Chapter I

Introduction

Study skills are an important avenue for developing success in the

classroom. Throughout the school year, study skill methods will be introduced,

practiced and utilized by all students. These skills will be explicitly taught and/or

embedded across the curriculum. Daily planners are provided to the students,

and their use is modeled by the teachers. A significant amount of time is spent

organizing folders and notebooks, so the information is accessible. Students will

use a variety of tools, such as highlighters, post its, and notecards to organize

and support learning. They will learn to use these tools to help them annotate

text in books and content areas as well as digital text. Graphic organizers such

as family tree, flow chart, and Venn diagrams will be created and used to

organize, sort, and communicate information. Organizational skills such as ABC

order, number order, and color-coding will be examined and used, and

memorization techniques and mnemonic devices will be taught. By effectively

building these skills, the students will be able to capitalize on learning

opportunities across the curriculum and build the groundwork for lifelong study

and work habits.

Research Problem

The purpose of this study is to evaluate the learner’s proficiency of study

level in Mathematics, English Reading comprehension, science and arts of

Grade Three at Batangan Integrated School during the School Year 2024.

Specifically, it sought to answer the following questions.

1. What is the level of reading comprehension of the learners?

2. How does the math charts/tools help the learners memorize techniques?

3. What study skills do grade 3 learners find most challenging?

4. Is there a correlation between grade 3 learners study skills and academic

achievement?

5. What strategies do grade 3 learners use to manage distractions during

homework?

Significance of the study

Learning keeps their mind engaged and body active. It helps them get new and

knowledge-based perspectives on the world around them. It helps you gain new

experiences, trains your brain to handle a wide range of challenges, and keeps

your neural pathways active. In grade 3, kids will start to put their concrete

learning into practice as they tackle more complicated and abstract assignments.

Applying the skills they learned in grade 1 and 2, student now start working more

independently rather than working with explicit instructions from their teachers.
 CHAPTER 2

Review Of Related Literature (foreign)

This chapter presented the aims at providing a strong foundation to this

study and literature or references gathered by the researchers that were

anchored on. It covers a review of existing relevant literatures which was

explained according to its concern. Such are presented the varied findings and

theories in relation to the independent and dependent variables.

Study skills is the daily routine of students with regards to their academic

duties and responsibilities. Each student has his own study skills varying on his

preferences with the place and time of studying, techniques in studying and

more. It will depend upon the person if he will not get bored to browse notes and

can procrastinate (postpone doing something) the distractions such as social

networking, media exposure, gaming addictions and more. Studying not only

prepares a student to excel in a class but reinforces the lesson already taught.

Studying reawakens the lectures and reading materials. Studying is merely

reviewing and committing to memory new information. The extent of students

learning in academics maybe on the grades a student earns for a period of

learning has been done. It is believed that the grade is a primary indicator of

such learning. If a learner earns high grades it is concluded that they may also

have learned a lot while low grades indicates lesser learning. However, the one

who facilitated the

learning process should be the teacher and the teacher will also help in

understanding better the diversity of learning of their students. As such, it is

hoped that they could develop more effective methodologies in teaching their

subject matter especially in elementary level.

Elementary school is such an exciting and wonderful time for students and

their parents. This is the first real step to their education and their independence,

but the problem that the parents faced along these levels of learning were the

ways on how they're going to let their children develop a study habit which can

help their children in learning as well. The parents let their children follow the

rules in the house and let them have their study habits in studying their lessons

even a few hours, but the students must study their lessons regularly.

According to Me Comb et al (1990) suggested that students learning

achievement depends on their attitude, motivation performance for success, and

study habit or skills that people employ to pursue the desire outcome. Moreover,

there were some factors like the parental involvement, socio-economic status of

the learner, and teacher's personality or approach to students that can affect the

learning and as well as their study habits. It has a big factor of a student's

learning the involvement of their parents in their learning process. Whenever the

parents get involved in the study-life of their children, there was a great factor

that urges the child to learn and be interested in schooling. In this way the child

will feel supported in any way as much as he can do for his studying. If the

parents will
always be there to urge their children in their study habit, then thechild will

respond

to it positively. Thus, having the parents' child always on their side will have the

tendency for a child to always lean onto their parents every time and not standing

anymore on their own. So, the advantages and the disadvantages of this factor

revealed.

Furthermore, the socio-economic status can also affect the study habit of

the learner. In fact, this factor places a big challenge to the learners because this

shows their social stratification whether they belong to the upper, middle, or lower

class. It can affect to their study habits for some time they can't continue their

studying because take this example, if they don't have an electricity in their place,

they can't study their lessons especially during night time, so it really hinders to

their learning. Another thing is financial, when this aspect will be opened,

everyone felt down. They will come to think to a point that because of this

financial problem they can't continue to buy the necessary things needed for

school and so there were no reason for them to study since they don't have the

materials to be used. In this case, the level of their interest in learning decreases.

According to the Principles of Teaching 1 book, the teacher serves as the

primary mover of the educational wheel while the learners are the key

participants in the learning process. The teacher is the role model, the manager,

the counsellor, leader, parent surrogate, facilitator, instructor, and a lot more. The

students will learn best also depends on the kind of teacher do they have.
 The teacher has the greatest factor in the learning process and so his

attitudes or personality in approaching the students’ effect on them as well.

According to Bakare (1975) opines that intelligence accounts for little variance in

academic performance. Therefore, more emphasis had shifted from intellectual

factors to non-intellectual factors such as some personality variables like self-

concept and study habit.

Based on the findings of This (1995), effective study skills usually come

down to two factors: motivation and style.

Motivation is the enthusiasm of a person to do something. Learning style is the

method used by a certain student/person to study much easier and more

efficiently.

These two factors also have a role to play in the learning process of a

student. Motivation serves as the fuel that keeps the child moving on their

studying and learning process. Because of this, aside from gaining incentives,

they also gain knowledge. While the learning styles of the student will also help

him upon learning for it gives him a reason to learn the things in the way he will

learn. There will be no pressure for a child to understand things if only he will

learn everything through the way he wanted to, for instance, if the student is a

visual learner, then he can study the lesson through seeing it with the eyes or

watching videos that contained related topics to the lesson presented. If a

student is an audio learner he can learn his lesson through listening to it

attentively or let the other person

discuss to him the topic or lesson talked about by the teacher. Lastly, if a student

is a kinesthetic learner, he can learn his lessons through doing it on his own for

example in a laboratory session. Hence, learning skills refer to the skills that

make learning possible.

Generally, learning is central to all our behavior. Each learner is unique

individual with different abilities, interests, and ways of thinking and responding

thus these characteristics have a significant influence on ones learning style

(Figueroa, 2008-2009). It is being realized that students use different learning

strategies. They have different methods of reading, interpreting and coding the

information. Sometimes these strategies are useful, but some students develop

pathological learning strategies. To study effectively the students should be

aware of learning process. Nonetheless, success in school is not so much

determined by sheer intelligence as knowing how to study. Studying is a skill.

Being successful in school requires a high level of study skills and students must

first learn these skills, practice them and develop effective study habits in order to

be successful.

Everyone cannot be brilliant but everyone can learn how to study. Effective

study habits, even highly intelligent student failed due to inefficient work and lack
of knowledge on how to study effectively. Important skills for study have to be

learned and practiced.

As a matter of fact, students who work to a more regular program of study

have a better academic performance. Study habits tend to be formed in the early

grades and in the most instances, do not materially improve after elementary

school. Some students often complain about mental inability or strain or lack of

interest in studies. Other thinks they are not capable.

In some cases, Fielden (2004) stated that good study habits help the

student in critical reflection in skills outcomes such as selecting, analyzing,

critiquing, and synthesizing. While in the study of Nneji (2002) he added that

study habits are learning tendencies that enable students work privately. The

study conducted by Hope L. Graven (2008) on the relationship between an

individual's amount of caffeine consumption during his/her study session and the

individual's study habits showed that the main effect of drinking caffeine on exam

preparation was not significant. Unhealthy study habits were operationally

defined as low scores on amount of time per study session, time (in days) when

preparation began, and amount of information the participants believed they had

retained. High scores on anxiety level were included in 'unhealthy' study habits. A

Pearson correlation indicated no relationship between amount of caffeine

consumed while studying and the individual's effectiveness of studying and

preparation.

While in Dumyat’s (2009) point of view, "the effective study skills are associated

with positive outcomes across multiple academic content areas and for diverse

learners. This is to describe an information-processing perspective on the

contribution of study skills to academic competence, and to identify evidence-

based strategies that are effective in helping students to improve their study

skills. Study habit, skill, and attitude inventories and constructs were found to

rival standardized tests and previous grades as predictors of academic

performance, yielding substantial incremental validity in predicting academic

performance. Academic specific anxiety was found to be an important negative

predictor of performance. Overall, study habit and skill measures improve

prediction of academic performance, more than any other non-cognitive

individual difference variable examined to date and should be regarded as the

third pillar of academic success". The substantive aim of the study was to

examine the effect of study habit on students.

In fact, the website in how-to-study.com (2009) recommended some tips in

improving study habits and suggested that the student should try not to study all

the subjects in just a period. It also added that if you try to do too much studying

at one time, you will tire and your studying will not be very effective. Space the
work you have to do over shorter periods of time. Taking short breaks will restore

your mental energy.

Additionally, Mark E. Thompson (2005) undoubtedly affirmed to Mark

Crilly's (2000) study that other students are able to balance social activities with

good study habits. A diversion from studies will alleviate stress and help prevent

from becoming fatigued. He said that a student should make sure that he must

take a

break for an hour after studies to meet with friends, to play some cards,

work out at the gym, or to gab with a new acquaintance. For this way, that

student will find concentration when he does study, if he plans a social activity

afterwards. He said, "To develop a healthy social life, develop routine study

habits. After supper, lug your books and homework to the library, find a

comfortable and quiet niche, and study for two or three hours, taking intermittent

10 minute breaks every 45 minutes or so." Making friends with whom you share

similar study habits, and share a table or a study space with them would be a

best way in developing study habits as what Mark said.

To give a clearer view of each of the variables in this study, here are the following

discussions:
Study habit

S. Edwards (2006) said that learning to study is like learning to ride a bike-

once you get it you have the skills for life. Meaning that in steps to learning there

are bumps and bruises along the way because the process of learning is

sometimes painful. In addition to that learners who excel in school is not an

exemption in creating a good study habit because learning is a lifetime process, it

does not stop. Moreover study habit is important to all learners to perform well in

school.

There are many factors to be considered in discussing the reasons behind

the formed study habit of the learners especially in the adolescent period. This is

the stage where critical period begin when they wanted to go out under the

custody of their parents. In such it is important to consider the parental

involvement of the parents and its influence to the learners. The family monthly

income is also one factor to be considered because now a day there is no such

thing as free. This means that you don't get something without anything or

without money. In addition, it doesn't mean that students that are enrolled in a

public school are absolutely free from any expenses. Aside from the projects and

assignment it cannot be missed at school that there are biological needs of a

man to be feed. In one way or another, everybody will spend an ample amount

for the desired learning. Learners' academic performance must be considered

also because it is interrelated to students' study habit. However, one of the

important considerations is the attitude of students towards studies and these

factors serve as a stimulus in motivating them to do certain responses depending

on how they perceive the actions of the mentioned factors. The development of

positive attitude towards studies must be considered seriously by both parents

and teachers. Their actions are important in motivating the learners' performance

towards their study habit.

Time Management

Time management can be also the factor that can affect the study habit of

the student for the reason that a one's study habit is also connected with how a

student manage his time in accordance to its desired study time. Time

management has been described using many different terms including

spontaneity, balance, flexibility, and having control over time (Lakein, 1973). Time

management has also been characterized as a habit developed only through

determination and practice (Simpson, 1978), as prioritizing and respecting those

priorities, setting priorities and scheduling tasks (Jordan et al., 1989). Time

management can also be considered as the process, by which an individual is

more effectively accomplishes tasks and goals (Schuler, 1979), a process by

which an individual obtains control over the timing and the content of what he/she

does and as what can be accomplished with time (Onacken & Wass, 1985). In

order to utilize time effectively, individuals must first be able to predict or plan

how much time is needed for the activity (Kelly, 2002). An individual will become

effective in using their time only when the individual clearly knows what they want
to do, what they need to do, and for which specific target date (Soucie, 1986).

Individuals need to become more disciplined in their use of time by respecting

their established priorities while minimizing distractions from others as well as

from situations that have the ability to displace priorities in terms of time and

energy (Soucie, 1986).

According to Crutsinger (1994), time management involves determining

what one should do by setting goals, deciding which events are the most

important and realizing that other activities will have to be scheduled around

them (prioritizing), making decisions about how much time to allow for certain

tasks (time estimation), adjusting to the unexpected (problem solving),

reconsidering goals and priorities on a regular basis (evaluation), and observing

patterns and trends in behavior. Manages your time can help you study your

lesson in a desired time and doing it every time can be a habit for everyone's

study habit.

Study Techniques

Study techniques can help an individual to study and form his study habit.

Study techniques are how someone studies in a way that he wants to remember

what he has studying. They are generally critical to success in school considering

the essential for acquiring good grades, and useful for learning throughout one's

life. There are an array of study skills, which may tackle the process of organizing

and taking in new information, retaining information, or dealing with

assessments. Study techniques include mnemonics, which aid the retention of

lists of information, effective reading and concentration techniques, as well as

efficient note taking.

CHAPTER 3

RESEARCH METHODOLOGY- INTRODUCTION

The study skills of the Grade 3 learners in Batangan integrated school are

crucial for their academic success as they transition from learning to read to

reading to learn. Understanding the factors that influence these skills is essential

for developing effective instructional strategies. This research methodology

outlines the approach to studying the study skills of Grade 3 learners, focusing

on cognitive, social, and instructional factors.

 Participants-- The study will target Grade 3 learners from various schools

within a specific district. A sample size of approximately 4 section the total of 205

learners will be selected using stratified random sampling to ensure

representation across different socio-economic backgrounds, language

proficiencies, and academic performances. Additionally, teachers and parents will

be included as participants to provide a holistic view of the factors influencing

learners' study skills.

The study was administered to the Grades 3 pupils of Batangan Integrated

School. Furthermore, the respondents were chosen through purposive sampling

with total enumeration. The researcher used this method to focus on particular

characteristics of a population that suits to answer the question as well as those

pupils that are studying on the schools that is near and easy to access for the

researcher.
RESEARCH DESIGN

The study used the Qualitative and Experimental research designs.

Experimental research design provided tangible and concrete evidence that

subtitles improved the comprehension of the viewers through reading and

listening. Under this design, the data were interpreted from the tabulated scores

using numerical descriptions that answered the research questions.

The type of design is a True Experimental Pretest-Posttest Design

(TEPPD). It was a true experiment because even though the participants were

not assigned to groups, their academic performance were at par with each other.

It was revealed in the t-test that their academic performance was not significantly

different from each other. Thus, the performance of both groups was compared to

each other in terms of their performance in the experiment. However, the pretest

and posttest of each group was statistically treated separately as it employed

criterion referenced test. It was due to the percentage of participants in both

groups which has difference in terms of comprehension level. Criterion-

referenced tests compared the learner's comprehension against a predetermined

standard which were identified as High, Average, and Low level. Criterion-

referenced tests, each learner's performance was compared directly to the said

standard, without considering how other students from the other group performed

on the test. The other research design utilized is Qualitative. In-depth answers

from the semi- structured interview revealed the rise and fall of the scores was

attributed to the

subtitles.
 This could not be achieved when a mere survey method is employed.

Moreover, it was necessary for the study to have scrutinized responses from the

selected participants to have thorough analysis on the treatment conducted in the

experiment.

Respondent and sampling procedure

Reading, taking notes, and holding study sessions are all examples of

routine, habitual study behaviors that pupils engage in to fulfill the learning

objective. This study was conducted to the two hundred-five (n=205) grade 3

pupils at Batangan Integrated School of Bukidnon, School Year 2024. It

attempted to answer the level of pupils’ study skills and determine the

significance of the study skills. The study utilized the descriptive-correlational

research design with documentary analysis and used an adapted and modified

questionnaire to gather the necessary data to answer the specific questions of

the study. Purposive sampling was employed to determine the respondents.

Results revealed that pupils’ overall level of study habits was at very satisfactory

level. Thus, teachers, parents and stakeholders may collaborate with each other

to create and conduct activities that will continue to enhance and improve the

pupils study skills.

SURVEY AND ASSESSMENT

Study Skills Inventory: A validated questionnaire will be administered to

assess learners' study skills, including time management, note-taking, and

reading comprehension strategies. The inventory will include Likert-scale items to

quantify learners' self-reported study habits.

Demographic Profile

Name (optional):

Age:

Gender: [ ] Male [ ] Female

Likert Scale

Please put a check on the box that corresponds with your answer.

4 = STRONGLY AGREE. Check this box if you strongly agree with the

statement.

3 = AGREE. Check this box if you agree with the statement.

2 = DISAGREE. Check this box if you disagree with the statement.

1 = STRONGLY DISAGREE. Check this box if you strongly disagree with

the statement.
1. I make a schedule for my daily activities.

1 2 3 4

2. I prioritize my tasks before starting homework.

1 2 3 4

3. I allocate enough time for each task

1 2 3 4

4. I avoid procrastination.

1 2 3 4

5. I review my schedule regularly.

1 2 3 4

6. I use a planner or calendar to keep track of assignments.

1 2 3 4

7. I organize my study materials (e.g., folders, notebooks).

 1 2 3 4

8. I break down large tasks into smaller ones.

1 2 3 4

9. I set specific goals for each study session.

1 2 3 4

10. I review my notes and materials regularly.

1 2 3 4
References

1. Pupils’ Study Habits and Academic Performance (Rosamie P. Dagoc April

2024) Study skills and it academic performance (Rose Loru of March

2020)\

2. Factors affecting the reading comprehension skills of Grade 3 (Ramil P

anguilimotan, Jocelyn T Zabala, Chyke A Encog, Gengen G

Padillo, Reylan G Capuno)

3. Al-Hilawani, Y. (2016a). Metacognition in real life situations and study skills

and habits: Two types of processes. International Journal of Progressive

Education, 12(1), 73-89.

4. Awang, M. G., & Sinnadurai, S. K. (2011a). A study on the development of

strategic tools in study orientation skills towards achieving academic

excellence. Journal of Language Teaching & Research, 2(1), 60-67.

5. Bandura, A., & Cervone, D. (1983). Self-evaluative and self-efficacy

mechanisms governing the motivational effects of goal systems. Journal of

Personality and Social Psychology, 45(5), 1017-1028. doi:10.1037/0022-

3514.45.5.1017 STUDY SKILLS 10

6. Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-

efficacy, and intrinsic interest through proximal self-motivation. Journal of

Personality and Social Psychology, 41(3), 586-598.

7. Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in

collaborative learning the new domain of learning. Smart Learning

Environments, 7(1), 1-16.

8. Aeon, B., & Aguinis, H. (2017). It’s about Time: New Perspectives and

Insights on Time Management. Academy of Management Perspectives,

31, 309-330. https://doi.org/10.5465/amp.2016.0166

9. Ahmad, Saghir, Ayesha Batool and Abid Hussain. (2017). Path

Relationship of Time Management and Academic Achievement of Pupils in

Distance Learning Institution.

https://files.eric.ed.gov/fulltext/EJ1266710.pdf

10. Alburaidi, Azza; Ambusaidi, Abdullah (2019). The Impact of Using

Activities Based on the Montessori Approach in Science in the Academic

Achievement of Three Grade Pupils. International Journal of Instruction,

v12 n2 p695-708. https://eric.ed.gov/?id=EJ1210989

 APPROVAL SHEET

This research paper entitled “THE STUDY SKILL OF THE GRADE 3

LEARNERS OF BATANGAN INTERGRATED SCHOOL” prepared and

submitted by Shinichi A. Rullan, in partial fulfillment of the requirements for the

degree of Bachelor Elementary Education is hereby accepted.

MRS. JOCELYN PARADIANG

RESEARCH ADVISER
 ACKNOWLEDGEMENT

The researchers would like to express their deepest gratitude and

appreciation to all of the people who have helped and supported them all

throughout this study. They wish to extend their sincerest gratitude to the

following people: To the honorable board of panelists, MAAM,/ SIR, for the

invaluable guidance, inspiration, suggestion and for their favorable comments

about this study.

To MAAM JOCELYN PARADIANG, their research adviser, for his

guidance, valuable support, wise comment in various problems to this humble

undertaking and also, his constructive criticism that inspired the researchers work

harder for the success of the study.

To the respondents who contributed their thoughts, ideas, and especially

for their time to answer the survey questionnaire and generously extend their

hand to overcome the difficulties of this study.

The researcher acknowledgement would be incomplete without thanking

the biggest source of strength, their family who never let a things dull or boring

and have all made a tremendous contribution in helping to reach this stage in life.

This would not have been possible without their unwavering and unselfish love

and support, when it comes to financial or moral support to finish this study.
And to God Almighty, for giving us strength, knowledge, ability, and opportunity to

undertake this research study to preserve and complete it successfully. Without

His blessings and guidance, these achievements would not have been possible.

-THE RESEARCHER
 TABLE OF CONTENT

ABSRACT

ACKNOWLEDGEMENT

CHAPTER 1

THE PROBLEM

CHAPTER 2

REVIEW OF LITERATURE AND STUDIES

CHAPTER 3

RESEARCH METHODOLOGY

RESEARCH DESIGN

LOCALE OF THE STUDY

RESPONDENT AND SAMPLING PROCEDURE

RESEARCH INSTRUMENT

STATISTICAL TOOL
SURVEY QUESTIONNAIRE FOR THE SELECTED GRADE 3 LEARNERS

Greetings!

Please be informed that researchers are conducting a study on “THE STUDY

SKILLS OF THE GRADE 3 LEANERS IN BATANGAN INTERGRATED SCHOOL

S.Y. 2024-2025” In connection herewith, the researchers constructed a

questionnaire to gather information for the study. Your participation in the study,

by way of answering this, is very vital. Without it, the study will not be complete

as it should be. Kindly fill up the questionnaire with confidentiality. Thank you very

much for your very kind response to our request and if you’re interested, we will

provide you with the results of our study.

Sincerely yours,

The Researchers.
 Reading and Mathematics Assessments: Standardized tests will be used

to evaluate learners' reading comprehension and mathematical problem-solving

abilities. These assessments will provide objective data on learners' academic

performance.

1.Interviews- Semi-structured interviews will be conducted with a subset of

learners (approximately 30) to explore their perceptions of study skills,

challenges faced, and strategies employed. Interviews will be recorded and

transcribed for analysis.

2. Classroom Observations - Observations will be conducted in natural

classroom settings over a period of three weeks. An observation checklist will be

developed to document instructional strategies used by teachers, learner

engagement, and interactions among peers. This qualitative data will

complement the quantitative findings.

3. Focus Groups - Focus group discussions will be held with teachers and

parents to gather insights on their perceptions of learners' study skills and the

support provided at home and in school. These discussions will be guided by

open-ended questions to encourage dialogue.

Data Analysis

Quantitative Analysis - Descriptive statistics will be used to summarize the

survey and assessment data. Inferential statistics, such as t-tests and ANOVA,
will be employed to examine differences in study skills based on demographic

variables (e.g., gender, socio-economic status). - Correlation analysis will be

conducted to explore the relationships between study skills and academic

performance in reading and mathematics.

Qualitative Analysis - Thematic analysis will be applied to the interview

and focus group transcripts. This will involve coding the data to identify recurring

themes and patterns related to learners' study skills, challenges, and instructional

strategies. - Observation notes will be analyzed to identify effective teaching

practices and learner engagement strategies that promote study skills. Ethical

Considerations Ethical approval will be obtained from the relevant educational

authorities and institutional review boards. Informed consent will be sought from

parents or guardians of the learners, and participants will be assured of

confidentiality and the right to withdraw from the study at any time without

consequences. Data will be anonymized to protect participants' identities.

Limitations This study may face limitations such as potential biases in self-

reported data from learners and the challenges of conducting observations in

diverse classroom settings. Additionally, the findings may not be generalizable to

all Grade 3 learners, as the sample will be drawn from a specific district.
 Conclusion This research methodology aims to provide a comprehensive

understanding of the study skills of Grade 3 learners by employing a mixed-

methods approach. By examining cognitive, social, and instructional factors, the

study seeks to identify effective strategies for enhancing learners' study skills and

academic performance. The findings will contribute to the existing literature on

early education and inform educators and policymakers in developing targeted

interventions.
THE STUDY SKILL OF THE GRADE 3 LEARNING OF BATANGAN

INTEGRATED SCHOOL

SCHOOL YEAR 2024-2025

A Thesis Proposal

In partial fulfillment of the Requirement

For Educ 13 Teaching Internship

SHINICHI A. RULLAN
SY 2024-2025