FEU Roosevelt Rodriguez

Senior High School Department

S.Y. 2023 - 2024

“Chapter 1 Draft”

Practical Research 1
11 - ABM C
Group 6

Leader’s Name:
Daiwey, Yma Quennie

Members’ Name:
Avila, Zernan
De Robles, Prince Gem
Florencio, Justine Owen
Husain Jiffrey, Mohamed Rashid
Ignacio, Rylle Miggy
Rona, Sid Ashton

Submitted to:
Ms. Paula Jamie Salvosa
 Investigating The Study Habits of ABM Strand Students:
An Evaluation of Self-Study and Interactive Study

Chapter 1

I. Introduction

In this era of technological advances and pedagogical changes, effective study

techniques are essential for optimizing learning outcomes. Study techniques help students
better comprehend, retain, and apply knowledge, as well as improve academic performance,
motivation, and critical thinking skills. In this qualitative study, we compare traditional
self-study methods with interactive study approaches to evaluate the preferred study
techniques of senior high school students in the ABM strand.

To gain a comprehensive understanding of senior high school students' preferences

and perceptions regarding study techniques, this research will employ a combination of
in-depth interviews, focus groups, and surveys. By capturing students' subjective
perspectives, we aim to uncover their experiences, attitudes, and motivations related to
self-study and interactive study approaches.

To enhance the validity and reliability of the research, we will draw upon existing
literature on self-regulated learning and academic achievement (as provided in the
researchgate.net sources: "Self-Regulated Learning and Academic Achievement: An
Overview" and "Cooperative Learning: The Foundation for Active Learning"). These sources
offer valuable insights into the theoretical frameworks and empirical evidence related to
study techniques, providing a solid foundation for our research.

1.1 Background of the Study

The demands and preferences of students are extremely important in influencing
teaching methods in the constantly changing educational context. Understanding student’s
preferred study methods becomes crucial as they approach higher education or the workforce
as senior high school students. To evaluate and review the study habits of senior high school
students of the ABM strand, this study examines the contrast between self-study and
interactive study.

● Description of the current state of the field - The field of education has witnessed
significant advancements, particularly in senior high school education. The methods
of teaching and learning have evolved, emphasizing the need for effective study
techniques. In this research, we aim to determine the most advantageous and efficient
style of learning for senior high school students, focusing on the expansion of
knowledge and acquisition of essential skills. Specifically, we will compare and
evaluate the manners in which students approach self-study and interactive study
techniques to identify the most beneficial approach to enhance their educational
outcomes.
● Statement of the problem: The problem addressed in this research is to understand
senior high school students' preferred study techniques and evaluate the effects,
factors, benefits, drawbacks, and efficiency of both self-study and interactive study
methods. Additionally, the research aims to investigate the reasons behind ABM
students' choices. By doing so, this study seeks to provide insights into the most
effective study techniques for senior high school students, with the ultimate goal of
enhancing their academic achievement in the most efficient and effective manner
possible.
● Description of the current practice and conventions in addressing the issues
presented in the statement of the problem - In the realm of senior high school
education, students have diverse perspectives and preferred learning styles. Both
self-study and interactive study methods offer unique benefits for understanding
lessons and expanding knowledge. The choice between these approaches depends on
individual preferences and comfort levels. Educational institutions now prioritize
personalized learning, encouraging students to explore different study techniques to
develop effective habits. Evaluating and comparing the outcomes of self-study and
interactive study techniques can provide valuable insights for educators, students, and
parents, aiding in informed decision-making to optimize study arrangements and
support students in reaching their full learning potential.
● The research gap - The research gap that this study aims to fill is the lack of thorough
investigation into senior high school students' preferences for self-study versus
interactive study methods. While there is existing research on student preferences and
 teaching strategies, it often focuses on specific age groups, typically younger or older
students. This limited scope hinders educators, parents, and students themselves from
making well-informed decisions about the most suitable study techniques for senior
high school students.
● How the current study filled the gap - While existing research has explored student
preferences and teaching strategies, there is a notable gap when it comes to
investigating the specific manners or behaviors exhibited by senior high school
students in relation to their preferred study techniques, namely self-study and
interactive study. By addressing this research gap, the study provides valuable insights
into the specific preferences of senior high school students when it comes to
self-study and interactive study methods. It explores their attitudes, motivations, and
behaviors related to these study techniques, offering a comprehensive understanding
of their preferences and the factors that influence their choices. This analysis will
contribute to filling the research gap by shedding light on the specific behaviors and
manners exhibited by senior high school students when utilizing these study
techniques.

1.2 Research Questions/Objectives

● General Research Questions and Objective:
1. Objective: To examine the differences between self-study and interactive study
methods in the education system. It aims to compare and analyze the two study
techniques.
a. Question #1: What are the benefits and drawbacks of these study techniques?
b. Question #2: How do ABM students perceive and experience self-study and
interactive study methods in terms of their engagement, enjoyment, and
satisfaction with the learning process?
2. Objective: To examine the factors influencing senior high school students' preferences
for self-study or interactive study techniques.
a. Question #1: What are the main factors that influence senior high school
students to choose self-study over interactive study or vice versa?
b. Question #2: How do individual learning styles and preferences impact
students' preferred study techniques?

● Specific Research Questions and Objective:

 1. Objective: To determine which study technique (self-study or interactive study)
results in a more productive practice based on academic outcomes. It seeks to evaluate
the effectiveness of each study technique in terms of academic performance.
a. Question #1: What are the best practices and strategies that can optimize the
academic outcomes for students who engage in self-study or interactive study,
considering factors such as time management, resource utilization, and study
techniques?
b. Question #2: What are the potential challenges or barriers faced by students
when engaging in self-study or interactive study, and how do these challenges
impact their academic performance?
2. Objective: To examine the impact of a study environment on the effectiveness of
self-study and interactive study techniques.
a. Question #1: How does the choice of study environment (e.g., quiet room,
group setting) influence the effectiveness of self-study and interactive study
techniques?
b. Question #2: Are there specific environmental factors that enhance or hinder
the effectiveness of either study technique?

1.3 Significance of the Study

This study has practical implications for educators, parents, and students. Students'
preferences can be utilized by educators to create instructional strategies that are more
effective and align with their preferences. This alignment can enhance student engagement
and improve academic performance. Similarly, by understanding their children's preferences
and providing them with appropriate resources and guidance, parents can help their children
develop better study habits. Choosing effective study techniques can help students optimize
their learning experiences.

The purpose of this study is to determine the relative effectiveness of studying alone
versus studying with others by analyzing students' responses and narrative storytelling. By
balancing teaching methods, schools can ensure that students are able to develop their
abilities in the most efficient way.

● Significance #1 - Addition to Scholarly Research and Literature: This study makes

a valuable contribution to the field of education by examining the study techniques
preferred by senior high school students of the ABM strand. By exploring students'
 experiences, attitudes, and motivations in relation to self-study and interactive study
methods, this research fills gaps in existing literature and enhances understanding of
the effectiveness and preferences of different study approaches. Educators and
teachers can benefit from the findings as they seek to promote academic achievement,
especially in group projects and activities, and address challenges related to time
management and academic workload.

● Significance #2 - Improvement of Practice: The practical implications of this study

are significant for educational practice. Through the analysis of students' responses
and narratives, the research aims to determine the relative effectiveness of self-study
and interactive study methods. These insights can guide educators in striking a
balance between individual and collaborative learning approaches, leading to the
development of tailored instructional strategies aligned with students' preferences and
optimized learning experiences. Educators can utilize the study's outcomes to inform
curriculum design, resource selection, and teaching techniques, thereby enhancing
academic performance and student engagement. Additionally, the study may shed
light on how students can enhance their social and academic skills, further benefiting
educational practice.

● Significance #3 - Enhancement of Skills: This study offers skill development

opportunities for researchers, educators, and educational policymakers. Researchers
can enhance their skills in interpreting qualitative data, conducting thematic analysis,
and employing qualitative research methods through the analysis of interviews and
narratives. Educators can gain deeper insights into students' perspectives and
preferences, facilitating the adaptation of instructional practices to promote
student-centered learning and create supportive and engaging classroom
environments. Educational policymakers can utilize the study's findings to make
informed decisions regarding educational policies, resource allocation, and curriculum
design, leading to improvements in the overall education system. Moreover, students
themselves may develop skills such as communication and cooperation as they
recognize the importance of self-study and interactive study methods, ultimately
contributing to their self-esteem and academic success.
 This study examines senior high school students' study techniques, filling gaps in
existing literature and providing insights into the effectiveness and preferences of self-study
and interactive study methods. The findings have practical implications for educators,
parents, and students, improving instructional design, academic performance, and skill
development.

1.4 Scope and Delimitation

● Inclusions and their Justification
1. Senior High School Students of the ABM Strand: The study focuses specifically on
senior high school students of the ABM Strand as the target population. This choice is
justified by the need to understand the preferences and behaviors of students in this
particular educational stage, as they face unique challenges and have distinct study
habits compared to students in other grade levels.
2. Preferred Study Techniques: The research includes an examination of senior high
school students' preferred study techniques, specifically self-study and interactive
study. These techniques are commonly used by students and have significant
implications for their learning outcomes. By exploring both approaches, the study
aims to provide a comprehensive understanding of the students' choices and their
effectiveness.
3. Effects, Factors, Benefits, Drawbacks, and Efficiency: The study considers the
effects, factors influencing the choice of study techniques, benefits, drawbacks, and
efficiency associated with both self-study and interactive study methods. These
aspects are important for understanding the overall impact and implications of the
chosen study techniques on academic achievement. Examining these factors provides
valuable insights into the students' decision-making processes and the potential
advantages and challenges they may encounter.

● Exclusions and their Justification

1. Other Educational Levels and Strands: The study excludes students from
educational levels other than senior high school as well as students of other strands
like STEM, HUMMS, and GAS Strands. This exclusion is justified because senior
high school students represent a specific age group and future course interests with
distinct educational needs and challenges. Moreover, the studies of ABM students
 differ from other strands, thus focusing on this group allows for a more targeted and
relevant analysis of their study techniques.
2. Study Techniques Beyond Self-Study and Interactive Study: The research
specifically investigates self-study and interactive study methods. Other study
techniques, such as flipped classrooms or problem-based learning, are excluded from
the scope. This exclusion is justified to maintain the focus on the two primary study
techniques and ensure a more in-depth exploration of these methods.
3. Other Factors Affecting Academic Performance: While the study examines factors
influencing the choice of study techniques, it does not delve into broader factors
affecting academic performance, such as socio-economic status, access to educational
resources, or extracurricular activities. This exclusion is justified to maintain the
research’s specific focus on study techniques and their impact.
4. Geographical or Cultural Variations: The research does not explicitly address
geographical or cultural variations in study techniques. It assumes a general
perspective applicable to senior high school students, regardless of their location or
cultural background. This exclusion is justified to maintain a broad and inclusive
approach to the study.