THE IMPORTANCE OF PERSONAL STUDY HABITS IN THE ACADEMIC PERFORMANCE OF GRADE 11 STEM

STUDENTS AT ST. ADELAIDE SCHOOL- PHILIPPINES, A.Y. 2024-2025

A Research

Presented to the

Faculty of the Senior High School Department

And Research Studies

St. Adelaide School-Philippines

Burgos

In Partial Fulfillment

Of the Requirements for the

ACADEMIC TRACK

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

(STEM) STRAND

BEA MONTEALEGRE y VIDAL

GHESTER DUPAGAN y BALATICO

JEROME LAMPITOK y PAGCU

JLESSZIE MEY ARIZALA y GRANDE

LARA ELA y AQUINO

LEE ALDWIN CUDAL y PULIDO

MARY EVANGELINE FAITH MARSHALL y GUINNAY

MARK RHIAN PULIDO y VALENZUELA

TRISTAN JULIUS ORTIZ y ALQUEZA

 CHAPTER I

THE PROBLEM

Background of the Study

Over the years, personal study habits have played a crucial role in determining one's academic

performance. The way individuals approach their studies, including their study habits, techniques, and

strategies, can significantly impact their learning outcomes. Therefore, understanding the factors that

contribute to effective study habits is of utmost importance.

Paivio (2000) noted that habits of study, which are formed in school, have greater significance, and

students must realize the need to acquire these effective study habits. Effective studying will help students

prepare school work in less time to achieve a greater mastery of the lesson. In the context of academic

performance, research has consistently shown a strong correlation between personal study habits and

academic success. According to Pascual (2001), study habits or study strategies are approaches applied to

learning. They are generally critical to success in school, are considered essential for acquiring good grades,

and are useful for learning throughout one’s life. There are arrays of students who adopt effective study habits

tend to perform better academically compared to those who do not. These habits can include effective time

management, active learning strategies, goal-setting, and self-regulation.

To carry out this research, a review of existing literature on personal study habits and academic

performance will be conducted. This study involve analysing various studies, articles, and books that have

explored the topic. Additionally, primary data will be gathered through surveys and interviews via online or

physical interaction to gain insights into students' study habits and their impact on their academic

performance.The research holds significant importance for multiple reasons. According to Rabia et al. (2017),

identifying the specific study habits that are associated with improved academic performance can provide

valuable insights for students. Armed with this knowledge, students can improve their study routines and
techniques to enhance their learning outcomes. By understanding the relationship between study habits and

academic performance, educators can design effective teaching methods and provide appropriate study

resources to promote and support effective study habits among students. This, in turn, can lead to improved

learning experiences and outcomes.

Personal study habits play a crucial role in determining one's academic performance.

Effective study habits, including time management, active learning strategies, goal-setting, and self-

regulation. Which can provide valuable insights for students to tailor their study routines and

techniques. Educators can also use this knowledge to design effective teaching methods and provide

appropriate study resources to promote and support effective study habits among students, leading

to improved learning experiences and outcomes.

Statement of the Problem

This study is focused on the importance of personal study habits on the academic performance of

grade 11 STEM students at St. Adelaide School-Philippines.

This study also tends to answer the following questions:

1.) What is the demographic profile of Grade 11 STEM students at St. Adelaide School-Philippines in terms

of:

a) Age

b) Gender

c) Section

d) Amount of daily study time

 2.) What is the Importance of Personal Study Habits in the Academic Performance of Grade 11 STEM

students in terms of:

a) Academic rank

b) Awards

c.) Grades

d.) Class Participation

3.) Is there any significant difference between the importance of personal study habits in academic

performance of grade 11 STEM students?

CONCEPTUAL FRAMEWORK

Figure 1: The Significant Importance of Personal Study Habits in the Academic Performance of grade 11

STEM students at St. Adelaide School-Philippines for the academic year 2024-2025.

INPUT PROCESS OUTPUT

1.) What is the demographic profile of Grade 1.)SURVEY The Importance of Personal
11 STEM Students at St. Adelaide School-
Philippines in terms of: Study Habits in the Academic
2.)SURVEY CHECKLIST
a) Age
Performance of grade 11
3.) ANOVA ANALYSIS
STEM Students at St. Adelaide
b) Gender
School- Philippines.
c) Amount of daily study time

2.) What is the importance of personal study

sis
habits in the academic performance of Grade
11 STEM students in terms of:

a) Academic rank

b) Awards

c.) Grades

d.) Class Participation

3.) Is there any significant difference

between the Importance of Personal
Study Habits in Academic
Performance of grade 11 STEM
students?
HYPOTHESES

Null Hypothesis 1: Personal Study Habits has no importance to the Academic Performance of grade 11 STEM

students of St. Adelaide School-Philippines.

Null Hypothesis 2: There is no significant difference between the Importance of Personal Study Habits in the

Academic Performance of grade 11 STEM students.

Significance of the Study

This study, the importance of personal study habits for the academic performance of Grade 11 STEM

students at St. Adelaide School-Philippines, shows the problems they encounter with personal study habits.

The researchers conducted surveys with Grade 11 STEM students regarding the importance of personal study

habits that will reveal the respondents experiences with their study habits. This research aims to identify the

effectiveness and importance of personal study habits for academic performance.

This study further aims to:

• To understand the importance of personal study habits

• To determine their effectiveness in achieving academic success.

• To explore the different types of study habits that every student possesses; and

• To determine how study habits can positively and negatively influence academic achievements.

The focus of this study is to understand the importance of personal study habits in the academic

performance of Grade 11 STEM students at St. Adelaide School-Philippines. The attention is on the learner

and the nature of their academic performance.

The researchers then use the gathered information to determine the effectiveness and importance

of personal study habits in achieving academic success.

 Therefore, the outcome of this study will be of enormous help to the following:

Students. With the use of this research, students will find the importance of having a personal study

habit. They will benefit from this study for they can adopt some ways to improve their study habits.

Teachers. Teachers can observe the students progress in their academic performance. They can

monitor the effectiveness of the different types of study habits that each student possesses. Teachers can

also gain insights about the importance of personal study habits in achieving academic success.

Parents. As inspiration for students to achieve academic success, the information presented in this

study will enable them to motivate, support, and guide their children.
Scope and Delimitation

The study is focused on the impacts of personal study habits on grade 11 STEM students at St.

Adelaide School-Philippines. The researchers will collect data points by filling out the online or printed

questionnaire. And observation can be performed by monitoring the students learning development.

The study was conducted at St. Adelaide School-Philippines, Senior High School Department,

Academic Year 2023-2024. The respondents of this study compose of sixty (88) students across grade 11

STEM students.

Definition of Terms

In order to have a common understanding of the technical terms used in this study, the following

terms used in this study are operationally or lexically defined.

⚫ Academic performance. Refers to the level of achievement or success that Grade 11 STEM students

want to achieve in their academic performance. This includes factors such as grades, test scores, and

overall learning outcomes.

⚫ Personal study habits. Focuses on the study habits that are specific to each individual Grade 11 STEM

student at St. Adelaide School-Philippines. This includes taking into account their learning preferences,

styles, and habits. By understanding these personal study habits, the goal is to explore their impact on

academic performance.

⚫ Study habits- Throughout the study, this examines the approaches, techniques, and strategies that

Grade 11 STEM students at St. Adelaide School-Philippines use when studying. The goal is to

understand how these study habits can enhance their learning outcomes and academic performance.

⚫ Class particpation- refers to the active engagement of Grade 11 STEM students in a classroom setting.

This includes contributing to discussions, asking and answering questions, engaging in group activities,
 and showing involvement in learning processes. Effective participation demonstrates a student's interest,

understanding, and willingness to collaborate and interact with both the instructor and peers.

⚫ Study time- focuses to the period allocated for engaging in academic activities or learning. It involves

dedicating time to review, practice, or acquire new knowledge or skills for the Grade 11 STEM students

at St. Adelaide School Philippines. Effective study time is often planned and structured to enhance

comprehension and retention of material.

 CHAPTER II

REVIEW OF RELATED LITERATURE

In recent years, the impact of personal study habits has significantly affected students academic

performance, which can lead to their academic success. Personal study habits are an important factor in

developing the confidence and self-esteem of each student and improving their learning efficiency. However,

there are also bad study habits like multitasking, cramming, and managing time inefficiently, which can lead

to failure in developing academic performance and improving academic success. This chapter presents the

reviewed literature which have significant bearings on the present study. The reviewed literature provided the

researcher the needed direction, insights and guidance towards the attainment of the goals of this study.

RELATED LITERATURE

Foreign Literature

The Relationship between the Study Habits and the Academic Performance of Medical Sciences

Students

Looyeh et al. (2017) conducted a study that established a significant correlation between students'

academic success and their study patterns. The study revealed that the approach that students use to study,

including their routines, habits, and strategies, can have a direct impact on their overall academic

achievement. Educators and institutions can gain valuable insights into students' study habits by analyzing

them, which can help them to customize their teaching methods and provide appropriate support to improve

students' learning experiences. This can involve guidance on effective study techniques, time management

skills, and creating a conducive learning environment. By empowering students to reflect on their study habits

and make necessary adjustments, they can optimize their learning journey and increase their chances of

academic success.
Study Habits and Academic Performance among Late Adolescents

In their 2017 study, Kaur and Pathania examined the factors influencing college students' study

habits. They found that age, family income, and education level significantly shape study behaviors. Older

students may exhibit different study habits due to increased maturity, while students from higher-income

families may have access to more educational resources. Additionally, higher levels of education often require

more intensive study strategies.

The study also revealed a strong correlation between study habits and academic success. Effective

study habits, influenced by age, family income, and education, can directly impact students' academic

performance. In summary, the study highlights the importance of understanding these factors and promoting

effective study habits to enhance students' academic outcomes.

Study Habits and Academic Performance among Late Adolescents

In Dadzic (2008) works tells that a learner's study habits - their habitual ways of practicing and

exercising their learning abilities - are a crucial aspect of the learning process. Study habits refer to the

patterns of behavior adapted by students in their pursuit of academic success. These habits serve as both a

means and an end of learning, and are a true indicator of an individual's character and individuality. As such,

they play a important role in the lives of students, as success or failure in academic pursuits is often

determined by one's study habits. However, while regular study habits can bring rewards and contribute to

success, the achievement of such success also depends on factors such as ability, intelligence, and effort.

Ultimately, study habits are intended to guide and elicit one's cognitive processes during the learning process.
Looking at the Link between Study Habits and Academic Achievement: The Case of Indonesian EFL

Student Teachers

Lenny Marzulina et al.(2019) examined the relationship between study habits and academic

achievement among English Foreign Language or EFL student teachers and found a strong positive

correlation between the two. The range score suggested that higher study habits lead to higher academic

achievement. Moreover, the regression analysis showed the influence of study habits on academic

achievement. The study contributes to our understanding of the link between study habits and academic

achievement among EFL student teachers.

Gender Differences in Study Habits Skills of Undergraduate Students

A Study by Koki and Abdullahi (2014) Students, who learn the art of study, do regular practice and

achieve more, but some students with irregular study habits study more and achieve less. It also depends

upon the push or motivation of the family member. Family and teachers can also play their role in motivating

students to spend the day in a planned manner with more association with study- related tasks or revision of

the topics on a daily basis. Gender differences may also exist regarding study habits. It is though that girl

generally pays more attention towards timely completion of study-related tasks. It can be said that males

exhibit a low level of study habits as compared with females.

The Effects of Study Habits in Developing Students Good Grades

Rabia et al. (2017) point out that figuring out which study habits lead to better grades can give

students some really helpful insights. With this knowledge, students can fine-tune their study routines and

techniques to boost their learning outcomes. When educators understand how study habits influence

academic performance, they can create more effective teaching strategies and provide the right resources to
help students develop strong study habits. This, in turn, can lead to better learning experiences and outcomes

for everyone involved.

Synthesis And Gaps

The relationship between study habits and academic performance has been a focal point of

educational research, with various studies highlighting the significant impact of these habits on students’

success. Looyeh et al. (2017) established a correlation between study patterns and academic achievement,

emphasizing the role of educators in analyzing these habits to tailor teaching methods that enhance learning

experiences. Their findings suggest that providing students with guidance on effective study techniques and

time management can lead to improved academic outcomes. Kaur and Pathania (2017) further explored the

influence of demographic factors such as age, family income, and education levels on study habits. Their

research concluded that older students tend to adopt more mature study behaviors, while those from higher-

income backgrounds have greater access to educational resources that can enhance their study practices.

This study reinforced the idea that effective study habits are crucial for academic success, pointing to a need

for promoting these habits among students.

In a different context, Dadzic (2008) highlighted that study habits are not merely routines but are

indicative of a student’s character and individuality. The study posited that while effective study habits are

essential for academic success, they must be complemented by intelligence, ability, and effort, suggesting

that a multifaceted approach to academic achievement is necessary. Marzulina et al. (2019) examined the

specific case of English Foreign Language (EFL) student teachers and found a strong positive correlation

between study habits and academic achievement. Their regression analysis underscored that improved study

habits directly influence academic success, which aligns with previous findings but also points to the need for

context-specific studies that consider different fields of education.

 Koki and Abdullahi (2014) introduced the notion of gender differences in study habits, indicating that

females generally exhibit better study practices compared to males. This study suggests that family and

teacher motivation play pivotal roles in shaping students’ study routines, highlighting the importance of a

supportive environment in academic settings. Rabia et al. (2017) reiterated the significance of understanding

which study habits contribute to better grades. Their emphasis on the need for educators to adapt teaching

strategies based on the influence of study habits signifies a practical application of research findings to

improve student outcomes.

The exploration of the relationship between study habits and academic performance reveals a wealth

of insights, yet several gaps persist in the current body of research. First, while many studies, such as those

by Looyeh et al. (2017) and Kaur and Pathania (2017), establish correlations between effective study habits

and academic success, there is a lack of investigation into the specific types of study habits that are most

effective across different disciplines. For instance, while the studies highlight general habits, they do not

differentiate between study techniques that may be more beneficial for fields like medical sciences versus

those in humanities or social sciences. Second, the influence of cultural and contextual factors on study habits

remains underexplored. For instance, Marzulina et al. (2019) examined EFL student teachers but did not

address how cultural differences might shape study habits and their effectiveness in diverse educational

settings. This is particularly relevant in an increasingly globalized educational landscape, where students from

various backgrounds may have different approaches and resources available to them. Additionally, the studies

often overlook the longitudinal aspect of study habits. Many of the cited works present a snapshot of study

behaviors at a particular time, without considering how these habits develop over time or how they might

change in response to different academic pressures or life events.

Gender differences in study habits, as highlighted by Koki and Abdullahi (2014), also warrant deeper

investigation. While the study suggests that females may exhibit more effective study habits, there is

insufficient exploration of the underlying reasons for these differences. Factors such as societal expectations,
motivation levels, and the impact of family support on study habits could provide a more nuanced

understanding of how gender influences academic performance. Furthermore, the studies primarily focus on

traditional study habits, with limited attention given to the impact of digital learning environments and

technology on students’ study practices. In today’s educational context, where online learning is increasingly

prevalent, it is crucial to understand how technology mediates study habits and academic outcomes. Lastly,

there is a need for research that examines the interplay between study habits and other personal attributes,

such as mental health and motivation.

While Dadzic (2008) acknowledges the role of intelligence and effort in academic success, a more

comprehensive approach that considers psychological factors could provide valuable insights into how

students can be better supported in their learning endeavors. In summary, while existing research highlights

the importance of study habits in academic performance, further exploration is needed to identify effective

study techniques across disciplines, understand the influence of cultural contexts, investigate longitudinal

changes, delve into gender differences, assess the role of technology, and consider the impact of personal

attributes on study behaviors.

LOCAL LITERATURE

The Effects Of Study Habits On Academic Performance Of Students In Public Secondary Schools

According to Pascual (2001), study skills, habits, or study strategies are approaches applied to

learning. They are generally critical to success in school, are considered essential for acquiring good grades,

and are useful for learning throughout one’s life. There is an array of study skills which may tackle the process

of organizing and taking in new information, retaining information, or dealing with assessments. These include

mnemonic devices, which are words, short poems, or sentences intended to help remember things such as

scientific rules or spelling rules, and aid the retention of lists of information. Additionally, effective reading and

concentration techniques, as well as efficient note-taking, are important study skills. Effective study habits are
often up to the students and their support, however, there is evidence that they are increasingly taught at

secondary schools and university levels. The researchers believe that the development of study habits helps

a person become successful and productive.

Role of Self-esteem and Study Habit on Academic Achievement of University Students

Research conducted by Siahi and Maiyo (2015) and Chilca (2017) suggests that there is a strong

positive correlation (0.66) between study habits and academic achievement. Additionally, Chilca's study

specifically focuses on the impact of study habits on the academic performance of Peruvian university

students. These findings emphasize the importance of developing effective study habits in order to improve

academic success.

Learning Styles, Study Habits and Academic Performance of Filipino University Students in Applied

Science Courses: Implication for Instruction

Magulod Jr. (2018) investigated the learning style preferences, study habits, and academic

achievement of students in applied science courses. The results showed that the students preferred visual,

group, and kinesthetic learning styles as their major preferences, while considering tactile, auditory, and

individual learning styles as minor preferences. The students also displayed a moderate level of study habits

and skills, including time management, concentration, note-taking, reading comprehension, test preparation,

test taking, reading speed, writing skills, and managing test anxiety. Most of the students achieved a good

level of academic performance. Magulod (2018) suggests that to enhance academic achievement, the

university can implement teaching and learning activities that align with the students' learning styles, provide

training for faculty members, improve students' study habits through seminars and workshops, and create a

conducive learning environment.

Study Habits of Secondary Students from A Philippine City Schools Division during Distance Learning

Salvation et al.(2022) conducted a study on the study habits of Filipino secondary students during

the pandemic. The findings revealed that factors such as gender, socioeconomic status, education level, and

preferred modality of learning delivery significantly influenced the students' study habits and academic

performance. It was observed that female students and those from affluent families had better study habits

resulting in better academic performance. Additionally, students from junior high school and those enrolled

in modular distance learning showed more remarkable academic practices and performance compared to

senior high school students and those in online distance learning. The study emphasized the importance of

understanding these study habits for policymakers and curriculum implementers. The research also

highlighted the need to focus on meta cognitive awareness and time management skills, and suggested

interventions such as introducing metacognitive learning strategies and providing training on goal-setting and

study habits.

Synthesis And Gaps

The synthesis of these studies reveals a robust relationship between study habits and academic

performance across different educational contexts, emphasizing the critical role that effective study strategies

play in student success. Pascual (2001) highlights that study skills are essential for academic achievement,

noting various techniques such as mnemonic devices, reading strategies, and note-taking that aid in

information retention and understanding. This study underscores the foundational nature of study habits in

attaining good grades and lifelong learning. Siahi and Maiyo (2015) and Chilca (2017) further corroborate this

by demonstrating a strong positive correlation between study habits and academic achievement among

university students. Their findings specifically focus on the context of Peruvian students, suggesting that the

development of effective study habits is crucial for academic success.

 Magulod Jr. (2018) expands the discussion by exploring the interplay between learning styles and

study habits within Filipino university students in applied science courses. The study reveals that students

exhibit a preference for certain learning styles, which, when aligned with effective study strategies, can

enhance academic performance. This research advocates for instructional adjustments that cater to students’

learning preferences, thereby promoting better study habits and academic outcomes. Salvation et al. (2022)

provide a contemporary perspective by examining the study habits of secondary students during distance

learning amid the pandemic. This study identifies demographic factors influencing study habits and

underscores the necessity of metacognitive awareness and time management skills. The findings highlight

the disparities in study habits based on gender and socioeconomic status, suggesting that targeted

interventions are needed to support all students, particularly those from disadvantaged backgrounds.

Despite the positive findings across these studies, notable gaps exist. For instance, Pascual’s(2001)

study does not delve into the specific demographic variables that may influence the effectiveness of study

habits, limiting its applicability across diverse student populations. Siahi and Maiyo’s(2015) research, while

establishing a correlation, lacks a detailed exploration of the mechanisms through which study habits translate

into academic success. Magulod Jr.(2018) identifies the importance of aligning teaching methods with learning

styles but does not assess the long-term impact of these instructional changes on student outcomes.

While Salvation et al.(2022) address the impact of the pandemic on study habits, their study could

benefit from a more nuanced analysis of how different learning modalities affect various student demographics

over time. In comparing these studies, it becomes clear that while there is consensus on the importance of

effective study habits for academic performance, there remains a need for further research that considers the

intersection of study habits with demographic factors, the mechanisms of Influence, and the long-term impacts

of instructional strategies tailored to diverse learning preferences.

 CHAPTER III

This section presents a thorough summary of the study’s research design, participants, locale of the

study, sampling techniques, data collection methods, and data analysis procedure used in the study.
Research Design

This study employs a descriptive research design to comprehensively explore the importance of

Personal Study Habits in Academic Performance of Grade 11 STEM Students at St. Adelaide School-

Philippines academic year 2024-2025. The descriptive aspect involves establishing the profile of students

respondents based on various variables, including age, gender, amount of time on daily study time. This

design allows for detailed examination and analyzing the connection between the Impact of Personal Study

Habits and Academic Performance of grade 11 STEM students.

POPULATION and SAMPLE

The total population for this study were grade 11 learners where the researcher used as respondents

who possessed the characteristics essential to the research inquiry. This entailed identifying and targeting a

population that accurately targets the larger population of interest. To achieve this, the researcher employed

a random sampling technique. This approach ensured that the selected group faithfully represented the

broader population, laying a solid foundation for meaningful and insightful findings.

A total number of 89 respondents from the whole population of students. 432 students from 11 STEM-

Einstein, and 47 students from 11 STEM-Newton. The researcher will distribute it to those who are available.

DATA GATHERING INSTRUMENT

The Data Gathering Instrument used in the study was quantitative survey checklist questionnaire which

consist of two parts. First, the profile of the respondents using check box. Second, the significant importance

and difference of personal study habits in the academic performance of grade 11 STEM students in terms of

grades, academic rank awards, class participation and student’s life engagement using Likert Scale.

DATA GATHERING PROCEDURE

The researcher will prepare the necessary questionnaires, which will be recorded and approved by the

researcher’s advisor. After the letters are prepared and approved, the researcher will make the necessary
questions in the questionnaire. The study will be quantitative. A checklist questionnaire will be developed to

collect data. After the questionnaire is approved, the researcher will reproduce the questionnaire with 89

copies and distribute it to the respondents. The respondents will be a total of 89 random girls and boys, coming

from the population of Grade 12 Stem Students of St. Adelaide School in the Philippines for the School Year

2024-2025.

STATISTICAL TREATMENT

The section of the study presents the different statistical tools and treatment done to analyze the

collected data and to give respondent to the mentioned research problem. And, for easier interpretations of

the results, tables, were used for each specific research problems showing summary and figures. The

following statistical methods were used.

In order to answer problem number 1, which asked for the profile of the respondent such as age, gender, and

the amount of daily study time, the researcher used the frequency counts and percentage distribution.

Formula for frequency count and percentage distribution:

P=f/N=100

P=percentage equivalent

F=frequency

N=total no. Of respondent

Problem 2:

Quantitative Interpretation Quantitative Interpretation Limit of Index

4 Strongly Agree 3.25 – 4.00

3 Agree 2.51 – 3.24

2 Disagree 1.76 – 2.49

1 Strongly Disagree 1.00 – 1.74

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

 In this chapter, we delve into the analysis and interpretation of data collected from the preceding

study. The study aimed to explore how grade 11 students’ personal study habit and whether it has any impact

on their academic performance

1. Profile of the Respondents

1.1 Age

Table 1

Frequency and Percentage Distribution of the Respondents according to their Age

Age Frequency Percentage (%) Rank

15-16 years old 76 85.39% 1

17- 18 years old 13 14.61% 2

19 years old above 0 0% 3

Total 89 100.00%

As shown in the table, students aged fifteen to sixteen (15-16) years old represent the highest

percentage, with 85.39% or seventy-six (76) respondents out of eighty-nine (89) students. On the other hand,

the second-highest group is students aged seventeen to eighteen (17-18) years old, making up 14.61% or

thirteen (13) respondents out of eighty-nine (89) students. Lastly, students aged nineteen (19) and above

account for 0% or 0 respondents out of eighty-nine (89) students.

1.2 Strand and Section

Table 2
 Frequency and Percentage Distribution of the Respondents According to their Strand and Section

Strand and Section Frequency Percentage (%) Rank

STEM-Newton 47 52.81 1

STEM-Einstein 42 47.19 2

Total 89 100.00%

This table shows the distribution of the number of respondents according to their section. Most of the

respondents come from the section of STEM-Newton with forty-seven (47) students or 52.81% of the

population. And forty-two (42) students or 47.19% of the population are from the section of STEM-Einstein.

This table shows that most of the respondents are from the section of STEM-Newton.

1.3 Gender

Table 3

Frequency and Percentage Distribution of the Respondents According to their Gender

Gender Frequency Percentage (%) Rank

Male 41 46.07% 2

Female 48 53.93% 1

Total 89 100.00%

This table displays the distribution of respondents according to their gender. Based on the result of

the study conducted, most of the respondents are female students it constitutes 53.93% or forty-eight (48) of

the population. And the lowest population of the respondents is the male students which have 46.07% or forty-

one (41) respondents over the eighty-nine (89). Selected respondents. According to the table, the gender with

the highest population of students is female and therefore they have the greatest number of respondents

1.4 Amount of Study time

 Table 4

Frequency and Percentage Distribution of the Respondents according to their Amount of Study

Time

Time Frequency Percentage (%) Rank

Less than 1 hour 30 33.71% 1

1-2 hours 30 33.71% 2

2-3 hours 21 23.60% 3

More than 3 hours 8 8.98% 4

Total 89 100.00%
The table shows the distribution of the amount of time spent studying. The majority of students’ study

for less than 1 hour, with thirty (30) students, or 33.71%, responding. The second most common study duration

is 1-2 hours, also with thirty (30) students, or 33.71% of the responses. The third category is 2-3 hours, with

twenty-one (21) students, or 23.60% of the total responses. Finally, the least amount of study time is more

than 3 hours, with only eight (8) students, or 8.98% of the total. Making the majority of students spend less

time studying for their academic performance.

1.5 Study Habits

Table 5

Frequency and Percentage Distribution of the Respondents according to their known Study Habits

Study Habits Frequency Percentage (%) Rank

Self-study 51 38.63% 1

Group study 31 23.48% 2

Active Recall 26 19.71% 3

Use of study/visual aids 24 18.18% 4

Total 132 100%

 This table shows the percentage of respondents in terms of Grade 11 STEM Students known study

habits. From the table shown above the highest known study habit is Self-study which have 38.63%, followed

by Group study which has 23.48%, Active recall have 19.71%, and the lowest is the use of Study/Visual aids

that have 18.18%.

2. Importance of Personal Study Habits in the Academic Performance

2.1 Academic rank

Table 5

Level of Agreement Based on their Personal Study Habits on Academic Rank: STEM-Einstein

Personal study Habits Strongly Agree Disagree Strongly Weighted Descriptive

contribution on Agree Disagree Mean Equivalent
academic ranks

My personal study habits 12 24 6 0 3.14 Agree

has a great impact as
developing my academic
rank.

Doing my personal study 9 25 8 0 3.07 Agree

habit effectively affect my
academic rank.

Developing my personal 8 30 4 0 3.10 Agree

study habit also enhances
my academic rank.

Performing different study 8 25 7 1 2.90 Agree

habits play a crucial role in
the growth of my
academic rank.

Implementation of 6 28 6 0 2.86 Agree

preferred study lime exert
influence on my academic
rank.

Overall Weighted Mean Rating 3.01

 The table above present the responses of 42 respondents of STEM-Einstein students on the

importance of personal study habit on their academic rank. The most agree-upon statement is that personal

study habit has a significant impact developing students’ academic rank, with weighted mean of 3.14 and

Descriptive Equivalent of Agree. Meanwhile, the statement with the lowest weighted mean is that

implementation of preferred study time exert influence on their academic rank, with weighted mean of 2.86

also with Descripted Equivalent of Agree. The Overall Weighted Mean Rating is 3.01.

Table 6

Level of Agreement Based on their Personal Study Habits on Academic Rank: STEM-Newton

Personal study Habits Strongly Agree Disagree Strongly Weighted Descriptive

contribution on Agree Disagree Mean Equivalent
academic ranks

My personal study habits 11 31 5 0 3.50 Agree

have a great impact as
developing my academic
rank.

Doing my personal study 15 27 5 0 3.60 Strongly

habit effectively affect my Agree
academic rank.

Developing my personal 17 21 9 0 3.55 Strongly

study habit also enhances Agree
my academic rank.

Performing different study 9 25 11 0 3.17 Agree

habits play a crucial role in
the growth of my
academic rank.

Implementation of 9 24 8 3 3.02 Agree

preferred study time exert
influence on my academic
rank.

Overall Weighted Mean Rating 3.01

 The table above shows the responses of 47 respondents from Grade 11 STEM-Newton students

on the importance of personal study habits in terms of academic rank. The most agreed-upon statement is

that students' personal study habits play an effective role on their academic performance, with a weighted

mean of 3.60 and a Descriptive Equivalent of Agree. Meanwhile, the statement with the lowest weighted

mean is that preferred study time exerted influence on their academic rank, with a weighted mean of 3.02

also with the Descriptive equivalent of Agree. The Overall Weighted Mean Rating for all statements is 3.01,

indicating that students generally agree on the importance of personal study habits in receiving academic

rank.

Table 7

The Overall Agreement Bases on Personal Study Habits on Academic Rank

The importance study Strongly Agree Disagree Strongly Weighted Descriptive

habits on academic Agree Disagree Mean Equivalent
ranks

My personal study habits 23 55 11 0 3.14 Agree

has a great impact in
developing my academic
rank.

Doing my personal study 24 52 13 0 3.12 Agree

habit effectively affect my
academic rank.

Developing my personal 25 51 13 0 3.14 Agree

study habit also enhances
my academic rank

Performing different study 17 50 18 1 2.87 Agree

habits play a crucial role
in the growth of my
academic rank

Implementation of 15 52 14 3 2.78 Agree

preferred study time exert
influence on my academic
rank.

Overall Weighted Mean Rating 3.01

 The table above shows the responses of 89 respondents of Grade 11 students on the importance of

personal study habits in terms of academic rank. The most agreed-upon statement is that personal study habit

has great impact on their academic rank, and developing personal study enhance their academic rank, with

both have the weighted mean of 3.14 and Descriptive Equivalent of Agree. Meanwhile, the least agreed-upon

statement is that implementation of preferred study time exert influence on their academic rank, with weighted

mean of 2.78 and Descriptive Equivalent of Agree. The Overall Weighted Mean Rank is 3.01. The table

above summarizes from 89 Grade 11 students regarding their Academic rank. The most commonly agreed-

upon statement is that personal study habit has great impact on their academic rank, and developing personal

study enhance their academic rank, with both have the weighted mean of 3.14 corresponding to “Agree”.

Contrary, the least agreed statement is that preferred study time exert influence in their academic rank, with

weighted mean of 2.78, show “Agree”. Indicating that students generally agree on the importance of personal

study habits in achieving academic rank.

2.2 Importance of Personal Study Habits in the Awards

Table 8

Level of Agreement Based on their Personal Study Habits on Awards: STEM-Einstein

The importance of study Strongly Agree Disagree Strongly Weighted Descriptive

habits on receiving Agree Disagree Mean Equivalent
academic awards

My study habit helped me 11 19 12 0 2.98 Agree

to receive academic
awards

I may get more academic 13 21 7 0 3.07 Agree

awards if I follow a
consistent study schedule.

Without strong study 6 26 8 1 2.83 Agree

habits it would be difficult
for me to earn any
academic awards
 Maintaining my good 9 28 4 0 3.05 Agree
study habit help me to
consistently achieve
academic recognition

I have received fewer 7 22 9 3 2.74 Agree

academic awards when I
have not focused on
improving my study habits

Overall Weighted Mean Rating 2.93

The table above shows the responses 42 respondents of Grade 11 STEM-Einstein students about

how personal study habits affect earning academic awards. The statement with the most agreement is that

following a regular study schedule could help students receive more awards, with a weighted mean of 3.07

and a rating of Agree. The statement with the lowest weighted mean is that students received fewer awards

when they did not improve their study habits, with a weighted mean of 2.74, also rated as Agree. The overall

average weighted mean is 2.93.

Table 9

Level of Agreement Based on their Personal Study Habits on Awards: STEM-Newton

The importance of study Strongly Agree Disagree Strongly Weighted Descriptive

habits on receiving Agree Disagree Mean Equivalent
academic awards

I may get more academic 15 20 9 3 3.36 Agree

awards if I follow a
consistent study schedule.

My study habit helped me 15 19 11 1 3.33 Agree

to receive academic
awards

Maintaining my good 14 20 10 3 3.31 Agree

study habit help me to
consistently achieve
academic recognition
 Without strong study 12 22 9 4 3.24 Agree
habits it would be difficult
for me to earn any
academic awards

I have received fewer 8 19 16 4 2.98 Agree

academic awards when I
have not focused on
improving my study
habits

Overall Weighted Mean Rating 3.24

The table above shows the responses of 47 Grade 11 STEM-Newton students on the importance

of personal study habits in achieving academic awards. The most agreed-upon statement is that following a

consistent study schedule may help students receive more academic awards, with a weighted mean of 3.36

and a Descriptive Equivalent of Agree. Meanwhile, the statement with the lowest weighted mean is that

students received fewer academic awards when they did not focus on improving their study habits, with a

weighted mean of 2.98, though it still has a Descriptive Equivalent of Agree. The Overall Weighted Mean

Rating for all statements is 3.24.

Table 10

The Overall Agreement Bases on Personal Study Habits on Awards

The importance of study Strongly Agree Disagree Strongly Weighted Descriptive

habits on receiving Agree Disagree Mean Equivalent
academic awards

My study habit helped me 26 39 21 3 2.99 Agree

to receive academic
awards

I may get more academic 28 40 18 `1 3.02 Agree

awards if I follow a
consistent study schedule.

Without strong study 20 46 18 4 2.1 Agree

habits it would be difficult
for me to earn any
academic awards
 Maintaining my good 21 50 13 4 2.97 Agree
study habit help me to
consistently achieve
academic recognition

I have received fewer 15 41 25 7 2.71 Agree

academic awards when I
have not focused on
improving my study habits

Overall Weighted Mean Rating 2.76

The table above shows the responses of 89 respondents of Grade 11 students on the importance of

personal study habits in receiving academic rank. The most agreed-upon statement is that consistent study

schedule help students to get academic awards, with weighted mean of 3.02 and descriptive Equivalent of

Agree. Meanwhile, the least agreed-upon statement is that not focusing on improving the students study habit

lead to fewer academic awards, with weighted mean of 2.71 and Descriptive Equivalent of agree. The Overall

Weighted Mean Rank is 2.76. The table above summarizes from 89 Grade 11 students regarding their Grades,

showing that students generally agree that good study habits help in getting academic recognition.

2.3 Importance of Personal Study Habits in the Grades

Table 11

Level of Agreement Based on their Personal Study Habits on Grades: STEM-Einstein

The importance of study Strongly Agree Disagree Strongly Weighted Descriptive

habits on achieve Agree Disagree Mean Equivalent
grades

My personal study habits 9 30 3 0 3.14 Agree

have a direct impact on
my grades.

I notice an improvement in 15 25 2 0 3.31 Strongly

my grade when I spend Agree
more time studying

Regular review of my 13 22 7 0 3.14 Agree

notes after classes helps
me to get better grades
 Creating a study schedule 14 19 9 0 3.12 Agree
helps me achieve higher
grades

I believe my study habits 10 22 8 1 2.93 Agree

are sufficient to achieve
my target grades

Overall Weighted Mean Rating 3.13

The table above present the responses of 42 respondents of STEM-Einstein students on the

importance of personal study habit on their grades. The most agree-upon statement is that spending more

time studying help to improve students’ grades, with weighted mean of 3.31 and Descriptive Equivalent of

Strongly Agree. Meanwhile, the statement with the lowest weighted mean is that students believe study habits

are enough to achieve their target grades, with weighted mean of 2.93 also with Descripted Equivalent of

Agree. The Overall Weighted Mean Rating is 3.13.

Table 12

Level of Agreement Based on their Personal Study Habits on Grades: STEM-Newton

The importance of study Strongly Agree Disagree Strongly Weighted Descriptive

habits on achieve Agree Disagree Mean Equivalent
grades

My personal study habits 18 23 6 0 3.25

have a direct impact on Strongly
my grades. Agree

I notice an improvement in 25 18 4 0 3.45 Strongly

my grade when I spend Agree
more time studying

Regular review of my 24 19 3 1 3.40 Strongly

notes after classes helps Agree
me to get better grades

Creating a study schedule 15 23 9 0 3.13 Agree

helps me achieve higher
grades
 I believe my study habits 16 22 9 0 3.15 Agree
are sufficient to achieve
my target grades

Overall Weighted Mean Rating 3.28

The table above present the responses of 47 respondents of STEM-Newton students on the

importance of personal study habit on their grades. The most agree-upon statement is that spending more

time studying help to improve students’ grades, with weighted mean 3.45 and Descriptive Equivalent of

Strongly Agree. Meanwhile, the statement the least agreed statement is that creating study schedule helps

student to achieve higher grades, with weighted mean of 3.13 and Descripted Equivalent of Agree. The Overall

Weighted Mean Rating is 3.28.

Table 13

The Overall Agreement Bases on Personal Study Habits on Grades

The importance of study Strongly Agree Disagree Strongly Weighte Descriptive

habits on achieve Agree Disagree d Mean Equivalent
grades

My personal study habits 27 53 9 0 3.20 Agree

have a direct impact on
my grades.

I notice an improvement in 40 43 6 0 3.38 Strongly

my grades when I spend Agree
more time studying.

Regular review of my 37 41 10 1 3.28 Strongly

notes after classes helps Agree
me to get better grades.

Creating a study schedule 29 42 28 0 3.35 Strongly

helps me achieve higher Agree
grades.

I believe my study habits 25 44 27 0 3.22 Agree

are sufficient to achieve
my target grades.

Overall Weighted Mean Rating 3.28

 The table above presents the responses of 89 Grade 11 STEM students about the importance of

personal study habits on achieving grades. The statement with the highest level of agreement is that students

notice an improvement in their grades when they spend more time studying, with a weighted mean of 3.38,

rated as Strongly Agree. However, the statements with the lowest level of agreement is that personal study

habit have direct impact on students’ grades, with weighted means of 3.20, respectively, rated as Agree.

Overall, the average weighted mean across all statements is 3.28, indicating that students generally agree on

the importance of personal study habits in achieving students’ grades.

Table 14

Level of Agreement Based on their Personal Study Habits on Class Participation: STEM-Einstein

The importance of study Strongly Agree Disagree Strongly Weighted Descriptive

habits on Class Agree Disagree Mean Equivalent
Participation

Study habits help me to 12 23 7 0 3.11

feel more confident when Agree
participating in class
discussions

My class participation is 6 27 9 0 2.93 Agree

higher in subjects I study
frequently

I participate more in class 14 22 6 0 3.19 Agree

when I am well prepared
in studying

Studying regularly 11 26 5 0 3.14 Agree

help me to say engage in
class activity or
discussion

I am less active to 9 19 11 3 2.81 Agree

participation in class when
i have not read my
materials

Overall Weighted Mean Rating 3.04

 The table above presents the responses of 42 respondents of Grade 11 STEM-Einstein students

about the importance of personal study habits on class participation. The statement with the highest level of

agreement is that well prepared students are likely to participate in, with a weighted mean of 3.19, rated as

Agree. However, the statements with the lowest level of agreement is that students less participate when

they don’t read their materials, with weighted means of 2.81, respectively, rated as Agree. Overall, the

average weighted mean across all statements is 3.28.

Table 15

Level of Agreement Based on their Personal Study Habits on Grades: STEM-Newton

The importance of study Strongly Agree Disagree Strongly Weighted Descriptive

habits on achieve Agree Disagree Mean Equivalent
grades

Study habits help me to 15 22 10 0 3.11

feel more confident when Agree
participating in class
discussions

My class participation is 12 26 9 0 3.06 Agree

higher in subjects I study
frequently

I participate more in class 15 21 9 3 3.06 Agree

when I am well prepared
in studying

Studying regularly 15 26 6 0 3.19 Agree

help me to say engage in
class activity or discussion

I am less active to 10 21 12 4 2.79 Agree

participation in class when
i have not read my
materials

Overall Weighted Mean Rating 3.04

 The table above shows the responses of 47 Grade 11 STEM-Newton students about the role of

personal study habits in their class participation. The statement with the highest agreement is studying

regularly helps me to stay engaged in class activities or discussions, with a weighted mean of 3.19, rated as

Agree. The statement with the lowest agreement is I am less active in class when I have not read my

materials, with a weighted mean of 2.79, but it is still rated as Agree. Overall, the average weighted mean

across all statements is 3.04.

Table 16

The Overall Agreement Bases on Personal Study Habits on Class Participation

The importance of study Strongly Agree Disagree Strongly Weighted Descriptive

habits on achieve Agree Disagree Mean Equivalent
grades

Study habits help me to 27 45 17 0 3.11 Agree

feel more confident when
participating in class
discussions.

My class participation is 18 53 18 0 3 Agree

higher in subjects I study
frequently

I participate more in class 28 43 15 3 3.08 Agree

when I am well prepared
in studying

Studying regularly help 26 52 11 0 3.17 Agree

me to stay engage in
class activity or
discussion.

I am less active to 19 40 23 7 2.79 Agree

participation in class when
I have not read my
materials

Overall Weighted Mean Rating 3.03

 The table above presents the responses of 89 Grade 11 STEM students about the importance of

personal study habits on class participation. The statement with the highest level of agreement is that

regular studying help to engage student on class activity or discussion, with a weighted mean of 3.17, rated

as Agree. However, the statements with the lowest level of agreement is that students are less active to

class when not read their materials, with weighted means of 2.79, respectively, rated as Agree. Overall, the

average weighted mean across all statements is 3.28, showing that students generally agree on the positive

impact of personal study habits on their class participation.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents a synthesis of the key findings derived from the research study,

encapsulating the culmination of the investigative process. It provides a comprehensive overview of the

outcomes, drawing conclusions based on the analysis conducted. Additionally, the chapter offers

recommendations based on the findings, aimed at informing future practices and interventions in addressing

the identified research problem.

Summary of Findings

The salient findings of the study are as follows and specifically this study is sought to answer the

following questions:

Problem No. 1 What is the profile of the respondents in terms of the following:

1.1 Age

1.2 Strand and Section

1.3 Gender

1.4 Amount of Study Time

1.5 Study Habits

 The majority of the 89 respondents are 15-16 years old, constituting 85.39% of the sample. STEM-

Newton represents tess than 1 hour and 1-2 hours is the most the largest section with 52.81% of the

respondents. Females comprise 53.93% of the participants. Frequently amount of study time of the students,

accounting for 33.71%. Regarding study habit, self-study is preferred study habit for most respondents, with

totaling 38.63%.

Problem No. 2 Importance of Personal Study Habits in the Academic Performance of Grade 11 STEM

students in terms of:

2.1 Academic Rank

2.2 Awards

2.3 Grades

2.4 Class Participation

The study indicates that personal study habit has a great impact in developing students’ academic

rank and personal study habit also enhances, with the same mean weight of 3.14. Students may get more

academic awards if they follow a consistent study schedule, with a mean weight of 3.02. Students notice an

improvement in their grades when they spend more time studying, with a mean weight of 3.38 and an overall

mean weight of 3.28, signifying agreement. The overall signifying agreement for the number of class

participation is 3.03, with the majority preferring to study regularly to stay engage in class activity or discussion,

with a mean weight of 3.17.

Problem No.3 Is there any significant difference between the importance of personal study habits in

academic performance of grade 11 STEM students.

The T-test results for academic rank yielded a p-value of 0.073, suggesting that personal study habits

do not significantly influence the academic performance of Grade 11 STEM students. Similarly, the T-test

result for awards produced a p-value of 0.179, indicating that personal study habits have no significant impact

on grades. In contrast, the T-test result for grades resulted in a p-value of 0.0012, demonstrating that personal

study habits are important for the grades of Grade 11 STEM students. Meanwhile, the T-test for class

participation returned a p-value of 0.07, implying that personal study habits do not significantly affect the

grades of Grade 11 STEM students. Overall, the T-test result regarding the importance of personal study

habits yielded a p-value of 0.005, affirming that personal study habits are indeed significant for the academic

performance of Grade 11 STEM students.

Conclusion

Based on the analysis of the findings, several key conclusions can be drawn regarding the study

habits and academic performance of Grade 11 STEM students. Firstly, the majority of respondents were

between the ages of 15 and 16, with a smaller proportion of students aged 17 to 18. This suggests that the

study sample predominantly represents younger students within the Grade 11 level. In terms of academic

strands, the results showed that more students were enrolled in the STEM-Newton section compared to the

STEM-Einstein section, though the difference between the two sections was relatively small.

Additionally, the study found that most students spent relatively short amounts of time studying, with

a significant number dedicating only 1-2 hours or less to studying. This indicates a potential area of concern,

as adequate study time is a crucial factor in academic success. Furthermore, when examining study habits,
the most common methods reported by students were self-study and group study, suggesting that students

prioritize independent learning, though some also value collaborative learning experiences.

In terms of the relationship between personal study habits and academic performance, both STEM-

Newton and STEM-Einstein students generally agreed that their study habits positively influenced their

academic rank, grades, and awards. The statements regarding the impact of study habits on academic

performance consistently received "Agree" ratings, with the highest agreement on the idea that more effective

study habits contribute to improved academic outcomes, such as higher grades and the potential for academic

awards. However, the correlation between study time and academic rank was slightly weaker, with students

noting that preferred study times have a less significant impact on their academic performance.

The overall findings highlight the importance of personal study habits in shaping academic success

among Grade 11 STEM students. While the majority of students recognized the benefits of developing good

study habits, the relatively short study times reported may indicate the need for better time management

strategies. The data suggests that fostering more disciplined and consistent study habits could be key to

improving students' academic outcomes.

Lastly, while there was no dramatic difference between the responses from students in the STEM-

Newton and STEM-Einstein sections, the results emphasize the need to further explore how different study

habits and academic strategies can be tailored to enhance the academic performance of students across

different sections. In conclusion, this study underscores the importance of personal study habits and suggests

that students could benefit from developing more effective study routines and strategies to maximize their

academic potential.
Recommendations

Based on the conclusions drawn from the study's findings, the following recommendations are

proposed to address the identified issues and capitalize on the opportunities to improve personal study

habits among Grade 11 STEM students:

1. Adaptive Study Strategies:

Students should regularly reflect on their study methods, seeking feedback from teachers, peers,

and mentors. This process involves experimenting with various note-taking techniques, time management

strategies, study environments, and collaborative approaches to identify the most effective methods for their

individual learning styles. This continuous refinement fosters a growth mindset and promotes sustainable

improvements in study habits.

2. Enhanced Time Management:

Workshops and seminars should be implemented to teach specific time management techniques,

such as time blocking and the “Pomodoro Technique”. Students will learn to create weekly schedules that

allocate sufficient time for classes, homework, extracurricular activities, and dedicated study periods for each

subject. Individual consultations will address specific student challenges, particularly those related to

procrastination.

3. Active Learning Implementation:

Educators should explicitly model and provide opportunities for students to practice various active

learning techniques. These include Cornell Notes, mind mapping, concept mapping, and the creation of visual

aids to illustrate complex information. For example, a biology lesson on photosynthesis could involve the

construction of a concept map to represent the process, followed by the use of flashcards to reinforce key

terminology.
4. Comprehensive Self-Study Guide:

A detailed guide should be developed to assist students in creating conducive study environments,

identifying their preferred learning styles (visual, auditory, kinesthetic), utilizing diverse learning resources

(textbooks, online materials, peer learning), and incorporating regular self-assessment and review

sessions. The guide should offer specific examples, such as utilizing online practice problems for

mathematics or creating practice examinations for history.

5. Structured Collaborative Learning:

Opportunities for collaborative learning should be structured to maximize effectiveness. For

instance, students could work in groups to solve complex physics problems, with each member assigned a

specific role. Formal peer tutoring programs should be established, pairing students who excel in particular

subjects with those who require additional support.

6. Responsible Technology Integration:

Training should focus not only on the utilization of educational technology but also on its responsible

application. This includes instruction on the effective use of online learning platforms, the critical evaluation

of online resources to identify reliable sources and avoid misinformation, and the use of digital note-taking

and organizational tools to enhance efficiency. For example, training sessions could demonstrate the creation

of organized digital notebooks using note-taking software and the identification of credible online sources for

research purposes.

By implementing these recommendations, schools can support Grade 11 students in navigating the

significance personal study habit while promoting their overall well-being, and academic success.
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