than P30,000 monthly
family income.

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Research Article

The pupil-respondents expressed their agreement to With an average weighted mean value of 3.19, the
follow and stick to their class schedule for online pupil-respondents agreed that they enjoy their online
classes. They attend their classes on time and stay up classes with all the necessary learning materials. On
to dismissal time. They strongly agreed to review their the other hand, attending their face-to-face classes
recorded lessons for any surprise quiz. gives them enjoyment, too, as seen from the average
weighted mean value 3.04.
The pupil-respondents are eager to attend on time their
face-to-face classes. They are always present, go home In both online mode and face-to-face mode, the pupil-
immediately after school.With an average weighted respondents were found to belong to a homogeneous
mean value of 3.06, the pupil-respondents agreed that group as revealed by the standard deviation values .90
their online classes are executed with proper time and .90 respectively. They have a common evaluation
management. On the other hand, they are on a similar of their study habits in both learning modes.
evaluation when it comes to time management they
use for their face-to-face classes as revealed by the Table 8. Distribution of Pupil-respondents Positive
average weighted mean value 3.24. Evaluation of their Study Habits along with Learning
Environment
In both online mode and face-to-face mode, the pupil-
respondents were found belonging to a homogeneous
group as revealed by the standard deviation values .90
and .95 respectively. They have a common evaluation
of their study habits in both learning modes.

Table 7. Distribution of Respondent Pupils’ Positive

Evaluation of their Study Habits along with Learning
Materials

The pupil-respondents said and agreed that they have a

peaceful and quiet study room at home with a study
table and study materials. They find their study room
at home to be safe because it is properly lit and
ventilated.

As for their school, they likewise feel safe during their

stay. They have a big classroom for social distancing.
The pupil-respondents expressed their agreement on
They have temperature check and alcohol/sanitizer at
the usefulness of their gadgets at home like cellphone,
the entrance gate. Likewise, they see and read signages
tablet, or laptop. With the gadgets, they likewise
informing about health and safety protocols.
follow educational shows on social media like
Facebook, Instagram, Twitter, YouTube. They The average weighted mean value 3.06 relates to
strongly agreed to review their printed modules and learning environment in the online mode clarifies the
PowerPoint presentations to better understand their agreement of the pup il- respondents on its
lessons. appropriateness. Similarly, the average weighted mean
value 3.28 related to learning environment in the face-
To the pupil-respondents, they are going to school to
to-face mode demonstrates the agreement of the
attend their face-to-face classes is a motivation to
respondent pupils on its acceptability.
them. The films they watch which are related to their
class discussions are useful to them. The mini library In both online mode and face-to-face mode, the pupil-
inside their classroom and the laboratory they have in respondents were found to belong to a homogeneous
school add up to their learning experience. group as revealed by the standard deviation values .92

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Research Article

Table 10. Distribution of Pupil-respondents’ Negative

Evaluation of their Study Habits along with Learning
and .89 respectively. They have a common evaluation Materials
of their study habits in both learning modes.

Table 9. Distribution of Pupil-respondents’ Negative

Evaluation of their Study Habits along with Time
Management

The disagreement of the pupil-respondents on their

online classes in terms of learning materials was
uncovered by the average weighted mean of 2.16.
Similarly, their disagreement on their face-to-face
classes in terms of learning materials was seen through
the average weighted mean of 1.97.

The pupil-respondents like to listen to live discussions

in their online classes. They too are content with their
When asked for their evaluation of their online classes internet connection at home.
in terms of time management, the pupil-respondents
The face-to-face classes of the pupil-respondents in
agreed they do their online assignments at 8-10 in the
terms of learning materials is not a problem to them,
evening. Further, they disagreed that they take their they have complete textbooks. They too participate in
snacks and watch television shows during their online their class projects since the needed materials are
classes. When asked of their evaluation of their face- available.
to-face classes in terms of time management, the
The measure of variability in Table 9 is a little
pupil-respondents disagreed that they are not interested different. The standard deviation values .99 and 1.00
in studying if they dislike the teacher. Likewise, they respectively uncovered that the group is somewhat
disagreed to browse at previous texts and chats if the diverse and heterogeneous. The pupil-respondents are
lesson is not interesting. not one and the score in their evaluation of their study
habits in both learning modes.
The average weighted mean value 2.27 selected to Table 11. Distribution of Pupil-respondents’ Negative
time management in the online mode confirms the Evaluation of their Study Habits along with Learning
disagreement of the pupil-respondents for their Environment
evaluation. Similarly, the average weighted mean
value 2.22 related to time management in the face-to-
face mode reveals the disagreement of the respondent
pupils for their assessment.

The measure of variability in Table 9 is a little

different. The standard deviation values 1.03 and 1.06
respectively uncovered that the group is somewhat
diverse and heterogeneous. The pupil-respondents are
not one and the score in their evaluation of their study
habits in both learning modes.
The pupil-respondents disagreed that they are irritated
by the calls of family members when they are in their
online classes. They are not annoyed that their
sibling’s study with them in their study room. The

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pupil-respondents disagreed that they are irritated by

the calls of family members when they are in their
online classes. They are not annoyed that their Table 14. Frequency and Percentage Distribution of
sibling’s study with them in their study room. Respondent Pupils on their Level of Performance in
English, 2021-22 (online mode)
The pupil-respondents likewise disagreed that they feel
warm during their face-to-face classes. The electric
fans in their classrooms are functioning. Additionally,
there are no destroyed chairs at the back of their
classroom. The average weighted mean value 2.16 for
evaluation in their online classes; and average
weighted mean value 2.16 for evaluation in their face- The pupil-respondents had their online class in the SY
to-face classes revealed the disagreement of the pupil- 2021-22, pandemic time. When their grades in English
respondents as their analysis of their learning were tabulated, the following were revealed. A great
environment. majority of them, 177 or 76.96 percent received a
grade of Good in their English subject. The remaining,
Table 12. Frequency and Percentage Distribution of 53 or 23.04 percent, on the other hand, got a grade of
Respondent Pupils on their Level of Performance in Very Good.
English, 2020-21(online mode)
Table 15. Frequency and Percentage Distribution of
Respondent Pupils on their Level of Performance in
Mathematics, 2021-22 (online mode)

The pupil-respondents had their online class in the SY

2020-21, pandemic time. When their grades in English Several of them, 169 or 73.48 percent had a grade of
were tabulated, the following were revealed. One of Good in their Mathematics subject. Around a quarter,
them, or .43 percent, had an excellent grade. Forty- 61 or 26.52 percent had a rating of Very Good.
three of them or 18.79 percent got Very Good grades.
A great majority of them, 181 or 78.70 percent had Table 16. Frequency and Percentage Distribution of
good grades. Only five or 2.17 percent got a Passed Respondent Pupils on their Level of Performance in
grade.
English, 2022-23 (online mode)
Table 13. Frequency and Percentage Distribution of
Respondent Pupils on their Level of Performance in
Mathematics, 2020-21 (online mode)

Among the 230 pupil-respondents, 136 or 57.14

percent received a grade of Good in their English
subject. Another group of 93 pupils or 40.43 percent
had a grade of Very Good. Only one of them or .43
percent received an Excellent grade.
Sixty of them or 26.09 percent had an Excellent grade.
Ninety-nine of them or 43.04 percent got Very Good
grade. Some 54 or 23.48 percent had good grades, still
others, 17 or 7.39 percent got a Passed grade.

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Research Article

English, they likewise received good grades in

Table 17. Frequency and Percentage Distribution of Mathematics; a significant relationship existed.
Respondent Pupils on their Level of Performance
in Mathematics, 2022-23 (online mode) Finally, when the pupils are now in school attending
their face-to-face classes, still a high positive
correlation existed between the pupils’ grades in
English and Mathematics as revealed by the R-value,
.77. this means that as the pupils got good grades in
English. They likewise received good grades in
Mathematics; a significant relationship existed.
Among the 230 pupil-respondents, 134 or 58.27
Table 19. Relationship Between Study Habits in Online
percent received a grade of Good in their Mathematics
subject. Another group of 95 pupils or 41.30 percent and Face-to-Face Modes and Academic Performance
had a grade of Very Good. Only one of them or .43 in English and Mathematics (SY 2020-2023)
percent received and Excellent grade.

Relationship Between Academic Performance in

English and Mathematics for 2020-2023

Table 18. Relationship Between Academic

Performance in English and Mathematics, SY
2020-2023

In terms of time management, the R-values showed a

significant difference, from -0.72; negligible negative
correlation in the online learning mode to .727; high
positive correlation in the face-to-face learning mode;
a significant relationship now exists.

The study habits of the pupil-respondents in the Online

learning mode are inversely correlated with their
academic performance in English and Mathematics.
They still received good grades despite the less
attention they gave to class schedules, class
attendance, strict monitoring of time; a no significant
relationship now exists.

The grades in English and Mathematics of the pupil-

respondents were analyzed as to degree of correlation
The analysis revealed that in SY 2020-21; when the
existing. The periods covered by said analysis are SY
pupils were in the online learning mode, a high
2020-21, SY 2021-22, SY 2022-23. The final grades
positive correlation existed between the pupils’ grades
of the pupils in both subjects were taken for this
in English and Mathematics as revealed by the R-
purpose; except for SY 2022-23 where the third
value, .71. This means that as the pupils got good
quarter grades were used.
grades in English, they likewise received good grades
in Mathematics; a significant relationship existed.
While the study habits of the pupil-respondents in both
Further analysis revealed that in SY 2021-22; when the online and face-to-face learning modes is positively
pupils were still in the online mode, a high positive correlated with their academic performance in English
correlation existed between the pupils’ grades in and Mathematics; it is a low positive correlation in the
English and Mathematics as revealed by the R-value, face-to-face mode when compared with the high
.73. This means that as the pupils got good grades in positive correlation in the online mode; a no
significant relationship now exists.

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Research Article

The pupil-respondents enjoyed studying the printed

modules and PowerPoints presentations sent by their The study habits were explored in terms of time
teachers. On the other hand, they were expecting more management, learning materials and learning
from the films they watch in school as well as from environment. As shown above, the p-values for time
their school library and school laboratory. management and learning environment are greater than
the critical value, 0.05.
In terms of learning environment, the R-values showed
a significant difference. From .492; low positive This means that age is not a factor to the pupil-
correlation in the online learning mode to .771; high respondents as they attended either the online learning
positive correlation in the face-to-face learning mode; mode as face-to-face learning mode in terms of time
a significant relationship now exists. management and learning environment.

In both the online and face-to-face learning modes, the Henceforth, there is no significant difference in the
respondent pupils divulged to have encountered any assessment of their study habits as per their age
issues, challenges, and problems along their learning considering time management and learning
journey. This is in terms of time management, learning environment and learning materials.
materials and learning environment. The only thing the
respondent pupils must avoid is doing their online Table 22. Difference in Assessment of Respondent
assignments at 8-10 in the evening. Pupils on their Study Habits As per Sex

Difference in Assessment of Respondent Pupils on

their Study Habits as per Demographic Variables

Table 20. Difference in Assessment of Respondent

Pupils on their Study Habits As per Age
Their study habits were explored in terms of time
management, learning materials and learning
environment. As shown above, the p-values are greater
than the critical value, 0.05.

This means that sex is not a factor to the pupil-

respondents as they attended either the online learning
Their study habits were explored in terms of time
mode or face-to-face learning mode in terms of time
management, learning materials, and learning
management, learning materials and learning
environment, as shown above, the p-values are more
environment. Hence, there is no significant difference
than the critical value, 0.05.
in the assessment of their study habits based on their
sex. The investigation failed to reject the null
Their means that age is not a factor to the pupil-
hypothesis.
respondents as they attended either the online learning
mode or face-to-face learning mode in terms of time Table 23. Difference in Assessment of Respondent
management, learning materials and learning
Pupils on their Study Habits As per Sex
environment. Hence, there is no significant difference
in their assessment of their study habits as per their
age. The investigation failed to reject the null
hypothesis.

Table 21. Difference in Assessment of Respondent

Pupils on their Study Habits As per Age
Their study habits were explored in terms of time
management, learning materials and learning
environment. As shown above, the p-values are greater
than the critical value, 0.05.

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Psych Educ, 2023, 11: 797-810, Document ID:2023 PEMJ1013, doi:10.5281/zenodo.8218755, ISSN 2822-4353
Research Article

For the rest of the variables studied, it is identified that learning materials registered a significant difference
sex is not a factor to the pupil-respondents as they
based on family income status. The study failed to
attended either the online learning mode or face-to-
face learning mode in terms of time management, accept the null hypothesis.
learning materials and learning environment. Hence,
With the rest of the variables studied. The p-values are
there is no significant difference in the assessment of
greater than the critical value, 0.05. Based on the data,
their study habits based on their sex. The investigation
failed to reject the null hypothesis. family income status is not a factor to the pupil-
respondents as they attended either the online learning
Table 24. Difference in Assessment of Respondent mode or face-to-face learning mode in terms of time
Pupils on their Study Habits As per Family Income management, learning materials and learning
Status environment. Hence, there is no significant difference
in their environment of their study habits as per family
income status. In this instance, the investigation failed
to reject the null hypothesis.

Table 26. Difference in Assessment of Respondent

Pupils on their Study Habits As per Father’s
Education
Their study habits were explored in terms of time
management, learning materials and learning
environment. As shown above, the p-values are more
than the critical value, 0.05.

This means that family income status is not a factor to

the pupil-respondents as they attended either the online
learning mode or face-to-face learning mode in terms
of time management, learning materials and learning
environment. Hence, there is no significant difference
Their study habits were explored in terms of time
in their assessment of their study habits as per their
management, learning materials, and learning
family income status. The investigation failed to reject
the null hypothesis.
environment. As shown above, the p-value, 0.04
reflecting study habits in the online mode in terms of
Table 25. Difference in Assessment of Respondent learning materials registered a significant difference
Pupils on their Study Habits As per Family Income based on family income status. The study failed to
Status accept the null hypothesis.

This means that the highest educational attainment of

their father is not a factor to the pupil-respondents as
they attended either the online learning mode or face-
to-face learning mode in terms of time management,
learning materials and learning environment. Hence,
there is no significant difference in their assessment of
their study habits as per their father’s education. The
Their study habits were explored in terms of time
investigation failed to reject the null hypothesis.
management, learning materials, and learning
environment. As shown above, the p-value, 0.04
reflecting study habits in the online mode in terms of

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Research Article

Table 27. Difference in Assessment of Pupil- failed to reject the null hypothesis.
respondents on their Study Habits As per
Table 29. Difference in Assessment of Respondent
Father’s Education Pupils on their Study Habits As per Mother’s
Education

The assessment of the pupil-respondents on their study Their study habits were explored in terms of time
habits based on the highest educational attainment of management, learning materials and learning
their father was done. Their study habits were explored environment. As shown above, the p-values are greater
in terms of time management, learning materials, and than the critical value, 0.05.
learning environment. As shown above, the p-values
are greater than the critical value, 0.05. This means that the highest educational attainment of
their mother is not a factor to the pupil-respondents as
This means that the highest educational attainment of they attended the online learning mode or face-to-face
their father is not a factor to the pupil-respondents as learning mode in terms of time management, learning
they attended either the online learning mode or face- materials and learning environment. Hence, there is no
to-face learning modes in terms of time management, significant difference in their assessment of their study
learning materials, and learning environment. Hence, habits as per their mother’s education. Here, the study
there is no significant difference in their assessment of failed to reject the null hypothesis.
their study habits as per their father’s education. Here,
the study failed to reject the null hypothesis. In the online learning mode, the mothers of the pupil-
respondents are just like the American mothers.
Table 28. Difference in Assessment of Respondent American mothers appear to be less interested in their
Pupils on their Study Habits As per Mother’s child’s academic achievement; this is not their control
Education concern. Likewise, most Filipino mothers, being busy
with household chores and/or office routine, are not so
focused on their children while attending online
classes.

The assessment of the pupil-respondents on their study

habits based on the highest educational attainment of
their mother was done. Their study habits were
explored in terms of time management, learning
materials and learning environment. The p-values
The assessment of the pupil-respondents on their study obtained are shown above where under certain
habits based on the highest educational attainment of variables, a significant difference is registered; while
their mother was done. Their study habits were in other variables, a no significant difference is found
explored in terms of time management, learning with their study habits based on their mother’s
materials and learning environment. As shown above, education.
the p-values are greater than the critical value, 0.05.
In terms of learning environment, the study habits of
This means that the highest educational attainment of the pupil-respondents posted a significant difference
their mother is not a factor to the pupil-respondents as using the online mode based on their mother’s
they attended the online learning mode or face-to-face education. Similarly, with learning materials under the
learning mode in terms of time management, learning face-to-face mode, a significant difference was seen.
materials and learning environment. Hence, there is no Alongside, the study failed to accept the null
significant difference in their assessment of their study hypothesis.
habits as per their mother’s education. Here, the study

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Psych Educ, 2023, 11: 797-810, Document ID:2023 PEMJ1013, doi:10.5281/zenodo.8218755, ISSN 2822-4353
Research Article

with monthly family income of P10,000 and below.

With respect to learning environment, the study habits Both their father and mother are high school graduates.
of the pupil-respondents in the online learning mode (2) The respondents, on the affirmative aspects, agreed
differ significantly as per mother’s education, but not that their study habits are proper and appropriate in
in the face-to-face learning mode. terms of time management, learning materials and
learning environment. They are one and the same in
As to learning materials, in the face-to-face modes, a
their agreement. (3) The respondents, on the negative
significant difference is found in the study habits of
aspects, disagreed that their study habits are improper
the pupils when assessed based on their mother’s
and inappropriate in terms of time management,
education.
learning materials and learning environment. They
come from a diverse group in terms of their
Intervention Program
disagreement. (4) For three consecutive school years,
2020-2023, the English and Mathematics grades of the
The retooling of teacher's skills in preparing learning
respondents posted a high positive correlation in both
materials is necessary due to the changing needs of
online and face-to-face learning modes. They got
students and the education system. With the
grades of good or very good in both subjects during
advancement of technology and the increasing
the school year considered. (5) The assessment of the
prominence of distance learning, teachers need to be
respondents on their study habits (affirmative aspects)
able to adapt to new forms of teaching and utilize
showed no significant difference with their age, sex,
different tools to engage students.
family income status, father’s highest educational
Effective learning materials are essential for student attainment, and mother’s highest educational
success and can significantly impact student learning attainment in both online and face-to-face learning
outcomes. Teachers who have the necessary skills and modes considering time management, learning
knowledge to create engaging, up-to-date, and relevant materials, and learning environment. (6) The
learning materials can help students develop a deeper assessment of the respondents on their study habits
understanding of the subject matter. As more and more (negative aspects) posted a significant difference with
students rely on online learning, teachers must be their age, sex, family income status, father’s highest
equipped with digital tools and instructional design educational attainment, mother’s highest educational
strategies to create high-quality and interactive attainment particularly in the face-to-face learning
learning materials. mode with emphasis on learning materials. (7)The
respondents expected too for better learning materials
Retooling teachers with the skills to prepare learning in the online mode based on their age. Whether online
materials can also lead to greater autonomy in the or face-to-face mode, the respondents expected a better
teaching process. Instead of relying solely on learning environment based on their mother’s highest
textbooks or pre-made lesson plans, teachers can educational attainment.
create their own materials customized to the needs of
From the foregoing conclusions, the following
their students. This allows for greater flexibility in the
recommendations are offered. (1) The researcher
classroom and fosters a more collaborative learning
together with the school administrators of the Balara
environment.
Elementary School in collaboration with the
Overall, the retooling of teacher's skills in preparing Department of Education (DepEd) may come up with
learning materials is essential in meeting the evolving a feasibility study emphasizing the need for budget for
needs of students and the education system. It enables the retrofitting of school facilities and retooling of
teachers to create effective learning materials, engage teachers’ skills in preparing learning materials. (2) The
students, and promote a more collaborative learning teachers at the school may participate in a series of in-
culture. service training and workshops focused in the
preparation of textbooks, workbooks, modules,
PowerPoint presentations, audio-visual materials, and
Conclusion other related learning materials.(3) The parents of the
pupils maybe to be invited to the school for brief
conferencing, symposium or focused group discussion
From the foregoing summary of findings, the on hybrid learning modality with emphasis on their
following conclusions are inferred. (1) The Grade 6 important role in the education of their children.(4)
pupil-respondents are girls and boys of 12-13 years old The researcher with the help of school administrators
and teachers may strengthen the Homeroom

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Psych Educ, 2023, 11: 797-810, Document ID:2023 PEMJ1013, doi:10.5281/zenodo.8218755, ISSN 2822-4353
Research Article

Organization of the pupils by discussing with them Fiel, J. R. (2020). Knowledge, Attitude, Barriers, Motivation, and
Adaption of Blended Learning. SMCC High. Educ. Res. J, 2(1),
effective time management for study, maximized use
178-197.
of available learning materials, productive generation
of output from the learning environment. (5) The Guinocor, M. et.al (2020). Mathematics Performance of Students in
Department of Education (DepEd) may issue a circular a Philippine State University. International Electronic Journal of
Mathematics Education. 15. 10.29333/iejme/7859.
or memorandum to schools nationwide to follow the
retrofitting and retooling proposed to Balara Salcedo-Relucio, M. A. (2019). Factors Affecting the Study Habits
Elementary School; this will benefit the entire of Grade Eleven Students in One National High School in
Pangasinan, Philippines. Southeast Asian Journal of Science and
educational landscape as well as the economic system.
Technology, 4(1), 8 9 - 97. Retrieved from
(6) Adaption by other public schools of the Proposed https://www.sajst.org/online/index.php/sajst/article/view/99.
Intervention Program of this study meant to address
the similar educational needs of the pupils may be in Swanson, H. Lee; Kong, Jennifer; Li, Jui-Teng; Petcu, Stefania
D.Learning Disabilities Research & Practice, v37 n4 p242-261 Nov
order. (7) Inviting future researchers to explore more 2022.
comprehensively the issues and concerns of this study
by including other variables and parameters for more Tan,I.R.R, et. al (2022). Special Report: Same school problems, but
Covid raises risks (First of t h re e p a r t s ) .
in-depth findings may be accomplished.
SUNSTAR/CEBU.https://www.sunstar.com.ph/article/1944942/ceb
u/feature/special-report-same-school-problems-but-covid-raises-
risks-first-of-three-parts.
References

Capuno, R. et. al (2019). Attitudes, Study Habits, and Academic Affiliations and Corresponding Information
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IN T E R N AT IO N AL E L E C T R ON IC J OUR NAL OF
President Elpidio Quirino National High School
MATHEMATICS EDUCATION, 4(3), 547-561. Retrieved from
https://doi.org/10.29333/iejme/5768. Department of Education - Philippines

Dela Peña, K. (2023).Southeast Asia rank: PH 2nd to worst in Grade

5 students’ r e a d i n g , m a t h s k i l l s .
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Etheyl F. Solano 810/810