performance of freshmen student in science as affected by selected factors

8/2/2019 Performance of Freshmen Student in Science as Affected by Selected Factors

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Performance Of Freshmen Student In Science As Affected BySelected Factors

Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

The modern world in which we live is often termed a knowledge society,education and information have become factors of production that isconsidered potentially more valuable than labor and capital. In a globalsetting, investment in human capital has become a need for aninternational competitiveness.

The role of science in our society is one of the central features of ourpresent civilization; it is the age of technological and scientific revolution.Science and Technology is the most dynamic cultural force in the world.Science develops a scientifically literate society and makes an individualmore responsive to the needs of the society and to the nationaldevelopment goals.

Science and Technology must develop to the individual as stated andmandated in the Constitution for his development and to the nation as awhole. Scientific discoveries and inventions led into the development,progress and industrialization of the nation.

Science plays a fundamental role in the life of an individual. It prepares theperson in this changing world by equipping him the knowledge, intellectualand scientific skills and attitudes. It helps an individual to explore andexplain truths producing useful models of reality of this physical world. Itcan also provide answers to many of our questions about thing in theenvironment and the observable phenomena.

Science is a very practical subject that students must have to enjoy with theactivities related to various lessons covered. This is indeed an area ofknowledge where everyone should master, love and to learn about.


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But nowadays as to observation, learners are hard up in the subject. Theydon t know how to make their objectives and conclusions during theactivity. Some students are not interested in Science subject. Students tendto cut class during their science subject. They said that it is a hard and

boring subject. They dont want to engage themselves in such subject.Many learners do not study their lessons well. Maybe because of differentlife styles of the learners that affects their study habit. They develop anegative study habits toward such subject.

With this behavior of learners, it will affect their academic achievement.Scholastic aptitude of learners lies on good study habit they possessed. Infact, there are learners who experienced failure due to undesirable studyhabits. This means that good study habit produces positive academic

performance while inefficient study habit leads to academic failure.Students are develop first at home since it is the childs first school. Parentswho are their first teacher are responsible for the development of the firstskill and the foundation of their study habits. A foundation gained at homeis strengthened by other factors in the environment. Environment consistsof some factors that may affect the performance aside from home such thepeer, teacher and fellow student. These factors affect the study habits ofthe learner which will affect also his performance.

Ozmert1 (2005) emphasized the importance of environmental influence asa major factor in the development of students performance.

It is then the reason for the researcher to find out the different factors thatmay affect the performance of students which as a result of their academicsuccess or failure.

Objectives of the Study

The general objective of this study is to determine and analyze the factorsaffecting the performance of students especially in Science I.

Specifically, it aims to

1. Determine the profile of students in Science I


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2. Examine the factors affecting the performance of students in Science I inMallig National High School

3. Assess the performance of students in Science I of Mallig National HighSchool

4. Determine which factor affects most of the performance of student inScience I

5. Determine the significant relationship of the factors affecting theperformance of students

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1Ozmert Relationship Between Physical, Environmental AndSociodemographic Factors And School Performance In PrimarySchoolchildren. Department of Social Pediatrics, Hacettepe UniversityFaculty of Medicine, Ankara, Turkey. [email protected] 2005

Significance of the Study

The researcher believes that students, particularly Mallig National HighSchool will be benefited from the findings of this study since the studyprovides basis for awareness and better understanding of how

environmental factors affecting their study which will his performance .Likewise gives them a more focused and clear perspective on how thespecific behaviors related to their studies influenced study for a betterperformance.

School Administrators. Like subject area coordinators, may also be guidedin the formulation of future modification of educational policies, curriculumand strategies toward a more effective delivery of learning.

Teachers. The result of the study may also be help in understanding betterthe diversity of learning of their students. As such, it is hoped that theycould develop more effective methodologies in teaching their subjectmatter.

Guidance and Counseling Centre. It will also be help by this study throughproviding a more focused and factual knowledge on the factors affecting


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students study habits. This increased the understanding of the GuidanceCounselors on the interplay of the variables studied in this research. Suchknowledge is hoped to help the Guidance and Counseling practitionerstowards the development and implementation of more effective programs in

consideration of these variables.Students. They will be given information on how study affects theiracademic performance. The result of the study will make them aware of thecommon study habits among their co- education students.

The Researcher. The result of this study serve as the guide in helpingstudents to identify and select desirable study attitudes for the improvementof their scholastic performance.

Future Researchers. They may be able to use the result of the study infarther research similar to what the study is.

Conceptual Framework

The framework of this study is based on the principle of interrelationshipsand influences.

Development of behavior, study habits and attitudes are acquired first athome. Parent mold their children physically, emotionally, socially andspiritually. A follow-up development will be in the elementary andsecondary where teachers are involved in the vital formation of all these.However, many factors may influence and determines if all these factorswill affect the performance of the learners on their later life.

On the process, it includes on the assessment, evaluation and analysis onthe responses of the respondents on the different factors using anappropriate statistical tool. These factors shall be correlated with theperformance of the students.

The expected output will be an efficient study which will also affect thebetter performance of the student. The outcome of the output depends onthe input; hence these two are interdependent to each other.

CONCEPTUAL PARADIGM OF THE STUDY


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INPUT

A. Personal Profile of the Student Respondents

A.1.Gender

A.2.Age

A.3.Occupation of parent

A.4.Educational attainment of parent

B.Learning environment

B.1.Teacher related factor

B.2. Parent-related factor

B.3. Student-related factor

B.4. Peer-related factor

PROCESS

1. Data Gathering


A.1.Gender

A.2.Age



B.Learning environmentB.1.Teacher related factor




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2. Statistical tabulation and analysis of the data

OUTPUT

Efficient Study for an Improved Performance

INPUT

B. Personal Profile of the Student Respondents

A.1.Gender

A.2.Age








PROCESS

3. Data Gathering


A.1.GenderA.2.Age




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4. Statistical tabulation and analysis of the data

OUTPUT

Efficient Study for an Improved Performance

(FEEDBACK MECHANISM)

Figure 1

Statement of the Problem

This research will look into the different variables affecting the performanceof Science I students of Mallig National High School for the school year2011-2012.

Specifically, this research aims to answer the following problems:

1. What is the personal profile of the Science I students in terms of

2.1. Gender

2.2. Age

2.3. Occupation of parent

2.4. Educational attainment of parent

2. How do the following variables affect the performance of Science Istudents covered by the study?

3.5. Teacher-related factor


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3.6. Parent-related factor

3.7. Student-related factor

3.8. Peer-related factor

3. The following factors do not significantly affect the performance of theScience I subjects

A. Profile

a.1. gender

a.2. age

a.3. occupation of parenta.4. Educational attainment of parent

B. Other variables

b.1. Teacher related factor

b.2. Parent-related factor

b.3. Student-related factor

b.4. Peer-related factor

Scope and Delimitation

This research is concerns with the first year Science I students of MalligNational High School. It determine on the perceived factors affecting theperformance of the students such as teacher-related factor, parent-relatedfactor, student-related factor, and peer-related factor.

The study includes ______ students-respondents, all of whom are enrolledin the first year curriculum for the school year 2011-2012.

Definition of Terms

For clarity and better understanding of the study, the following areoperationally and authoritatively defined.


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Factor2 It is a cause or determiner, which may be unique to one variableor common to several variables that may be used to account for thecorrelations among set of variables.

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2William E. Shapiro, The New Book of Knowledge (Canada GrolierIncorporated, 1980)p.227

Parent - One who begets, or brings forth, offspring; a father or a mother.

Peer group3 It is a group of people usually of similar age background andsocial status with whom a person associates with, and who are likely toinfluence the persons beliefs and behavior.

Performance 4- It refers to knowledge attained or skills developed in schoolsubject designated by test scores or by work assigned by teachers.

Science 5- is a systematic enterprise that builds and organizes knowledgein the form of testable explanations and predictions about the universe.

Student factor6 It refers to the physical and emotional needs of childrenand the relationship among family members. It involves the social andcultural influences of individuals and families.

Study habit 7 It refers to the students accustomed method of approach tounits of learning, his consistency in ignoring distraction, his inattentivenessto one specific material studies and the effort which he exerts in learning.

Teacher - One who teaches or instructs; one whose business or occupationis to instruct others; an instructor; a tutor.

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3William E. Shapiro, The New Book of Knowledge (Canada GrolierIncorporated, 1980)p.227

4J.P.Chaplain, Ph.D.,Dictionary of Psychology, 2nd Revised edition (DellPublishing Company 1985), p.153.

5Wikipedia, the Free Encyclopedia


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6Jean D. Copper. Child Development and Family Relations. (Oxford,1980),p.272

7John Winston. The Winston Dictionary. (Philadelphia: The J.C. Winston,1975), p.102

Teacher factor 8 It is how a teacher carries out his duties, like preparingthe class, guiding and assisting the learner and checking theirassignments. In carrying out their duties, teacher tries, identifies andresponses to the needs of individual pupil.

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8Gilbert Height. The Joys of Teaching and Learning. (Liberty Press,1977),

p. 58.Chapter II

REVIEW OF RELATED LITERATURE

AND STUDIES

As stated by Descargar9 , the role of attitudes and study habits concerningan academic subject is of such a great importance towards the acquisition

of a deeper knowledge and understanding. Some people experience failuredue to poor study habits and attitudes and lack of interest. Deep interestand good study habits and the right attitude of learner may serve asfunctions of enhancing self-regard and self-discipline in various subjects.

Ramos10 recommended that success in school is highly related to goodstudy habits at home and in school. The habit of orderliness and the abilityto concentrate are basic to good study habits. Students should have aseparate note book for every subject. Notes in the class, as well as noteson articles or assignments read should be in outline form and if possible,with proper highlighting for speedy access when added like when onereviews for a quiz or examination

Villareals11 survey of the study habits of students in the private school inCebu City, further revealed the causes of poor study habits of students.


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Among this mentioned were lack of abilities and the following unfavorableconditions:

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9Lorna R. Descargar.Level of Interest, Study Habits and Attitudes of Grade VI Pupils Toward Science In San Manuel District: An Assessment.(Unpublished Masters Thesis, WIPC, Mallig, Isabela), 1999, p.2

10Virgie B. Ramos.Study Habits of College Students in General Chemistryat Mallig Plains Colleges. (Unpublished Masters Thesis, MPC, Mallig,Isabela),2008,p.37

11Estrella Villareal, A Survey of Study Habit of Students in Private School

in Cebu City. (Unpublished Masters Thesis. Cebu City, University of Visayas, Manila, 1982)

1. Poor facilities in the home

2. Lack of effort for self-improvement

3. Plain laziness and idleness

4. Lack of concentration due to day dreaming

5. Inability to make useful notes

6. Emotionally maladjusted

7. Excessive worries

8. Inability to plan

9. Indifferent to study

10. Wrong choice of companionsThe present study is related to the study presented by Descargar. Thestudy at present is interested on the responses of the respondentsconcerning their study habits in the three learning environment: studentfactor, teacher factor and peer factor.


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Parent Factor

Apulogs12 study recommended that teacher and parents should cooperatein helping children to acquire or develop effective study habits. Householdchores must be planned in such a way that children can help at home andat the same time study within a specific period regularly with moreconcentration. Parents should be made to realize the importance ofproviding even small space in the home equipped with simple desk andstudy table conducive

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12Lourdes Apulog, Study Habit in Relationto Academic Achievement of theGrade IV Pupils in the District of Pola, School Year 1985-1986. (Divine

World College of Calapan, District Oriental Mindoro, March,1986), p.XVII

to study. Childrens enthusiasm will increase if they know that the y have adesignated area and time for their lessons.s

The study of Apulog conforms to the present study. The present studyconsidered three learning environment in order to picture out the commonangle in which the teacher, the parent and the administrator in school tohelp one another in the provisions of things needed by the students toenhance better teaching and learning process.

Felipe (2000)13 stated that attitude towards study habits affects academicachievement and that learning should start with attitude in elementary level.After he acquires the right attitude, he goes further to a higher level ofeducation, studying and strengthening that positive attitude which heacquires in his early life and experience.

Childrens study habits and the degree of parental involvement in studyingseem to show differences in how they learn and how serious they are about

learning. Some examples of what can influence children and theirscholastic achievement are if their parents study with them, how muchtelevision they watch, and if they even like school. Luster and McAdoo(1996)14 believe that parents influence what a child brings to school andhow well a child acquires school related skill throughout the school years


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such as working with a child on homework and this can influence otherbehaviors such as study habits that will affect the childs achievement.

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13Felipe, Abraham I. Chemistry Learning and Teaching. MECS

14Luster, T., McAdoo, H. (1996). Family and Child Influences onEducational Attainment: A Secondary Analysis of the high/scope PerryPreschool Data. Developmental Psychology, 32, 26-39.

I the study of Malvar15 she claimed that factors such as age, monthlyincome, parents educational attainment and occupation greatly influencedacademic achievement of students. She pointed out that pupils/students

who resided nearer the school, family belonged to the higher incomegrouped, pupils/students having both fathers and mothers with highereducational attainment, have received better instructions from teacherswere found to have better academic achievement.

Ruth McDonald16 concluded that the students of the lower socio-economicstatus generally enter the school less prepared with the educationalsupport from their families than the middle counterparts. Even if the sameamount of learning were to take place between both groups of students, thedisadvantaged group of students would process.

Result presented in the study of McDonald has a great similarity with thepresent study. The present study dealt on the socio-economic profile of thestudents to correlate with the students performance to find out whatparticular profile will greatly affect the students performance.

Penas17 undertook a study which should that the higher the educationallevel and socio-economic status of the family affect the study habits andacademic achievement of the students.

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15Fredelita P. Malvar, Correlates of the Academic Achievement of theGraduates of the Secondary Education Program of Region 02.(Unpublished Doctoral Orientation, University of the Phillipines, Los Baos,Laguna, August, 1980), pp.106.


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16Ruth McDonald, Correlation of Academic Achievement of Graduates ofthe Revised Secondary Education Program in Region 02, (Unpublisheddoctoral Dissertation, University of the Phillipines, Los Baos, Laguna,1980),pp.17-18

17Gerundia C. Penas, Study Habits of Grade VI in Sta. MariaDistrict:Division of Tangub City and Their Implications to Education Sch.Yr1983-1984, (Unpublished Mas ters Thesis, Immaculate ConceptionCollege, Sept.1984), p. 20

The present study is related with the study of Penas. The present studyconsidered the educational attainment of parents and their annual grossincome to relate with the study habits and academic performance of thestudents in the school.

Rimando18 in an article that in the education of children, parents shouldshare their responsibility with teachers. He declared that not a few fathersand mothers are so engrossed with their outside activities that they leavethe education of their children entirely to the mentors. Many parent, forinstance never bother to check whether or not their child is religiouslyattending classes, performing his assignment or simply reading his lesson.They seem no to re alize that a little coaching, a little boost the childsinterest to study harder.

Peer Factor:

As stated in internet links,19 when a child is exposed in peer group offriends they will carry on the personality they have built within their familyusually by their parents or guardian, and this will be their guiding motivationand pattern when exposed to the outside world.

Students who are raised with love and acceptance may always look orfind their peers with the same personal behavior so they tend to choosetheir friends wisely while in class. While the child who live with criticismand hatred inside their family learn to condemn and rebel to do crazythings, or they may be hard to deal with in school and often times they arethe problem of their teachers. Therefore their upbringing led them tonegative peer


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18Tony Rimando. Why you Have A Half Baked Grade School Children?Womans Have Companion, (May 31, 1981), p.16

19 http.www.ivythesis.typepad.com. The Effect of the Globalization to theYouth.

pressure related situation in academic performance especially during highschool where they are beginning to explore and discover things with theirclassmates around them.20

High school students will soon find themselves spending more time withtheir peers usually during their early adolescence in life and somehow they

are influenced with this condition sometimes they may prefer enjoymentrather than learning. However their academic performance level may varyaccording to their individual preferences against peer pressure orcompetition. 21

Negatively student who belongs to the group of non-performers mayfind it difficult to resist their peers to study seriously since they will beoutcast if they do perform in the class. A simple scolding can bring down astudent to follow their peers even in a bad manners of skipping in class,cheating during examination, bullying their classmates even fight and arguewith teachers can be an obtainable behavior of peers that often timeshappen in high school students. The worse thing a peer pressure can pushstudents to the limit is when they join fraternity or sorority of students whonever really have ideology to stand for but merely an enjoyment of onesrebellious thought in their family, so their academic performance worsenseven more.

Students begin to be wild when they can learned the use of drugs,alcohol, in a pre- marital sex, gambling, smoking, stealing and other formsof crimes at an early stage of their life.

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20 http.www.ivythesis.typepad.com. The Effect of the Globalization to theYouth.


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21Ibid

While the other group who created belongingness to the higher classusually gains a competitive healthy peer advantage and does reach toexcel in class so that they will be part of the group of top performers, theyare the ones who achieve camaraderie and healthy atmosphere in class,they usually participate in group talents including singing, dancing, acting oracademic clubs that enrich their potentials even more while at school.

Most of these students may create valuable experiences and wouldnever want to belong to a group of worthless activities that may affect theirstatus in school. However all students may be susceptible to any otherinfluences depending on their capability to resist the temptation. The topperformers can also be destructed by the non-performers in class. On theother hand the bad guys can also change in pattern of behavior inside andoutside school if only they chose to associate themselves in the othergroup so there will always to a chance to renew their spirit.

School is a community of love and learning, students are trained to bedisciplined individual but teachers and academe can only do so much and itis always the student who will be the one to choose their path. As you cansee all students peer pressure are motivated by a group community andthey all want to be a part of it. This influence led them to create the samehabit forming because peer pressure can happen subconsciously withoutrestriction.

Maybe you would ask why this high school students needs to join theirpeers? The answer is simple, they want to belong and they want to beaccepted so they will do the works of their peers only to be included in thegroup. Peer pressure is not at all exclusive in school it can also be found inthe outside world.

A child must learn to deal with it rather than stick with it. Teachers,Parents and the Society have very strong forces over their children soteaching them the right attitude in handling this peer pressure positively is agift that we can give them, it is a light to keep their path straight. The bibletells about a wonderful passage in proverbs 22: 6 saying to Train up achild in the way he s hould and when he is old he will not depart from it.Learn to teach your child today the value of education and you will see that


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they will not just be good in school academic performance, but they will bebetter later on in life.

There are two possible explanations for the diminishing peer effects. First,older students may mask their academic achievement from their friends.That is, peers do not necessarily know exactly what grades their friendsachieve or how much time they spend on homework in any given week.Thus, individual students may be able to give their peers a false impressionof their academic performance, especially as they reach adolescence.Although peer pressure could generally increase, students may be able toavoid academic pressure more easily.

Second, adolescent peer pressure may focus on extracurricular behaviorrather than on classroom behavior. In other words, as children test theirindependence, they may focus negative peer pressure on antisocialbehavior outside of school rather than on academic achievement. Forexample, social experimentation with cigarettes, alcohol, and other illicitsubstances generally begins in junior high. The attention paid to this kind ofpeer pressure may

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22Kirk,Johnson,Ph.D. The Peer Effect on Academic Achievement Among

Public Elementary School Students. May 26, 2000supersede pressure regarding grades in class. Thus, the results seen inthis model may actually be consistent with other studies of peer pressure.

Teacher Factor

The focus of the teacher and student interaction is mainly on thesupervision or facilitating the education. The teacher is the facilitator of theeducation and teaching in a very large number of students is a true burden

for the teachers. Therefore, there is a need for the strategies toaccommodate all the lessons and learning of the students. In addition, theclinical supervision model applied in the pedagogical context can reducemuch of the anxiety that is very usual inside the classroom. Through thesupervision of the teachers, the objectives in learning can be attained. Theteacher applied different style and approach in teaching and through the


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behavior of the teacher and their students, as well as the learningenvironment; there is a great improvement in learning. In addition, throughthe approach of the teachers in learning, the analysis and dialogue becamean effective teaching technique, most especially in sustaining the teacher-

student relationship (1998; 2002). School may not be so friendly with thestudent that is why there is a need for a strong teacher-student relationship.The relationship is not only important in learning but also in theunderstanding the situation of the students. Teacher plays an importantrole in this relationship because they are the guardian of the students. Theyare the one who understands the different behaviors of the students andthe teaching methodologies are typical on the higher education therefore,the need for a strong relationship is an example ( 2007). The quality ofteacher-student relationship is the keystone for all the aspects of classroom

management (2004).

On teachers gender and achievement, Okoruwa (1999)23 found thatteachers gender had significant effect on achievement mean scores of pupils in science; male teachers were more effective than their femalecounterparts. In addition, he found that there was no significant differencein the achievement of pupils taught by teachers of different age group.Bilesanmi (1999)24 reported that the finding on the effect of gender ofscience teachers on performance of students outside Nigeria was

ambivalent. It was shown that in Chile, England, Federal Republic ofGermany, Japan and Sweden where there was a greater proportion ofmale teachers of science in schools, the level of performance was higher.On the other hand, the same trend was found in Australia and Italy wherethere were more female teachers in schools.

On lity characteristics such as, certification status and degree in subject tobe taught are very significant and positively correlated with subjectoutcomes in science and mathematics. Ingersoll (1999)25 found out in astudy that 63% chemistry, physics, earth and space science instructors donot have certification in the subjects and this result in the poor performanceof students. Greenwald, Hedges and Laine (1996)26 asserted thatachievement positively correlated with teachers qualification.

________________________________


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23Okoruwa, T. O. 1999. The Effect of Some Teachers Characteristics onPupils P erformance in Primary Science. Unpublished M. Ed Project.University of Ibadan.

24Bilesanmi, J. B. 1999. A Causal Model of teacher Characteristics andStudents Achievement in Some Ecological Concepts. Unpublished Ph. DThesis, University

of Ibadan, Ibadan.

25 Ingersoll, R. M. 1999. The Problem of Under Qualified Teachers inAmerican Secondary Schools. Education Researcher.

26Greenwald, R. Hedges, L. V. & Laine, R. D. 1996. The Effect of School

Resources in Student Achievement. Review of Educational Research66(3): 361-396.

However, Osokoya (1999)27, Oladele (1991)28 and Igwe (1990)29 foundlittle or no significant relationship between teacher qualification andachievement. Hansen (1988)30 posited that teachers who have spent moretime studying and teaching are more effective overall and they develophigher order thinking skills for meeting the needs of diverse students andhence increasing their performance. Bilesanmi (1999)31 in her study foundthat teacher experience has the second most effective causal effect onstudents achievement. Okoruwa (1999)32 found that teachers teachingexperience had significant effect on students achievement in science. Also,Fetler (1999)33 investigated the relationship between measures ofteachers experience and st udent achievement in science andmathematics. He found that teaching experience as measured by years ofservice correlated positively with student test results.

According to Palm Beach Community College (PBBC, 2008), theyrecommend that students study sho uld have at least three hours out ofclass for every hour spent in class. They also said that a student must havea special place to study with plenty of room to work. And students shouldnot be cramped. They presupposes that study time will go better if a learner

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27Osokoya, M. M. 1999. Some Determinants of Secondary SchoolStudents Academic Achievement in Chemistry in Oyo State. UnpublishedPh. D. Thesis, University of Ibadan, Ibadan.

28Oladele, J. O. 1991. The effect of Entry Qualification on the Achievementof Pre ND Students in Kaduna Polytechnic. An Unpublished PostGraduate Dissertation. University of Ibadan, Ibadan.

29 Igwe, D. O. 1990. Science Teachers Qualification and StudentsPerformance in Secondary Schools in Kano State. Journal of STAN 26(2):47-51.

30Hansen, J. B. 1988. The Relationship of Skills and Classroom Climate ofTrained and Untrained Teachers of Gifted Students. Unpublished

Dissertation, Purdue University, Indiana.

31Bilesanmi, J. B. 1999. A Causal Model of teacher Characteristics andStudents Achievement in Some Ecological Concepts. Unpublished Ph. DThesis, University of Ibadan, Ibadan.

32 Okoruwa, T. O. 1999. The Effect of Some Teachers Characteristics onPupils Performance in Primary Science. Unpublished M. Ed Project.University of Ibadan

33Fettler. 1999. The Relationship Between Measures of a TeacherExperience with Mathematics and Educational Level and StudentAchievement in Mathematics in the Critical Importance of Well PreparedTeachers. U. S. Department of Education.

take a few minutes at the start to straighten things up. A desk and straight-backed chair is usually best. Dont get too comfortable --a bed is a place tosleep, not to study as what they said. A student must have everythingclose at hand (book,

pencils, paper, coffee, dictionary, computer, calculator, tape recorder, etc.)before starting to study. Students are not suggested to spend on time

jumping up and down to get things. The PBCC suggests also thatdistracting noise should be minimized however they said that there aresome people need sound and some like silence. In this case, a learnermust find what works for him or her. Culprits are family and friends.


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consider a "do not disturb" sign and turning on your answering machine isthe way also to have better study habits according to the PBBC..

Frank Pogue(2000)34 did a research project to determine why students fail.What he founds to be true in that study habits survey was that more than30 years ago still rings true today--students fail because they do not knowhow to study .The best advice he can give is to develop sound study skills.

He said that a student should make sure that he/she has a good studyenvironment, a good desk, a sturdy chair, good light, comfortable roomtemperature and a quiet atmosphere. That means he/she should eliminateall external and internal distractions. Second, get a good overview of theassignment before starting the work. Know what skills, facts and ideas thatare expected to master and the ground that are expected to cover. Startwith most difficult subject first, while the mind is freshest and mostreceptive.

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34

Professors in the developing countries said that the undergraduatestudents should be fully equip with high level of analytical skills, thecapacity for critical reasoning, self-reflection and conceptual grasp andability to learn autonomously and exercise flexibility of mind (Simmons2003)35.

Reading is an attempt to absorb the thought of the author and know whatthe author is conveying (Leedy 1956)36. Studying is the interpretation ofreading materials. Study habits and skills are particularly important forcollege students, whose needs include time management, note taking,Internet skill, the elimination of distractions, and assigning a high priority tostudy.

Fielden (2004)37 states that good study habits help the student in criticalreflection in skills outcomes such as selecting, analyzing, critiquing, andsynthesizing. Nneji (2002)38 states that study habits are learningtendencies that enable students work private.


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The study conducted by Hope L. Graven (2008)39 on the relationshipbetween an individual's amount of caffeine consumption during his/herstudy session and the individual's study habits showed that the main effectof drinking caffeine on exam preparation was not significant There were

participants, 20 male and 58 female college students (N=78), answeredself- ratings on their personal consumption of caffeine as well as their studyhabits when

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35 Simmons, J. (2002). Reading and the University, cited in King, D.(2003). Reading > Writing, Rithmatic. UCSC's Writing 169 ElectronicResource. Online:http://people.ucsc.edu/~davidlaw/King.html

36 Leedy, P.D., cited by Unoh, S.O.,The Study of Reading: An IntroductorySurvey. Ibadan University Press, 1968 Pp 2-5.

37 Fielden, K. (2004). Evaluating Critical Reflection for PostgraduateStudents in computing. Informing Science and Information TechnologyEducation Joint Conference, 2005, Flagstaff,Arizona.www.informingscience.org/ proceedings/InSITE2005/I38f36Field.pdf

38 Nneji L. (2002). Study Habits of Nigerian University Students. HERDSAConference. http://www.ecu.edu.au/conferences/ herdsa/main/papers/ref/pdf/Nneji.pdf

39 Hope l. Graven.Caffeine Consumption and its Relationship withstudents` study habits. Department of Psychology Loyola university of NewOrleans

preparing for a test/exam. It was hypothesized that the more caffeine astudent consumes while studying, the more accurately his or her study

habits would be labeled as 'unhealthy', as determined by the researchers.Unhealthy study habits were operationally defined as low scores on amountof time per study session, time(in days) when preparation began, andamount of information the participants believed they had retained. Highscores on anxiety level were included in 'unhealthy' study habits. APearson correlation indicated no relationship between amount of caffeine


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

Marcus Cred and Nathan R. Kuncel (2008)40 in their research at theUniversity of Albany said that Study habit, skill, and attitude inventories andconstructs were found to rival standardized tests and previous grades aspredictors of academic performance, yielding substantial incrementalvalidity in predicting academic performance. The meta-analysis examinedthe construct validity and predictive validity of 10 study skill constructs forcollege students. They found that study skill inventories and constructs arelargely independent of both high school grades and scores on standardizedadmissions tests but moderately related to various personality constructs;these results were inconsistent with previous theories. Study motivation

and study skills exhibit the strongest relationships with both grade pointaverage and grades in individual classes. They also said that Academicspecific anxiety was found to be an important negative predictor ofperformance. In addition, significant variation in the validity of specificinventories is shown. Scores on traditional study habit and attitudeinventories are the most predictive of performance, whereas scores oninventories based on the popular

____________________________________

40 Marcus Cred and Nathan R. Kuncel (2008)www.termpaperwarehouse.com/essay-on/Study-Habits/22616

depth-of-processing perspective are shown to be least predictive of theexamined criteria. Overall, study habit and skill measures improveprediction of academic performance more than any other noncognitiveindividual difference variable examined to date and should be regarded asthe third pillar of academic success.

According to the how-to-study.com (2009), students who are verysuccessful in their desired career have good study habits. It is stated in thewebsite that students apply these habits to all of their classes. The websitealso recommends some tips in improving study habits. The website alsosuggests that the student should try not to study all the subjects in just aperiod. The website also added that if you try to do too much studying atone time, you will tire and your studying will not be very effective. Space


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the work you have to do over shorter periods of time. Taking short breakswill restore your mental energy.

A study conducted by University of Kentucky was to determine if thecollege success can be improved with the Student Attitude Inventory (SAI).The inventory was developed in Britain and contains 47 items whichattempt to identify students in higher education on the basis of: (1)motivation, (2) study methods, (3) examination technique, and (4) lack ofdistractions toward academic work. Students in six Kentucky communitycolleges were asked to express their attitudes toward study habits on theStudent Attitude Inventory. There were 996 students in the samplepopulation (413 males and 583 females). A measure of ability (compositeAmerican College Test score) and academic performance (cumula grade-

point average) were obtained for each student sampled. The StudentAttitude Inventory did contribute a statistically

significant amount of variance beyond an ability measure for males andfemales. ( Mark E. Thompson, 2005)41

According to Mark Crilly (2000)42, Successful students are able to balancesocial activities with good study habits. A diversion from studies willalleviate stress and help prevent from becoming fatigued. He said that astudent should make sure that he must take a break for an hour afterstudies to meet with friends, to play some cards, work out at the gym, or togab with a new acquaintance. For this way, that student will findconcentration when he do study, if he plans a social activity afterwards. Hesaid, To develop a healthy social life, develop routine study habits. After supper, lug your books and homework to the library, find a comfortable andquiet niche, and study for two or three hours, taking intermittent 10 minutebreaks every 45 minutes or so. Making friends with whom you sharesimilar study habits, and share a table or a study space with them would bea best way in developing study habits as what Mark said.

Agaran43 found out in her study that academic achievement is greatlyaffected by experience and educational attainment. She categoricallystated that more teaching means more experience, more planningtechniques and strategies of teaching and in meeting individual needs anddifferences. She further recommends teachers to continue attending


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graduate classes to be more equipped in their work and growprofessionally.

The related study is similar with the present study. The study at presentpoints is on the teachers ability particularly in the exercise of their duties asexpected to be given to the fullest

______________________________

41

42

43Nora I. Agaran, Non-Academic Correlates of Mathematical Achievementof Second Year Students of Sto. Nio High Schoo. (Unpublished MastersThesis, St. Paul University, Tuguegarao Cagayan, 1995),pp.19-20

in order to enhance better performance of the students.

Damaso44 had reasons to believe that the group learning strategies, failureto show the expected increase of final grades from mid-term grades of thesecondary would attribute to some factors that were not controlled. Like theteacher factor, it could also be inferred that the group learning strategieswere only be effective to the increase of final grades. Thus, the effect is of

the group learning strategies which were confined to gain scores of thesurvey study habits and attitudes.

The study of Damaso is related with the present study in terms of output ongroup learning strategy. The present study considered students factor,which includes reactions on group learning and review among studentsthemselves as means of obtaining better performance output.

_______________________________

44Leona Damaso, Effects of a Prepared Program of Group LearningStrategies of the Study Habits and Attitudes of Freshman College Students.(Unpublished Masters thesis, St. Marys College, Bayombong, NuevaVizcaya, 1981

Chapter III


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RESEARCH METHODOLOGY AND PROCEDURES

In this chapter, it presents the methods of research used, data gatheringtool, data gathering procedures and the statistical tool to be used in theanalysis of data.

A. RESEARCH DESIGN

The researcher made use of descriptive research approach.

According to Good45, this method is an organized way to present, analyzeand interpret data gathered from a primary source or group of respondents.This method is useful in the analysis of the results of study habits.

B. RESEARCH SETTING

This study is conducted at Mallig National High School particularly the firstyear students whom they are all taking Science I. It composed of threesections consisting of _______ students. Below is the distribution of therespondents:

Section | No. of Respondents |

I-White | 48 |

I-Yellow | 46 |

I-Green | 45 |

Total | 139 |

_____________________

45Carter V. Good, Dictionary of Education, (New York: McGraw Hill bookCo., 1989)

C. DATA GATHERING TOOL

Questionnaire is the primary tool in gathering and collecting data. Thequestionnaire is in the form checklist. This instrument is based and adoptedfrom the Masteral Thesis of Imelda M. Camacho46, which is entitled StudyHabits and Scholastic Performance as Affected by Factors in the School


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Learning Environments of Third Year Students in Munoz National HighSchool, Roxas, Isabela. However, some modifications had been injected tosuit this particular study.

The questionnaire consists of:

Part I is the respondents profile which includes the gender, age,occupation of parent, and educational attainment of parent.

Part II includes the different variables that may affect their performance. Itincludes questions regarding on the different environmental factors thatmay affect the performance of the learners.

D. DATA GATHERING PROCEDURE

The researcher follows some systematized way of gathering data neededin her study.

Upon approval of her thesis proposal, the researcher asks permission fromthe office of the Schools Division Superintendent of Isabela. Permission isalso served from the school principal covered by the study. After granting ofpermission, the researcher will float questionnaires to the respondents. Thestudents were required to answer all

______________________________ 45Imelda M. Camacho, Study Habits and Scholastic Performance asAffected by Factors in the School Learning Environments of Third YearStudents in Munoz National High School, Roxas, Isabela(UnpublishedThesis, MPC, Mallig, Isabela)2000

items accurately and honestly. They were informed that the questionnairewas not a test to them and they were assured that their answers be treatedwith strict confidence. Advisers were requested for their assistance for theresearcher.

All data will retrieve and statistically tally and tabulate for further analysis.

QUESTIONNAIRE

Part I. Student Profile


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Direction: Please write/check your answers on the blank provided for.

1.Name: _____________________________________

(optional)

2. Age: ________ 3. Gender: _____________

4.What is the main occupation of your parents?

____ Farming

____ Government Employees

____ Non-Government Employees

____ Business owned Enterprises

____ Others (specify) ________________________

5.What are the educational attainments of your parents?

____ Non Formal Schooling

____ Elementary Level

____ Elementary Graduate

____ High School Level

____ High School Graduate

____ College Level

____ College Graduate

____ Others (specify) _________________________ 6. Educational materials available at home:

____ Encyclopedia ____ Educational Tapes

____ Dictionary ____ Science Kit


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____ Journals ____ Magazines

____ Newspaper ____ Educational Comics

____ Others (specify) __________________

Part II. Learning Environment that Affects the Study Habits which will affectalso the Performance the of Students

Directions: Please check your answer in correspond with your honestassessment on the frequency of each item that you think would affect yourstudy habits. In giving your rating, please refer to the given weights below.

Code 5 Very Often

4 Often

3 Regularly

2 Sometimes

1 Never

TEACHER FACTOR 1 2 3 4 5

1. The teacher encourages students to contribute| | | | |

issues for classroom discussions

2. The teacher solicits opinionated answer during

discussions

3. The teacher makes favorable comments to

correct/wrong answers of students.

4. The teacher presents various teaching aids and devices

and materials to motivate students participation.


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5. The teacher gives clear examples and illustrations

on the subject matter.

6. The teacher uses language in a clear cut to be easily

understood during instructions.

7. The teacher gives assignment everyday relative

To the present lesson and in preparation to the

next lesson.

8. The teacher maximizes her time allocated in

teaching the subject.

Parent Factor

1. The parent sets schedule in reviewing and making

assignments.

2. Checks daily performance e.g. written output results,

classroom performance.

3. Monitors the time of going to school and coming home.

4. Supervise extracurricular activities.

5. Inculcate the value of education.

6. Assist in accomplishing school related projects/requirements.

7. Attends parent- teachers conference. Student Factor

1. Studying your past and present lesson before

going to class


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2. Going to the library for resend and do some

assignments given your teacher

3. Seeking for help from other teaching in

school.

4. Rely on other students help on lesson

which you dont understand.

5. Prefers independent review during examination

period.

6. Prefers to study/review in a conducive place.

7. Studying lessons while listening to music or

watching television.

8. Full memorizing exactly words from the book.

Peer Factor

1.

2.

performance of freshmen student in science as affected by selected factors

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