INVESTIGATING THE ATTITUDES AND BARRIERS TOWARDS THE STUDY HABITS

OF THE GRADE 12 HUMSS STUDENTS

A QUANTITATIVE RESEARCH PAPER

A research paper

Presented to the Faculty of

Tanauan School of Craftsmanship and Home Industries

Tanauan, Leyte

In Partial Fulfillment of the Requirments in

Practical Research 2

Janine Acala

Dimple Avila

Vince Nathan Bona

Lance Cornejo Calbitaza

Justine Dela Peña

Marnan James De Veyra

Red Jacob Nonay

Marinelle Nuñez

Leo Redoña

Fritz Vasquez
 Chapter I

INTRODUCTION

Background of the Study

Good study habits are key to learning effectively and reaching academic goals. They help
students strengthen their ability to remember information, understand complex ideas, and stay
motivated to succeed in school. For HUMSS student, in particular, having a solid study habits is
especially important because of the challenging subjects they face, which often involve critical
thinking, analyzing, and interpreting complex social and historical issues. These skills are
necessary for thriving areas like history, literature, philosophy, psychology, and the social
sciences, all of which are central to the HUMSS strand.

Good study habits are crucial for a fulfilling and productive life, not just academic
success. They offer numerous benefits. Firstly, they enhance academic performance by enabling
students to learn efficiently, recall information effectively, and engage in confident discussions.
Additionally, they improve time management through planning, prioritization, and scheduling,
reducing stress and maximizing productivity. Good study habits also cultivate self-discipline,
teaching students to avoid procrastination and stay focused on their goals. They reduce stress
levels by ensuring better exam and assignment preparation, minimizing last-minute cramming
and enabling optimal performance. Moreover, they enhance cognitive skills, making students
more adept at understanding complex information, having a broader imagination, and applying
knowledge in real-world situations. Students who manage their time well, stay focused, and use
efficient learning strategies can achieve more in less time, increasing productivity. Good study
habits contribute to personal growth by building self-confidence through accomplishment and
fostering a sense of self-reliance. In the long term, they provide a foundation for success in future
careers, personal relationships, and community involvement. Good study habits are a valuable
investment in personal and professional development, going beyond academic success to foster
critical thinking, self-discipline, time management, and a lifelong love of learning. By cultivating
these habits, individuals empower themselves for a more fulfilling and productive life.
 The desirable study habits mentioned earlier contrast with poor study habits, which affect
many students, especially in secondary tertiary education. For HUMSS students, habits like
procrastination, cramming, often achieve lower grades and retain less knowledge on specific
topics. Several factors contribute to poor study habits. A lack of time management and difficulty
in setting priorities can make it hard for students to organize tasks. External distractions like
social media, peer influence, and extracurricular activities can pull attention away from
academics. Additionally, studying in poor or noisy environments can cause distractions, leading
to a decrease in focus. Psychological factors, anxiety, lack of motivation and low self – discipline
can negatively affect their performance even they are well prepared. Anxiety causes distractions
and difficulty in recalling information and physical symptoms like sweating or an increased heart
rate. Additional distractions like social media can break students focus, making it harder to dive
into complex subjects.

This study aims to understand the study habits of HUMSS students and how these habits
impact their academic success. By examining both effective and ineffective practices, the
research will reveal where students often struggle and identify areas for improvement. The goal
is to emphasize the importance of strong study habits, especially for students facing challenging
subjects, and to suggest ways they can stay on track, improve focus, and excel in their study.

Statement of the Problem

This study focuses on investigating the study habits of grade 12 HUMSS students.
Specifically, it sought to answer the following research questions:

1. What is the profile of the respondents in terms of :

1.1 Sex

1.2 Age

2. What is the priority level of studying the Humanities & Social Sciences subjects by the
respondents?
3. What is the level of difficulty of Humanities & Social Sciences subjects affecting the
respondent's study habits?
 4. What are the barriers encountered by the respondents in relation to their study habits?
5. What recommendations may be offered based on the findings of the study? following
questions.

Conceptual Framework

INPUT OUTPUT
PROCESS
1.Profile of the
respondents.
1.1 Sex
1.2 Age
1. Administering of the
2. Priority level of questionnaires. Recommendations may
studying the 2. Tabulation of student’s be offered based on the
Humanities & Social responses findings of the study.
Sciences 3. Statistical analysis of data
and interpretation
3. Level of difficulty
of Humanities and
Social Sciences

4. Barriers
encountered by the
respondents.

Figure 1. The conceptual framework showed the concept presented in the study.

Significance of the Study

The results of this current study will be beneficial to the following:

Students: Students will gain a clearer understanding of their own study routines, what
they're doing right and where there's room for improvement. The findings from this study can
help students adopt better habits, manage their time more effectively, and stay more focused on
their studies. This will lead to better academic outcomes and help them minimize their potential.
 Educators: By exploring the study habits of HUMSS students, this research offers
valuable insights into the challenges students often face. With this knowledge, teachers can
better understand how to support their students, helping them build stronger study habits. This
can lead to improved teaching strategies and more effective classroom practices, ultimately
boosting students' academic performance.

Researchers: This study offers several benefits to us, the researchers. By conducting this
research, we develop a deeper understanding of how study habits influence academic
performance, particularly within the HUMSS strand. The process of collecting, analyzing, and
interpreting data helps us enhance our critical thinking, research methodology, and analytical
skills.

Future Researchers: This study sets the groundwork for further investigations into study
habits, especially within the HUMSS strand. Future researchers can expand on these findings to
explore the impact of different interventions on study habits or how these habits change under
different circumstances. This contributes to a deeper understanding of how study habits influence
academic achievement across various fields.

Scope and Delimitation

This study aims to investigate the priority level of studying HUMSS subjects among the
respondents, the level of difficulty associated with studying HUMSS subjects. And the barriers
faced by the respondents in relation to their habits.

The study is limited to grade 12 students from one high school which may not represent the
study habits of the students in other school. This research will not investigate factors such as
socioeconomic background, parental involvement, or individual learning styles beyond the scope
of general study habits. Additionally, the study will rely on self – reported data from surveys,
which may be subjects to response bias. The findings are specific to the academic year 2024 −
2025 and may not account for changes in educational practices or student behavior in
subsequent gears.
Definition of Terms

The following are the operational definitions of the key terminologies used in this study:

Study: The systematic process of acquiring knowledge understanding, and skills through
reading. It involves concentrated effort on learning materials related to academic subjects.

Habits: Refers to the learned behaviors that shape how HUMSS students approach their
academic tasks on a day to day basis.

Researcher: The individual or group conducting the study. This person or group is
responsible for designing the study, and interpreting the findings.

Effectiveness: Refers to the degree to which the study habits employed by HUMSS
students contribute to their academic success and overall learning experience.

Poor Study Habits: It refers to ineffective learning strategies and behaviors that hinder a
student's academic progress and overall learning experience.

Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the different researches and different studies, locally and
internationally. It focuses on several aspects that will help in the development of this study. This
study is generally focusing on investigating the attitudes and barriers towards the study habits of
the grade 12 HUMSS students. The literature of this study come from journals, articles and
electronic device like PDF. Those that were included in the chapter will help in familiarizing
information that are relevant and similar to the recent study.
Review of Related Literature

According to Alex (2011) … to study is to buy out the time and dedicate self to the
application and task of study, and to become engrossed in a process of learning, practice,
enlightenment and education of one’s self. It is a way for students to have sufficient amount of
knowledge through mainly reading and writing.Enable to reach the desired amount of knowledge
that student want, they have to be more focused and more motivated. Some of the students
defines studying as their habit. A habit is defined as automatic behaviors or patterns of behavior
that we perform regularly, often without conscious thought.Alex (2011) described a habit as
something that is done on scheduled, regular and planned basis that is not relegated to a second
place or optional place in one’s life. A good study habits can shaped our future in becoming who
we are and who we want to be. Therefore, comfortable and inviting place for the students will
absolutely help them in captivating and exploring the given topic. Library is one of the examples
of comfortable and inviting place for students(Michael Jato, 2010).Having it's calm environment
would greatly affect the students behavior. Wikipedia the free encyclopedia (2010) stated that
researchers have demonstrated that school libraries have positive impact on students’
achievement.In the study conducted in U. S, the findings of these study resulted that a well-
supported library helped students scored higher on reading or focusing about the given topic.

The findings indicate that a noisy environment is perceived as a significant issue, with a
weighted mean score of 3.25, categorizing it as "strongly agree." This suggests that individuals
are highly affected by noise, which likely contributes to health issues, increased stress and
anxiety, and serves as a distraction from tasks. The impact of noise is compounded by other
factors such as social media and technology distractions, as well as a general lack of time and
focus. Overall, the results highlight the detrimental effects of a noisy environment on well-being
and productivity.This indicated that noisy environment can affect how students pursue things.
This could affect the way the study and can result to not being able to complete the task given.

In this notion, the management of school libraries by professional staff is essential for the
systematic organization of resources and efficient services, as supported by Ogunniyi et al.
(2011). However, many school libraries lack internet access, limiting students' access to a wealth
of information. Additionally, the libraries operate on the same schedule as the school hours (8:00
am to 5:00 pm), which restricts their availability for students.

Irregular use of school libraries among secondary students can negatively impact their
academic performance, particularly in subjects like English Language and Mathematics.
Research by Dent (2006) and Lance (2000) indicates that regular use of school libraries
correlates with higher achievement test scores—specifically, 18% higher for students who utilize
libraries frequently. Acido (2010) also found that students with above-average reasoning skills
studied consistently. Consequently, poor library usage may hinder students from meeting the
basic requirements for tertiary education, as demonstrated by Asikhia (2010), who highlighted
that inadequate academic performance in examinations undermines the goals of secondary
education in Nigeria.

Review of Related Studies

In the realm of educational psychology, understanding student attitudes toward learning

plays a pivotal role in academic success. Johnson and Smith (2020) emphasize the significance
of student attitudes and how they influence learning outcomes and study habits. They argue that
positive attitudes can enhance motivation, engagement, and ultimately improve academic
performance.

The study builds on established theories of motivation and learning, incorporating

concepts from the Self-Determination Theory and Growth Mindset. Such frameworks provide a
lens through which to examine how attitudes shape the way students approach their studies.
Johnson and Smith(2020)highlight the importance of intrinsic motivation, suggesting that
students who find personal relevance in their studies are more likely to adopt effective study
habits.The authors conducted a thorough literature review and presented findings from various
studies that support the link between study habits and student attitudes. For instance, they cite
research indicating that students with a positive attitude toward school are more likely to engage
in effective time management and self-regulated learning strategies. Other studies referenced by
Johnson and Smith show that negative attitudes can lead to procrastination, avoidance behaviors,
and poor academic performance.Johnson and Smith (2020) categorize study habits into two main
types: effective and ineffective. Effective study habits include regular review sessions, active
engagement with the material, and the use of diverse learning strategies. In contrast, ineffective
habits often consist of cramming, avoidance, and reliance on passive learning techniques. The
authors assert that fostering a positive attitude toward learning can significantly enhance the
adoption of effective study habits.

Based on their findings, Johnson and Smith recommend that educators create a
supportive and encouraging learning environment that promotes a growth mindset. They suggest
incorporating activities that enhance student engagement and encourage positive attitudes toward
learning. Moreover, they advise on the importance of training students in self-regulation
techniques to improve their study habits.The study by Johnson and Smith (2020) contributes
valuable insights into the relationship between student attitudes and study habits. It highlights the
need for educators to focus not only on instructional methods but also on the psychological
factors that influence learning. By fostering positive attitudes, educators can help students
develop effective study habits, ultimately leading to better academic outcomes.

Many studies have highlighted the significance of study habits in influencing academic
performance among students. In the context of education, effective study habits such as time
management, self-motivation, and systematic review have been correlated with improved
academic outcomes. A survey by Tuckman (2021) indicated that students who employed active
learning strategies and regularly reviewed their material performed better in exams compared to
their peers.

In Iraq, cultural factors may significantly influence the study habits of students. Research
by Ali and Mukhtar (2022) indicated that societal expectations and familial support are pivotal in
shaping students' approaches to learning, which can either positively or negatively impact their
academic performance. This highlights the need for understanding local context in examining
educational practices.The integration of technology in educational practices has also been
researched. A study conducted in the Middle East by Hamed (2019) provided evidence that
students who used digital tools for studying, such as online flashcards and educational apps,
experienced improved academic performance due to enhanced engagement and accessibility of
resources. This finding may be particularly relevant for Iraqi students amid increasing
technological advancements.

Exploring the relationship between study habits and academic performance within the
context of Iraqi students reveals that effective study strategies are crucial for success. Ongoing
research is necessary to identify best practices that align with the unique challenges students face
in this field.

Ali & Anwar (2020) emphasize that students often struggle to balance academic demands
with personal responsibilities, leading to procrastination and ineffective study routines.
A study by Khan et al. (2019) found that a lack of intrinsic motivation among students
contributes to inadequate study habits. Factors such as disinterest in subjects, external pressures,
and insufficient support from educators can diminish students’ drive to engage with their studies.

The physical and psychological study environment significantly influences student

learning. Hussain et al. (2021) highlight that noisy, crowded, or uncomfortable study spaces
impede concentration and retention of information.
Several studies, including those by Rahman (2020), suggest that cultural attitudes toward
education can impact students' study habits. In some cases, familial expectations and societal
pressures can lead to stress or a counterproductive approach to studying.
The increasing use of smartphones and social media as noted by Zafar et al. (2022) has created
an environment rife with distractions. Many students report difficulties focusing on their studies
due to constant notifications and the temptation to engage with digital content instead of
studying.

Numerous barriers impede the effective study habits of higher education students in
Pakistan, ranging from time management issues to cultural influences. By acknowledging these
challenges and implementing targeted strategies, academic institutions can assist students in
overcoming these obstacles and ultimately achieving better academic outcomes. Further research
is needed to explore the effectiveness of these interventions and adapt them to the unique needs
of diverse student populations.

Chapter III

METHODOLOGY

Research Design

This study will utilize a descriptive research method to explore and document the
study habits of Grade 12 HUMSS students. A descriptive research method is appropriate for this
study as it aims to provide a detailed account of students’ current study habits, identifying both
effective and ineffective practices.

The researchers used a Likert scale survey checklist to assess the study habits of
HUMSS students. A Likert scale rating system is used to measure beliefs, attitudes, or behaviors.
It is effective for capturing respondents' feelings or levels of agreement with a given issue more
precisely.

Research Locale

The Study will be Conducted at Tanauan School of Craftsmanship and Home

Industries Tanauan Leyte (Campus 2) Located at Brgy.Sto. niño Tanauan Leyte. This Study
Explores The humanities and social sciences HUMMS program at the institution. Diverse
Student Population, influenced by local crafts, small enterprises.Program fosters critical thinking
and social awareness, preparing student for various fields while addressing local societal issues
through community projects and initiatives.
Research Respondents

The participants of this study were the chosen Grade 12 senior high school
HUMSS students enrolled at Tanauan School of Craftsmanship and Home Industries in Tanauan,
Leyte for the 2024-2025 academic year. The respondents of the study were carefully selected
based on the need to assess and evaluate their study habits as part of this descriptive study. After
calculating the target sample size, 94 respondents were chosen: 31 from Section Plato, 43 from
Section Confucius, and 41 from Section Aristotle. The selection process aimed to maintain a
balanced sample, ensuring sufficient participants for statistically significant results.

Sampling Technique

A stratified random sampling method will be utilized to select the study's

respondents. This approach ensures fair and equal representation of students from the
Humanities and Social Sciences (HUMSS) strand.

Validation of Instruments

This study's research was validated by taking student validation. The process
involved presenting the research-made interview survey questionnaire to Grade-12- HUMSS
students of Tanauan School of Craftsmanship and Home Industries Tanauan Leyte (Campus 2)
who understood our topic and would be able to answer and evaluate whether all questions
effectively captured our research topic. The main objective of this process was to identify any
shortcomings in the research instrument and make the necessary adjustments to ensure its
validity. After this, it was submitted to the practical research teacher for the final approval
before the researchers could proceed with conducting the survey.

Data Gathering Procedure

 Researchers went through a number of procedures to get the information needed
and required for this investigation. The preceding information is offered for quantitative
collection.

1. Before completing the study and collecting the necessary data, the researchers obtained
approval from the Tanauan School of Craftsmanship and Home Industries principal.
2. The Tanauan School of Craftsmanship and Home Industries grade 12 advisors and
subject teachers were asked permission by the researchers to excuse the respondents.
The researchers thoroughly explained the study’s goal to the respondents before
performing and distributing the survey.
3. The quantitative phase’s data was tallied, assessed examined, and interpreted by the
researchers.
4. For the responders’ protection and privacy, all information taken are kept private.

Research Instrument

Researchers employed a survey questionnaire as their primary research tool,

designed to align with the study's specific objectives. The questionnaire was divided into four
sections. The first section focused on gathering demographic information from respondents,
including their age, and sex. The second section is focused into the most prioritize subject of the
HUMSS student. The third section examines the level of difficulty of HUMSS subject affecting
the students study habits. While the fourth section is focused on evaluating the barriers
encountered by the respondents in relation to their study habits. To gather their responses,
participants utilized a Likert scale, providing a standardized framework for measuring the exact
information needed.

The researchers were determined to collect accurate data. To achieve this, they
based their questionnaires on successful studies that had already been conducted on similar
topics. This approach ensured that the questions were well-designed and reliable, leading to
trustworthy results.

Statistical Treatment of Data

 The data to be gathered in this study will be subjected to the following statistical
treatment:

1. The researchers used the Slovin's Formula in order to identify the appropriate sample
size of the study.

SLOVIN'S FORMULA is described as:

n=N/(1+Ne²)

2. The frequency of each response will be determined on the number of the respondents
who will check in the particular item. The Demographic Profile of the respondents will
be determined by using the formula of percentage

Formula:

P= f/N (115) Where:

P= percentage

f= frequency of each group of respondents in the sample size

N= number of respondents

3. The weighted mean was computed to get the average or central value of the responses
in every statement using this formula:

Formula:

WM= Σfx/N

Where:

fx=weighted frequency of response obtained by multiplying x or weight for each item in

the choices.

Σ Fx=summation of the obtained fx on each item

 N=number of the respondent

Chapter IV

RESULTS AND DISCUSSIONS

The Interpretation and Analysis of Quantitative Data from Surveys

This Chapter presents the analysis, interpretation and findings of the study through
survey questionnaire of Grade 12 HUMMS students participated in this study. Statistical tools
were used to determine the appropriate result of this study.

The discussions are supported by the tabular presentation of the statistical results.

Demographic Profile of the Respondents

The profile presented in this study includes the respondents sex and age. Table 1 and 2 shows the
frequency and percentage distribution of the respondents in terms of their profile.

Table 1

Distribution of the respondents according to their sex.

Sex Frequency Percentage

Male 45 47.87%

Female 49 52.12%

Total: 94 100%

Table 1 reveals the majority of respondents applying their study habits are female students who
made up a significant percentage of the sample (52. 12%).While males made up smaller number
(47.87%) or (48%).

Table 2

Distribution of the respondents according to their age.

 Age Frequency Percentage

17 67 71.27%

18 19 20.21%

19 5 5.31%

20 and above 3 3.19%

Total: 94 100%

Table 2 presents the age, frequency, and percentage of the priority level of the attitudes and
barriers towards the study habits of the grade 12 HUMSS students. The majority of 71.27%, are
17 years old with a frequency of 67 students. Those aged 18, compromise 20.21% with a
frequency of 19 students. Students who are 19 years old got 5.31% with a frequency of 5. Lastly,
students aged 20 and above make up 3.19% with the frequency of 3. In total frequency is 94 with
the percentage of 100%.

Table 3

G11 subjects Essential High Moderat Low Not a Weighted Verbal

Priority e Priority Priority Mean Interpretation

Oral Com. 38 ⹀ 180 30 ⹀ 120 25 ⹀ 75 2⹀4 1⹀1 4.04 Agree

Gen. Math. 15 ⹀ 75 25 ⹀ 100 30 ⹀ 90 16 ⹀32 8⹀8 3. 07 Neutral

Earth And 16 ⹀ 80 30 ⹀ 120 35 ⹀ 105 7 ⹀ 14 6⹀6 3. 45 Agree

Life

Kom. Pan 32 ⹀ 60 20 ⹀ 80 30 ⹀ 90 11 ⹀ 32 1⹀1 3. 75 Agree

21st Century 36 ⹀ 180 36 ⹀ 144 10 ⹀ 30 2⹀4 10 ⹀ 10 3. 91 Agree

Per. Dev. 36 ⹀ 180 29 ⹀116 20 ⹀ 60 4⹀8 5⹀5 32. 92 Agree

P.E and 25 ⹀ 125 24 ⹀ 96 30 ⹀ 90 8 ⹀ 16 7⹀7 3. 55 Agree

Health

Emp. Tech 26 ⹀ 130 25 ⹀ 100 35 ⹀ 105 7 ⹀ 14 1⹀1 3. 142 Agree

World 27 ⹀ 135 18 ⹀ 72 31 ⹀ 93 10 ⹀ 20 8⹀8 3. 46 Agree

Religion

Reading and 95 ⹀ 145 36 ⹀ 144 13 ⹀ 39 3⹀6 13 ⹀ 13 3. 69 Agree

Writing

Pagbabasa at 19 ⹀ 95 22 ⹀ 88 40 ⹀ 120 12 ⹀ 24 1⹀1 3. 48 Agree

Pananaliksik

Statistics and 15 ⹀ 75 35 ⹀ 140 28 ⹀ 84 13 ⹀ 26 3⹀3 3. 48 Agree

Probability

Contem. Arts 16 ⹀ 80 25 ⹀ 100 31 ⹀ 93 13 ⹀ 26 9⹀9 3. 27 Neutral

PR1 17 ⹀ 75 25 ⹀ 100 19 ⹀ 57 26 ⹀ 52 4⹀4 2. 98 Neutral

Entrep. 36 ⹀ 180 16 ⹀ 64 15 ⹀ 43 9 ⹀ 18 9⹀9 3. 16 Neutral

DIASS 30 ⹀ 150 39 ⹀ 156 18 ⹀ 54 4⹀8 2⹀2 3. 93 Agree

Creative 36 ⹀ 180 18 ⹀ 72 15 ⹀ 45 16 ⹀ 32 9⹀ 9 3. 59 Agree

Writing

General Weighted Mean ⹀ 3. 77 Agree

This table presents the data collected in assessing the priority levels assigned by respondents to
various Grade 11 HUMSS subjects, in relation to their study habits. Specifically, the following
subjects—Oral Communication, Komunikasyon at Pananaliksik, 21st-Century Literature,
Personal Development, Physical Education and Health, Empowerment Technologies,
Introduction to World Religions, Reading and Writing, Pagbasa at Pagsusuri ng Iba’t Ibang
Teksto Tungo sa Pananaliksik, Statistics and Probability, Discipline Ideas in Social Sciences, and
Creative Writing—were considered moderate priorities by respondents. The weighted mean
scores for these subjects ranged from 3.45 (Earth and Life Sciences) to 4.04 (Oral
Communication), indicating a relatively consistent level of importance within the respondents'
 overall study habits. The higher scores suggest these subjects are considered more crucial,
demanding more time, effort, and attention during study sessions.In contrast, a smaller group of
subjects received significantly lower priority ratings, classified as "Neutral." This group included
General Mathematics, Contemporary Art in the Philippines, Practical Research 1, and
Entrepreneurship. Their weighted mean scores ranged from 2.98 (Practical Research 1) to 3.27
(Contemporary Art in the Philippines). This suggests that while these subjects are considered
valuable, they may not command the same level of focused attention or dedicated study time as
other subjects.The overall weighted mean across all subjects was 3.77, which falls within the
"Agree" range. This high average strongly suggests that, in general, the respondents agreed to
prioritize HUMSS subjects significantly in their approach to studying.

Table 4

G11 subjects Very Difficult Didfficult Neutral Easy Very Weighted Verbal
(5) (4) (3) (2) Easy (1) Mean Interpretation

Oral Com. 9 ⹀ 45 23 ⹀ 92 46 ⹀ 138 11 ⹀72 5⹀5 3. 21 Neutral

Gen. Math. 23 ⹀ 115 46 ⹀ 184 16 ⹀ 48 8 ⹀ 16 1⹀1 3. 87 Agree

Earth And Life 5 ⹀ 25 33 ⹀ 132 43 ⹀ 129 8 ⹀ 16 5⹀5 3. 26 Agree

Kom. Pan 4 ⹀ 20 20 ⹀ 80 44 ⹀ 132 21 ⹀ 42 5⹀5 2. 96 Neutral

21st Century 6 ⹀ 30 16 ⹀ 64 52 ⹀ 156 15 ⹀ 30 5⹀ 5 3. 03 Agree

Per. Dev. 9 ⹀ 45 20 ⹀ 80 33 ⹀ 69 30 ⹀ 60 12 ⹀ 12 2. 82 Neutral

P.E and Health 4 ⹀ 70 12 ⹀ 48 33 ⹀ 99 31 ⹀ 62 14 ⹀ 14 2. 58 Neutral

Emp. Tech 6 ⹀ 30 20 ⹀ 80 55 ⹀ 165 12 ⹀ 24 1⹀1 3. 19 Neutral

World Religion 5 ⹀ 10 20 ⹀ 8 50 ⹀ 150 14 ⹀ 28 5⹀5 2. 26 Disagree

Reading and 4 ⹀ 20 18 ⹀ 72 45 ⹀ 135 18 ⹀ 36 10 ⹀ 10 2. 90 Neutral

Writing

Pagbabasa at 6 ⹀ 30 17 ⹀ 68 45 ⹀ 135 18 ⹀ 36 8⹀8 1. 51 Strongly

Pananaliksik Disagree

Statistics and 17 ⹀ 85 40 ⹀ 160 31 ⹀ 93 5 ⹀ 10 1 ⹀1 3.19 Agree

Probability

Contem. Arts 5 ⹀ 25 19 ⹀ 75 60 ⹀ 180 9 ⹀ 18 1⹀1 Neutral

PR1 6 ⹀ 280 23 ⹀ 92 4 ⹀ 126 8 ⹀ 16 5⹀5 3. 39 Neutral

Entrep. 11 ⹀ 55 25 ⹀ 100 41 ⹀ 123 13 ⹀ 26 4⹀4 3. 27 Neutral

DIASS 12 ⹀ 60 17 ⹀ 68 56 ⹀ 168 7 ⹀ 14 2⹀2 3 ⹀ 31 Neutral

Creative Writing 7 ⹀ 35 21 ⹀ 84 44 ⹀ 132 18 ⹀ 36 4⹀4 3. 09 Neutral

General Weighted Mean ⹀ 3. 03 Neutral

This table present the perceived difficulty of Grade 11 HUMSS subjects among students,
considering their study habits. Results, expressed as weighted means, showed a range of
difficulty levels. Pagbasa received the lowest rating (1.51), indicating it was considered the least
difficult. Introduction to World Religions also received a low rating, falling into the "disagree"
category (2.26). A larger group of subjects—Oral Communication, Komunikasyon, Personal
Development, Empowerment Technologies, Reading and Writing, Contemporary Arts, Practical
Research 1, Entrepreneurship, Discipline Ideas in Social Sciences (DISS), and Creative Writing
—were rated as "neutral" in difficulty, with weighted means between 2.48 (Physical Education
and Health) and 3.39 (Practical Research 1), suggesting these were perceived as relatively easy.
The overall average difficulty rating was 3.03, falling within the "neutral" range, suggesting a
generally moderate level of difficulty across all HUMSS subjects.

Table 5
 Indicators Extreme Moderate Somewhat Not a Weighted Verbal
Barrier Barrier Barrier Barrier Mean Interpretation

Noisy 42 ⹀ 168 38 ⹀ 114 10 ⹀ 20 4⹀4 3. 25 Strongly

Environment Agree

Health Issue 25 ⹀ 100 40 ⹀ 120 17 ⹀ 34 12 ⹀ 12 2. 82 Agree

Distraction 34 ⹀ 136 40 ⹀ 120 17 ⹀ 34 3⹀3 3. 11 Strongly

(Social Agree
Media,
Technology)

Stress and 39 ⹀ 156 34 ⹀ 102 14 ⹀ 28 7⹀7 3. 03 Strongly

Anxiety Agree

Lack Of 32 ⹀ 128 34 ⹀ 102 24 ⹀ 48 4⹀4 3 Strongly

Time Agree

Lack of 36 ⹀ 144 39 ⹀ 117 13 ⹀ 26 6⹀6 3. 11 Strongly

Focus Agree

Ineffective 23 ⹀ 92 46 ⹀ 138 19 ⹀ 38 6⹀6 2. 91 Agree

Studying
Techniques

Lack of 30 ⹀ 120 29 ⹀ 87 19 ⹀ 38 16 ⹀ 16 2. 77 Agree

Motivation

General Weighted Mean ⹀ 3. 00 Neutral

This table presents the barriers encountered by the respondents in relative to their study habits.As
we can see,the barriers–Noisy environment,Health Issue, Distraction (social media,
technology),Stress and anxiety,lack of time and lack of focus weighted mean scores from range
of 3.25(noisy environment)upto 3.11( distraction and lack of focus) which indicates "strongly
agree" .And the barriers–Health issue, Ineffective study techniques,and lack of motivation
weighted mean scores 2.77( lack of motivation)upto 2.91(Ineffective study techniques)indicating
"agree".The overall average difficulty rating was 3.00, falling within the "neutral" range,
suggesting a generally moderate level of barriers across all HUMSS subjects.

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summarized, findings and data collected throughout the whole study.
This chapter also represents the recommendation for future action.

Summary

This study focused on investigating the attitudes and barriers towards the study habits of
the HUMMS students.

Specifically, it sought to answer these questions:

1. What is the profile of the respondents in terms of:

1.1 Sex
1.2 Age
2. What is the priority level of studying the Humanities and Social Sciences subjects by the
respondents?
3. What is the level of difficulty of Humanities and Social Sciences subjects affecting the
respondents study habits?
4. What are the barriers encountered by the respondents in relation to their study habits?
5. What recommendations may be offered based on the findings of the study?

Researchers used a survey questionnaire, designed to meet the study's objectives as their
primary research instrument. To ensure the data accuracy, the questionnaire was bades on
successful studies of similar topics. The study was conducted at the Tanauan School of
 Craftsmanship and Home Industries Sto. Niño Annex, with 94 Grade 12 respondents.
Data analysis employed frequency counts, perncentages, weighted means and likert's
scale.

Findings

The following findings were revealed:

1. Based on the data collected for the demographic profile of the respondents, reveals the
majority of respondents applying their study habits are female students who made up a
significant percentage of the sample (52.12%). While males made up smaller number
(47.87) or (48%). While the majority of 71.27% are 17 years old with a frequency of 67
students. Those aged 18, compromise 20.21% with a frequency of 19 students. Students
who are 19 years old got 5.31% with the frequency 5. Lastly, students aged 20 and above
make up 3.19% with the frequency of 3. In total frequency is 94 with the percentage of
100%.
2. The table 3 represents the assessment of priority levels for various Grade 11 HUMMS
subjects revealed that most subjects, including Oral Communication, Komunikasyon at
Pananaliksik, and Personal Development, were rated as moderate priorities, with
weighted mean scores between 3.45 and 4.04. These scores indicate that respondents
consider these subjects important and deserving of significant study time and effort. In
contrast subjects like General Mathematics and Practical Research 1 received lower
“Neutral” ratings, with mean scores ranging from 2.98 to 3.37, suggesting they are valued
but do not require as much focused attention. Overall, the average weighted mean across
all subjects was 3.77, indicating a general agreement among respondents to prioritize
HUMMS subjects in their study habits.
3. Table 4 reveals the perceived difficulty of Grade 11 HUMSS subjects was evaluated
based on student's responses. Pagbasa was rated the least of difficult with a score of 1.51,
while Introduction to the World Religions also received a low rating of 2.26, indicating it
was viewed negatively in terms of difficulty. A larger group of subjects, including Oral
Communication, Komunikasyon and Personla Development, were stated as “Neutral”,
with difficulty scores ranging from2.48 to 3.39, suggesting these subjects were
 considered relatively easy. The overall average difficulty rating across all subjects was
3.03, which fall within the “Neutral” range, indicating a moderate level of difficulty
perceived by the repondents.

Conclusions

The study of study habits among HUMSS students has shown that academic performance is
greatly influenced by the strategies and techniques used in studying. Study habits such as time
management, self-discipline and consistent review were found to be essential in achieving
academic success. The research revealed that the majority of HUMMS students engage in
productive habits, such as regular note taking, group discussions and creating schedules to
organize their study time. However some students also face challenges, such as procrastination,
distractions and lack of motivation, which negatively impact their learning. These findings
suggest that while good study habits can greatly enhance academic performance, the presence of
barriers like distractions and poor time management can hinder student’s success. It is crucial
for students to develop effective study strategies and for educational institutions to provide the
necessary support to address these challenges. By cultivating positive study habits, students can
improve their learning experience and academic outcomes.

Recommendations

Educational Recommendations

1. Develop and implement targeted interventions: Design programs addressing specific

barriers (e.g., time management, procrastination) to improve study habits.
2. Integrate study skills training: Incorporate study skills workshops into the Grade 12
HUMSS curriculum.
3. Foster a growth mindset culture: Promote a growth mindset environment, encouraging
students to view challenges as opportunities for growth.
Teacher Support

1. Provide ongoing professional development: Train teachers on strategies to promote

effective study habits and address student barriers.
2. Teacher-student mentoring programs: Pair students with teachers/peer mentors for
guidance and support.
3. Regular progress monitoring: Encourage teachers to regularly monitor student progress
and provide constructive feedback.

Research and Evaluation

1. Longitudinal studies: Investigate the sustained impact of interventions on study habits

and academic performance.
2. Comparative studies: Compare study habits and barriers between HUMSS and other
tracks (e.g., STEM, ABM).
3. Action research: Collaborate with teachers to design and implement context-specific
interventions.

Student Empowerment

1. Student-led study groups: Encourage peer-led study groups for collaborative learning.
2. Counseling services: Provide access to counseling services addressing academic stress
and motivation.
3. Parent-teacher-student conferences: Regularly involve parents in discussions about
student progress.

Policy Implications

1. Curriculum review: Evaluate and refine the Grade 12 HUMSS curriculum to better align
with student needs.
2. Resource allocation: Allocate resources to support study habits initiatives.
3. School-wide initiatives: Develop school-wide programs promoting a culture of academic
excellence.
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