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THE LEARNERS' STUDY HABITS AND ITS RELATION ON THEIR ACADEMIC

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THE LEARNERS' STUDY HABITS AND ITS RELATION ON

THEIR ACADEMIC PERFORMANCE
Jhoselle Tus1, Francis Rayo2, Reymark Lubo3, Mark Anthony Cruz4
Faculty Member, St. Paul College of Bocaue, Bulacan, Philippines

ABSTRACT
Study habits are at the core of a learner's academic success. It is an action like reading, taking notes,
conducting study groups that students perform frequently, and regularly accomplishing the learning
goals. It can be defined as effective or counterproductive based on whether it serves the students well.
Thus, the study's primary purpose was to determine the relationship between study habits and the
students' academic performance. The descriptive-correlation design was utilized to describe the
respondents' profile regarding their study habits and academic performance. A total of one hundred
twenty-six (126) Grade 11 senior high school learners participated in this study. Moreover, the main
research instrument utilized in the study was the Palsane and Sharma Study Habit Inventory. Its eight
sub-scales are budgeting time, physical condition, reading ability, note-taking, learning motivation,
memory, taking examinations, and health. The findings showed that the respondents' study habits are
at a relatively average level. The result revealed no significant relationship between study habits and
academic performance. Also, the results showed that the study habits of the students are at a relatively
average level. Additionally, enhancing students' study habits are relevant, especially in note-taking,
reading ability, and health, thus improving their academic performance.
Keyword: Study habits, Senior High School Learners, Palsane and Sharma Study Habit Inventory,
Academic Performance
1. INTRODUCTION the ability, intelligence, and action of the students.
Thus, many effective study habits can help a
Study habits are at the core of academic success. student to improve. According to the study as
It is an action like reading, taking notes, cited by Fouche (2017), he described good study
conducting study groups that students perform habits like doing homework, actively participating
frequently, and regularly accomplishing the in class, managing time, staying focused, and
learning goals. It can be defined as effective or working hard showed a significant positive
counterproductive based on whether it serves the correlation on their academic performance.
students well. Thus, study habits are purchasing Further, students need to develop study habits
out a devoted and un-interrupted time to apply because these are study strategies that are applied
oneself to the world of learning (Rabia, Mubarak, in learning. Without developing study habits,
Tallat, Nasir, 2017). This affects a student's students cannot perform and improve their
success in school. Also, academic performance is academic performance (Ebele & Olofu, 2017).
how well a student performs inside the school; it
results from their hard work and studies. Further, Sikhwari (2016) stated that cognitive
Improving academic performance in a student is factors such as intellectual ability are regarded as
one of the goals of every educational center predictors of academic success. Many researches
(Alimohamadi, Dehghani, Paymard & Khalili, have examined the role of non-cognitive factors
2018). such as study skills, motivation, study habits, and
attitudes on academic achievement. The study
Arieta, Gementiza, and Saco (2017) highlighted revealed that study habits have a positive impact
that study habits play a significant role in on the academic achievement of learners.
students' life. The success or failure of each
student depends on their study habits. The study Rabia et al. (2017), in their study entitled "A Study
also says that study is an art and requires practice on Study Habits and Academic Performance of
and effort. The success of each student depends on Students," results showed that there is a

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significant relationship between study habits and 2. REVIEW OF LITERATURE

academic performance of the students. This study
indicates that study habits identify a person how The concept of study habits focuses on the
much he would be able to learn. Moreover, the student's performance in school. It is the students'
result indicated a significant relationship between hard work and effort to achieve better academic
study habits and the students' academic performance in their studies. Study habits are part
performance. of a student's everyday life in school. It
contributes significantly to the development of
Besides, the study entitled "Metacognition, study knowledge and perceptual capacities. Study habits
habits and attitudes" showed that there is no tell a person how much he will learn, how far he
significant relationship between metacognition wants to go, and how much he wants to earn.
and study habits for low and medium achievers These all could be decided with one's study habits
(Ozsoy, Memis, & Temur, 2017). This study shows throughout life (Rabia, Mubarak, Tallat & Nasir,
that the fifth-grade students in Turkey who got 2017). In this study, the results showed a
low and medium achievements could not develop significant relationship between study habits and
excellent study habits, proving a significant academic performance of the students, which was
relationship for students who earned high checked by using a chi-square test on the sample
academic achievements. of 270 students taken from two colleges in
Pakistan.
This study's primary purpose is to assess the
relationship between study habits and Grade 11 According to Kaur and Pathania (2017), age,
senior high school learners' academic family income, and education were variables that
performance. Thus, to provide activities that will had a major effect on college students' study
motivate the learners to be more academically- habits. The findings of their research revealed a
equipped. significant association between academic success
and study patterns. It indicates that age, family
1.1. Research Questions wealth, and schooling influence how students
This study aims to determine the relationship grow their learning behaviors and are linked to
between senior high school learners' study habits their academic achievement.
and academic performance. Specifically, this However, intelligence characteristics such as
sought to answer the following questions: intellectual capacity are used as predictors of
1. What is the profile of the learners in terms of academic performance. A significant number of
their study habits: research studies have explored the function of
non-cognitive influences, such as study abilities,
1.1 budgeting time; inspiration, study behaviors, and attitudes
towards academic achievement. The research
1.2 physical condition;
concluded that healthy study behaviors and
1.3 reading ability; optimistic research attitudes might significantly
affect student academic achievement (Sikhwari,
1.4 note-taking; 2016).
1.5 learning motivation; According to Dano (2017), entering the world of
1.6 memory; work is through a college education. Fitting
education to nursing students' learning style and
1.7 taking examinations; study habits would help master students and
greatly improve performance. This study looks
1.8 health? into the nursing students' academic performance,
2. What is the level of the academic performance learning styles, and study habits of Cebu Normal
of the Grade 11 senior high school learners? University during the school year 2001-2002,
particularly the first, second, and third-year
3. Is there a significant relationship between study nursing students. The total respondents were 159
habits and academic performance of the learners? from the different year levels. The study utilized
the descriptive survey method, and the grade
sheets were the main instrument for the data

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gathering. Also, the Learning Style Inventory, the relationship between secondary school
developed by David Kolb and the Study Habit students' research variables in mathematics. The
Inventory developed by Peter Edwards, were used results also showed that note-taking, student
to determine the outcome of the study. usage of the library, and time distribution have
significant association with student academic
Tus (2020) highlighted that students are still success in mathematics. This indicates that these
improving their learning attitudes and study variables will help students boost the academic
behaviors, showing mild teacher acceptance, success of their studies.
welcoming education, resisting hesitation, and
working methods. These can be due to their According to Azzopardi and Camilleri (2018), the
families' knowledge, the outstanding curriculum research patterns and the perceived degree of
and procedures the college gave them. complexity of particular subjects are essential for
the lecturer to encourage, contributing to higher
Aquino (2011) investigated the favorable and academic achievement. The outcome revealed no
unfavorable study habits and attitudes of the substantial gap between the student's research
freshmen students. The study used the Survey of patterns and the mean appraisal mark achieved at
Study Habits and Attitudes (SSHA) instrument the end of the course's first year.
developed and standardized by Brown and
Holtzman (1969) to measure the respondents' Looyeh, Fazelpour, Masoule, Chehrzad, and Leili
study habits and attitudes. Results revealed that (2017) have shown a substantial association
students disapprove of teaching methods, between students' research patterns and
classroom management, and inefficient time academic success. Determining the student's study
management. Furthermore, favorable and habits and the relationship between their study
unfavorable between the variables of the study habits and academic success can boost their
were also shown. This study concluded that academic achievement and learning habits.
students have their own advantageous and
desirable study habits. The research 'Changes in the Study Habits of
Chinese Adolescents and Reasons Supporting
In the research entitled "Relationship between These Habits – Concentrating on the Transfer
Study Habits and Secondary School Students' Time from Elementary to Junior High School'
Academic Performance in Eti-Osa Local performed by Okado, Kida, and Sakai (2018)
Government Area of Lagos State," the study found found a high association between student habits
no substantial variation in the study habit score and academic outcomes. Their research suggested
between males and female students. The report that the study patterns are the explanation for
also indicates a significant association between achieving academic performance.
student study patterns and academic success
(Onabamiro & Odunlami, 2017). This research Numan and Hasan (2017) looked at the impact of
found that gender is not a factor in the research patterns on examination anxiety and
relationship between study habits and student academic achievement. Their research suggested
academic success, but that it is more about what that study patterns have a significant effect on test
kind of study habits students have formed. anxiety and academic achievement. In
comparison, students are expected to do more
Any of the research patterns, such as assignments, with good academic study habits than students
time distribution, reading and note-taking, and with lousy schooling habits.
instructor consultation, affect physics students'
academic success (Atsuwe & Moses, 2017). Their According to Ebele and Olofu (2017), the research
research was planned to examine the effect of patterns are the way one learns. After having
study patterns on Physics students' academic healthy academic habits, a student will not be able
success at the Federal University of Agriculture in to excel in education. It is stated that academic
Makurdi, Nigeria. Analysis of the data collected success is dependent on the student's study
showed that the research behaviors significantly habits. The results of the analysis show that there
impacted the respondents' academic success. This is a significant association between the variables
research found that by cultivating study patterns, in the study.
students can enhance their academic results. The research entitled "Study Habits of Residential
Besides, Oladeni and Bimbo (2017) investigated and Non-Residential Pupils of Grade III to V in

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Papumpare district of Arunachal Pradesh" showed original theory was valid and showed a connection
no substantial gap between the study habits of between students' study behaviors and their
Grade III to V residential and non-residential academic success.
pupils in the Papumpare district of Arunachal
Pradesh (Boli & Tok, 2017). Goud (2018) showed that students had a favorable
attitude towards study habits in his study entitled
In the Au, So, and Lee research (2017), it was "A Study on the Factors Influencing Study Habits
reported that the study initiative had an of Tenth Class Students in Their Academic
insignificant positive effect on student results. The Achievements." The analysis centered on caste,
research concluded that previous awareness locality, and style of school management on the
steadily raises its impact on success as a student academic achievement of tenth-class students. The
advances through a 4-year undergraduate research demonstrates that these influences affect
program. They concluded that prior experience the study behaviors of the respondents. The
alone correctly predicts student success, not report underlines the value of cultivating healthy
student initiative. While it was discussed in the study practices, such as time management.
study, developing healthy study habits would help
students in their research years. Furthermore, in the report entitled "Study Habits
of Distance Learners: A Comparative Analysis" by
Khan and Nisa (2016) analyzed the factors Stanley (2014), there is no substantial gap in the
impacting the Amroha District Government total study habits of graduates and graduates
Colleges' student research patterns. A total of 100 examining the courses, gender, and marital status
Class VII students have been selected as of learners. The result of his research indicated
respondents to their studies at the Government that the three were not variables in the student's
Colleges of the Amroha District. The results of the study behaviors.
research revealed a significant gender impact on
the study behaviors of the participants. However, According to Vyas and Choudhary (2016), there
in the report entitled Factors Influencing Study are no significant variations between male and
Habits on the Academic Performance of Senior female teenage students in their research
High School Students at Davao Doctors College, patterns. Besides, the outcome revealed no
gender does not substantially affect the study substantial gap between research behaviors and
habits of the respondents (Arieta, Gementiza & socio-economic class.
Saco, 2017). In the Foronda and Marisol research (2017), it
According to Arieta, Gementiza, and Saco (2017), was noted that there is no significant association
research patterns play a very significant role in a between study behaviors, attitudes, and degree of
student's life. The performance or loss of each preparation among respondents. This research
student depends on what kind of research found that students had a constructive outlook on
patterns they have. Several students do not study the degree of practice rather than a study habit.
a lot but reach a higher standard, and some Besides, Oriogu & Subair (2017) claimed that what
students look a lot but are unable to achieve a is essential to students' academic success. Their
higher level of results. They indicated that each research showed that reading patterns have a
student's progress should not focus entirely on the substantial influence on the academic success of
study patterns but rather on the students' skill students.
and intellect. In general, all of the factors listed Oriogu and Subair (2017) explored the impact of
appear to influence the academic success of reading patterns on the academic achievement of
students significantly. students. The findings indicated that there was a
Studies have shown that self-esteem may not substantial impact on the variables in the sample.
substantially affect academic performance in the It is suggested that students can read more to
analysis of the connection between self-esteem acquire more necessary information for their
and study habits with student academic success. academic purposes.
Still, study habits do (Alva, 2017). Banares, Cabungcal, Enriquez, Estanoso, and Natal
Masmiquel, Ferrer, and Fonseca (2017) analyzed (2016) suggested several component studies had
the association between student conduct and already been performed in this study. However,
academic success. The research confirmed that the the outcome of each analysis depends on various

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settings. The research showed no substantial performance effects. A total of 200 adolescents
variation between BSA students' study patterns at were chosen as respondents to determine the
the Philippine Institute of Technology in Manila in outcome of the study. The findings showed a
terms of time management, Learning Methods, significant negative impact of Facebook Addiction
and Study Setting. This research demonstrates Disorder (FAD) on the adolescents' study habits
that students' gender is not a factor in the study and academic achievement. This means that if the
habits of students, especially in the management addiction to Facebook doesn't stop and keeps on
of time learning strategies and the study climate. growing, the study habits will become poor, which
will result in poor academic performance.
In the "Metacognition, study habits and attitudes,"
the analysis showed no significant association In four districts of Kashmir, research was
between metacognition and study habits and conducted on the study habits of intellectually
attitudes for low and medium-term attainers. Still, gifted students. A sample of 300 intellectually
a meaningful relationship was found in high- gifted students in the institution in 11th grade,
performance students. Also, J.P. Fouche (2017) aged from 16-17, was chosen as respondents. The
observed that healthy research patterns, such as analyzed data were collected by using the Study
task, class attendance, time control, still Habit Inventory prepared by the researcher.
concentration, and hard work, demonstrated a Results showed that high and low intellectually
strong association with academic success. gifted students differ significantly in their study
Generally, it indicates that appropriate study habits (Ruqia, 2018).
patterns and behaviors may help students
enhance their academic success to be more According to the study of Leyrer and Wilson
effective. (2017), using social media positively correlates
with the students' amount of time. It indicates that
It also shows that lousy study habits have a social media websites should be used in the
significant negative relationship with the classroom. The researchers have found that
students' academic performance, the opposite of students who use social media websites and spend
the factors mentioned above of good study habits time positively correlate. Lastly, results suggest
(J.P Fouche, 2017). that social media may negatively affect the
students' study habits and academic performance,
The study entitled "Impact of social networking especially the students within the field of
sites on study habits among Saudi nursing biological sciences.
students in Hail University" conducted by Alsaqri
and Dayrit (2018) showed that social media's Lau (2017) mentioned that social media had been
effect could be tremendous. If it affects the study part of everyone's everyday life, particularly
habits, then it will also affect the academic among the students, who excelled in social media
performance of the respondents. in today's generation. However, the study
revealed that using social media for academic
According to Joshi and Sharma (2017), internet purposes was not a significant predictor of
non-users have better study habits than internet academic performance. Nowadays, using social
users dimension-wise, sex-wise, and streamwise. media for non-academic purposes is significantly
The study shows that students who don't use the shown. Thus, it harms the students' academic
internet have better study habits than the performance because it affects and slows their
students who are surfing a lot on the internet. learning and progress.
Thus, Alade and Kuku's (2017) hypothesis In the study entitled "Time Management and
revealed that gender is not a factor in developing Academic Performance: Empirical Survey from
and improving study habits and the students' High Education in Mogadishu-Somalia," the
achievement in Mathematics. On the other hand, purpose was to investigate the variables of the
the study's findings showed significant differences study, and the result showed that time
in the achievement of the students in mathematics management had a significant and positive impact
and study habits. on academic performance at higher education in
Vashishta, Ahuja, and Sharma (2017) studied the Mogadishu, Somalia (Osman & Mohamed, 2016).
impact of Facebook Addiction Disorder (FAD) on Therefore, time management is an excellent factor
adolescents' study habits and their academic in improving a student's academic performance.

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Students have to be conscious of time in Priya and Dariti (2015) studied the level of study
performing their educational activities to better habits among school students. A total of 160
their academic performance (Aduke, 2015). students were the respondents aged from 13-18
years through random sampling. The results
Aduke (2015) stated that time management is a revealed that many boys are poor in their study
factor in improving students' lives to value time. habits compared to the girls. Their study also
His study revealed that procrastination, showed that students from private schools are
prioritization, and planning were significant better than students from government schools in
factors that affected the students' academic terms of study habits.
performance about time management. Students
who don't manage their time may get problems, Furthermore, the citizens' quality depends on the
so students should be aware of avoiding poor quality of their education, study habits, and study
academic performance. attitudes of the learning students. The quality of
education is seen through academic performance,
Case Study Teaching Method is becoming a which results from the students' study habits and
common teaching strategy in education (Bonney, study attitudes. (Priya & Dairiti, 2015)
2015). In his study entitled "Case Study Teaching
Method Improves Student Performance and Research on the students' study habits and their
Perceptions of Learning Gains," results showed influence on undergraduate nursing students'
that case studies are significantly more effective academic performance has been conducted at the
than other methods of teaching styles at University of Calabar in Nigeria. A total number of
increasing student performance. This study 160 students were chosen as the respondents
showed that case studies should not be forgotten through a Random Sampling Technique. The data
and should be considered the best teaching were analyzed through the use of their own made
method. Study Habits Inventory Questionnaire. Results
revealed no significant difference between the
Basri and Alghaswyneh (2015) identified time students' academic performance and their study
management's role and its impact on the students' habits like individual studies, students who read
academic achievement. The study results showed at the library hostel and those who are away from
no significant relationship between students' time the library, and the students who read at day
management elements in terms of planning and rather than night. (Ella, Akpabio & Samson-Akpan,
organization and their academic achievement. 2015)
On the other hand, in the study entitled "The Effect According to Mendezabal (2013), in their study,
of the Time Management Art on Academic "Study Habits and Attitudes: The Road to
Achievement among High School Students in Academic Success," students who have good study
Jordan," it was shown that there were a medium habits will likely pass. Also, study habits and
degree and static significance at the level of time attitudes are acknowledged as one of the main
management of the respondents (Al-Zoubi, 2016). factors in the students' academic performance.
It impacts the students' academic performance Their study showed a significant relationship
significantly, so students should learn to manage between study habits and attitudes and academic
their time, especially in terms of studying. performance in the licensure examination.
According to Sreelekha, Yogananda, Rameswari, Furthermore, study habits like time management
and Uddin (2016), in their research entitled and work methods, which are factors of the
"Study Habits and academic performance of first- student's success and study attitudes, were not
year MBBS students." the primary goal of related.
education is the improvement of the students as In the study of Cakiroglu in 2014 entitled
they study in their school years. In their study, "Analyzing the effect of learning styles and study
first-year MBBS students were chosen as the habits of distance learners on learning
respondents who participated voluntarily in their performances: A case of an introductory
research. The use of a Standardized Questionnaire programming course," results showed a
was adapted. This research revealed that students significant relationship between learning styles,
with fair study habits significantly scored more study habits, and learning performance. Olutola
than those with poor study habits. and Dosunmu (2016) had conducted a study

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regarding the impact of study habits and gender Marpa (2013) "Correlations among Time
on science achievement. The results showed that Management, Study Habits and Academic
there is a significant relationship between Achievement of the Math Major Students"
students' study habits and science achievement. A determines the correlation between time
significant difference was also established management, study habits, and the respondents'
between gender and science achievement of the academic achievement. Time management, study
students. habits, and academic achievement showed a
significant correlation between the study
Thiyagu (2013) studied how study habits can respondents in Mathematics. This study shows
affect the students' academic achievement in that time management is part of the study habits
terms of their gender, locality, and residency. The and affects students' academic performance.
respondents were given a standardized tool for
the measurement of the study habits variable. The In the study of Alimohamadi, Dehgani, Saeide,
results showed no significant relationship Ashtarani, Jonbakhsh, Paymard and Khalili (2018)
between study habits and the students' academic entitled "Relation study between study habit and
aspects of their gender, locality, and residency. academic performance of nursing students in
Hamadan," the present study attempts to examine
In Lawrence's (2014) study entitled "Relationship the relationship of study habits of the students
between Study Habits and Academic Achievement and its connection with the academic performance
of Higher Secondary School Students," the present in a sample of 220 nursing students in Hamadan
study was conducted to find the significant University of Medical Sciences. Results showed a
relationship between the study variables. The positive correlation between the mean score of
findings showed no significant difference between study habits and academic performance of the
the study habits and the academic achievement of students.
higher secondary schools.
Akpan and Salome (2015) examined the effect of
Time Management is, by all means, essential in all study habits on academic achievement. A total of
aspects of our lives, whether it may be business, 100 students were chosen through the Simple
organizations, or education. On educational Random Sampling Technique for this research.
matters, the presence of time is very precious to Findings revealed that most students spent a small
students, teachers, heads, and the whole campus amount of time studying while a few students
(Sayari, Jalagat & Dalluay). The researchers study up to 6 hours. Furthermore, most of the
studied if there was a significant relationship students like to explore alone while others prefer
between time management and the students' to study in groups.
academic performance. The study's findings
showed that time management significantly In the study entitled "Study habits, attitudes
correlates to students' academic performance. towards biology and performance among
Furthermore, other factors, such as Philippine Science High School students"
procrastination and socialization, have no conducted by Olvido (2010), the present study
significant relationship with the students' used the descriptive-correlational method to
academic performance. determine the relationship between the variables
the study. Further, the differences and
According to the study of Khanam, Sahu, Rao, Kar, relationships between the students' study habits
and Quazi (2017), Time management is one of the and attitudes towards biology and performance
skills that impact students' academic are also explored. The study results revealed no
performance. The researchers have conducted a significant relationship between the students'
study about time management, and the study habits and attitude towards biology and
respondents' academic achievement, the medical understanding. This study concluded that the
students in Odisha. The study revealed that the study habits and attitudes of the students are not
respondents who obtained a high percentage also factors on their performance.
had a high mean score on general time
management. And so it means that time The study of Laguador (2013) entitled
management is essential to improve one's "Engineering Students' Level of Study Habits and
academic performance. Factors Affecting Them," utilized the descriptive
method to determine the hypothesis of their

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study. Results showed that the course of academic performers' performance (Foz, Gomez,
engineering has a significant difference in the Luz, Miron & Zarate, 2016).
students' problems in school. The study concluded
that teachers' and parents' encouragement would 3. MATERIALS AND METHODS
be a significant factor in students' productivity in This study's main objective is to determine the
their college days by repeatedly studying and study habits and their relationship with the
avoiding unnecessary activities. respondents' academic performance. The
According to the study of Llavore, Duran & researchers used the descriptive-correlation
Dungan (2015), study habits determine the method to look for the relationship between the
student's success in education. Their research dependent and independent variables. It is a
focused on whether study habits affect the method in which it doesn't make straight
performance of the BSCS students in Computer predictions and doesn't determine cause and
Programming. Further, this study determined the effect (Hale, 2018). The primary data gathering
students' profile as to their IQ and performance in tool was the questionnaire that the researchers
the course; the level of strengths and weaknesses chose to determine the respondents' study habits.
related to time management, study environment, The questionnaire is applied to present, analyze,
test-taking, note-taking, reading, writing, and and interpret the researchers' data from the
math skills' study habits. The chosen respondents respondents of the study.
were the 85 freshmen students who were 3.1. Participants
obtained using Cochran's formula. The study also
used the Descriptive Survey Research Design, and The entire population of the Grade 11 senior high
the instrument used was a questionnaire to gather school learners in a Private School in Bulacan,
the data. Results revealed that only mathematics Philippines of the school year 2019-2020 was the
skill was positively correlated and significant to study participants. The sampling technique that
the performance of the students in Computer the researchers utilized for the study was the
Programming out of the gifts. convenience sampling method—the entire
population of the Grade 11 Senior High School
Students who don't know how to study fail (Pogue, Students with a total number of 126.
2002). This study investigated the study habits
and performance in mathematics of 108 Grade 7 3.2. Instrument
students as randomly selected from the three
The instrument utilized in this study was the
public schools of the Municipality of San Manuel,
Palsane and Sharma Study Habits Inventory
Isabela, Philippines. A validated questionnaire,
(PSSHI) developed by M. N. Palsane and Saddhna
observation, and group interview were used as
Sharma to determine the relationship between the
data-gathering instruments. The study revealed
study habits and the academic performance of the
that students prefer to study habits to improve
students (Looyeh, Fazelpour, Masoule, Chehrzad &
their academic performance. Furthermore, study
Leili, 2017). Scoring of the Study Habits Inventory
habits are a factor in students' academic
has been done on a three-point rating scale. This
performance in Mathematics (Andrea & Roldan,
instrument contains 45 statements that belong to
2016). The conclusion of this study is study habits
the eight areas: budgeting time, physical
are a significant factor in achieving attainable
condition, reading ability, note-taking, learning
academic performance.
motivation, memory, and taking examinations,
A study conducted by students from the and health.
Technological Institute of the Philippines – Manila
The points were rated as "0 = rarely or never", "1
investigated the students' study habits. 76
= sometimes" and "2 = Always or Mostly". A higher
respondents were chosen out of the total
score indicates good study habits. The statements
population of 105 scholars using the incidental
nos. 6, 9, 13, 15, 24, 26, 34, 36, 37, 41 & 42
sampling approach and were given survey
respectively, the scoring was reversed making 0, 1
questionnaires to answer. The study showed that
and 2 for 'always', 'sometimes' and 'never' verbal
the academic performers' study habits were time
interpretations because those are negative items.
management, learning styles, and study
The maximum obtainable score is 90. A higher
environment. It contributes significantly to the
score indicates good study habits. The reliability

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coefficient by the test-retest method and split-half 4. RESULTS AND DISCUSSION

technique is .88 and .56, respectively.
This part presents the findings according to the
3.3. Procedures study's research questions. To compare the mean
and find out the significance between variables,
Some steps were considered in this study's the Pearson correlation coefficient was computed
conduct to discover the result in inspecting the using IBM SPSS 20.0.
relationship between study habits and the Grade
11 Senior High School students' academic 4.1. Respondents' profile in terms of Study
performance. The researchers submitted a letter Habits
of request to the school directress and principal to
get permission to conduct and float the survey This part is composed of the different tables for
questionnaire to the study's respondents, the specific study habits categories of the study. It has
Grade 11 Senior High School Students of the 8 tables, ranging from tables 1 to 8, including the
school year 2019-2020. The researchers had relevant information about the study habits from
distributed the questionnaires and had given the budgeting time, learning motivation, physical
respondents enough time to answer the condition, reading ability, note-taking, memory,
statements. Upon receiving the instruments' and taking examinations, and health. This was
responses, the results had been tallied and applied to describe the perceptions of the study
calculated based on the survey questionnaire. To habits of the respondents.
measure the respondents' Academic Performance, Table 1 Respondents' profile in terms of
the researchers gathered the general average of Budgeting Time
the Grade 11 Students for the first quarter of the
school year 2019-2020, based on the school's
academic standing.
Indicators Mean Interpretation

1. I study every day. 0.87 Average

2. I study at a particular time of the day 1.05 Average

3. I do my homework daily. 1.25 Average

4. If I have to study for a longer time, I take a rest in

1.64 High
between.

32. I divide the time according to the matter to be answered

1.08 Average
in respect of the number of questions.

1.18 Average

Table 1 revealed that the respondents obtain a their home works given by their subject teachers
total mean score ranging from 0.87 to 1.64, which and passing it on time and balancing their time in
applies to average up to a high level of study studying and taking rest as well.
habits in terms of budgeting time. This shows that
students make use of the time to be able to study. Based on the information displayed in Table 2, the
Achieving the average level of budgeting time also respondents obtained total mean scores ranging
revealed that the students don't always look at from 0.73 to 1.49, respectively. It shows that
managing their time in their studies but have seen students' profiles have an average level of study
themselves aware of the essential things needed habits concerning the physical condition.
to finish. Additionally, doing homework daily and Table 2 Respondents' profile in terms of Physical
studying for a long time have reached the level of Condition
interpretation of high, which pertains to doing

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Indicators Mean Interpretation

5. I have all the required books and other relevant

1.31 Average
materials of study with me.

6. For the time of the study, I get disturbed by the

0.73 Average
surroundings at the time of the study.

7. I develop an automatic interest in the subject as soon as

1.01 Average
I start studying it.

8. I realize the importance of the subjects for my future

1.39 Average
career.

9. Other stray thoughts gradually flow in as soon as I

0.79 Average
settle down for the study.

43. I think that I can improve my study habits fairly. 1.49 High

1.12 Average

Generally, a total average mean score of 1.12 was students in the school. It would tell that students
computed, which is found and interpreted as are studying better when they learn positively, so
average. This shows that the respondents have an they thoroughly use their minds (Liftoff, 2016).
intermediate level of Physical Condition in the
things the students do over a bit of time; they Table 3 Respondents' profile in terms of Reading
think with a specific goal in mind. It also shows Ability
that the learning environment also influences
Indicators Mean Interpretation

10. I read the main points before I read the chapter. 1.11 Average

13. I continue my reading despite the difficulties in

0.71 Average
understanding the meaning of some words.

14. I read very carefully in order to understand every

1.53 High
point.

15. I never read silently 1.29 Average

16. According to the importance and difficulty of the

subject matter, I change and adjust the speed of my 1.22 Average
reading.

17. I study figures and graphs very carefully while

1.16 Average
reading.

22. I read books whenever I get free time, whether at

0.69 Low
home or in school/College.

28. I study in the library regularly. 0.36 Low

1.01 Average

Meanwhile, the respondents registered a total average in the students' figure in terms of Reading
mean score of 1.01, which is also understood as Ability. This revealed that the pupils take their

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time reading the important points very carefully, and progress. According to Chuks, Subair, and
as stated in the statements. Despite having a hard Chima (2017), reading is crucial in each
time reading, they would always give their best in understudy's life, material to students' academic
understanding the meaning of the concept they performance. It will aid them to be reformed into
want to learn. In contrast to this, the students had constant learners.
a low mean score of 0.69 and 0.36, meaning that
they don't read as much as inside the classroom Table 4 Respondents' profile in terms of Note-
and outside. This understanding of reading ability Taking
is relevant because it also makes students grow
Indicators Mean Interpretation

11. I take down notes while reading. 1.12 Average

18. During the classroom teaching, I take down notes

1.22 Average
very sincerely.

19. At home, I compare my class notes with the notes

0.66 Low
from the text books.

0.75 Average

Generally, a total computed mean score of 0.75 understanding. Boyle & Forchelli (2014) stated it
was exposed, showing that the students take down is necessary for students in center and secondary
notes but do not always do this task. There are schools and turns into the essential methods for
times that they don't feel like writing down notes, learning content in colleges.
maybe because of laziness. It is essential for the
understudies because it mostly benefits a lot on Table 5
quizzes, seat works, and examinations. That is Respondents' profile in terms of Learning
why note-taking has been a necessary procedure Motivation
in the school setting to upgrade understudies'
Indicators Mean Interpretation

20. I take the help of anybody if I do not follow

1.25 Average
anything.

21. I study the subject matter at home thoroughly

0.74 Average
before it is taught in the classroom.

23. I attend my classes regularly on time. 1.70 High

24. I frequently remain absent from class. 1.63 High

25. If a matter is to be learned by heart, I read and

1.31 Average
memorize it part by part.

40. I try to make up my deficiency in the weak subjects

1.25 Average
to my best.

1.31 Average

Data from table 5 shows that a complete average scores also ranged from moderate to high
means a score of 1.31, appearing that students interpretation, which means the students are also
have an average level of being influenced and struggling in learning, but they always go to school
motivated as per studying their lessons. The to learn as per statement nos. 23 and 24, where it

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was interpreted that students still went to class on especially when it comes to studying and
time and didn't miss classes because they know improving academic performance.
how important learning is. They are motivated a
lot in many parts. According to Chairty (2017), Table 6 Respondents' profile in terms of memory
student learners are encouraged in many ways,
Indicators Mean Interpretation

12. I try to recall the matter after reading it. 1.37 Average

26. I cram certain things without understanding. 0.89 Average

27. I revise the subject matter from time to time. 0.94 Average

37. After the examination, I realize that I have made

some mistakes in the answers I have written, or I 0.46 Low
have forgotten some important points

0.92 Average

Data from Table 6 revealed a total average means enables us to remember important information
of 0.92 from the respondents in terms of their for shorter time frames and concisely work with
memory. These findings indicated that students this information (Nutley & Soderqvist, 2017).
could remember things, but there are times that
these understudies cannot remember things Table 7 Respondents' profile in terms of Taking
easily, depending on the situation. That is why it Examinations
Indicators Mean Interpretation

29. During examination days also, I sleep as usual in the

1.10 Average
night.

30. Before writing the answers to the questions in the

examination, I read very carefully the entire question 1.43 High
paper.

31. In the examination, I answer the question in their

1.17 Average
serial order.

33. Before examination, I read my own notes carefully. 1.54 High

34. I prepare for the examinations from the guides/notes

1.02 Average
available in the market.

35. I draw an outline of answers of each question, before

0.81 Average
writing answers to the questions in the examination.

36. I feel tense at the beginning of the examination. 0.69 Low

38. I carefully record my examination results. 0.86 Average

39. I single out my weak subjects on the strength of my

1.2 Average
examination results.

42. I have a tendency to compare my marks with others

0.71 Average
after the results are declared.

1.05 Average

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Generally, a total computed average means of 1.05 have a hard time depending on what type of exam
indicates that students take their examinations they are trying to answer. Taking examinations is
very seriously as it affects their academic when measuring how far the student learned from
performance. For statement no. 36, it is his studies. It is an effective method to quantify
interpreted as low because the understudies the knowledge and estimate the amount they have
never feel tense at the beginning of their learned (Price, 2018).
examinations. For these students, exams are
essential, and students study a lot because of Table 8 Respondents' profile in terms of health
investigation. In some circumstances, the students
Indicators Mean Interpretation

41. I get disappointed, if the examination result is not

0.57 Low
favorable.

44. I get guidance about proper study habit from my

0.97 Average
teachers.

45. I will take advantage if a guidance program in study

1.08 Average
habits is arranged.

0.66 Low

Generally, a total computed low mean score of school disappointment, grade retention, and
0.66 was revealed, revealing that the students get dropout (Shaw, Gomes, & Polotskaia, 2015).
stressed a lot when their exam results are not
what they expect; therefore, it might lead to 4.2 Level of the Academic Performance
sickness. It also said that students are not This part is consisting of the tables for the level of
interested in getting good study habits, which academic performance. It includes data about the
shows that they can study even if they don't get academic performance of the Grade 11 learners.
the much-needed guidance about study habits.
Students with weakness have a higher chance of Table 9
Indicators Frequency Percentage

90 – 100 (Outstanding) 11 8.73

85-89 (Very Satisfactory) 42 33.33

80-84 (Satisfactory) 57 45.24

75-79 (Fairly Satisfactory) 16 12.70

Below 75 0 0.0

Total 126 100.0

Table 9 shows that the highest data recorded was time, the majority of learners, or 45.24%, have a
42 indicated to very satisfactory and satisfactory satisfactory grade.
and has the percentage of 33.33% then sixteen
learners have fairly satisfactory grades ranging 4.3. Relationship between Study Habits and
from 75-79 and has the rate of 12.70%, and only Academic Performance
11 learners were able to reach the outstanding The study's main objective is to determine the
level of performance with grades ranging from 90- relationship between study habits and academic
100 and has the percentage of 8.73%. At the same performance of the Grade 11 senior high school

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learners. The statistical analysis of data in table 10 In addition to the above-mentioned study, Amuda
revealed that the variable is not significant with and Ali (2018) determined the relationship
an associated probability value of 0.05 alpha level between the students' study habits and academic
of significance. A two-tailed test was used to test performance. Results revealed that no statistically
the hypothesis. Thus, the null hypothesis is significant relationship between study habits and
accepted. academic performance of the respondents, still
students should be able to learn and teach the
According to the study of Lawrence (2014), he patterns of study habits.
investigated to find the significant relationship
between study habits and academic achievement Table 10 Pearson Correlations between the Study
of higher secondary school students. His research Habits and Academic Performance
revealed that there is no significant difference
between the variables presented in the study. He CORRELATIONS
supported based on his findings from the
hypothesis, as mentioned above.
Academic
Study Habits
Performance

Pearson Correlation 1 -.091

Study Habits Sig. (2-tailed) .312

N 126 126

Pearson Correlation -.091 1

Academic
Sig. (2-tailed) .312
Performance
N 126 126

** correlation is significant at the 0.05 level (2- students since it will only be a few years before
tailed) they enter college life because high school
students consider high school life very stressful
4.4 Implications Drawn from the Findings of (Moose, 2017). Overall, developing and improving
the Study study habits is essential for students. It might
Few studies think about study habits as a huge motivate them to be better and to be more
determinant of the academic performance of the excellent.
students. For example, indicators indicate an 5. CONCLUSIONS
individual's test of their learning methods and the
ability to learn in a study. It can be stated that At the heart of student achievement are study
students can still improve their study habits, habits. It is a task such as reading, writing
especially in terms of note-taking, reading ability, observations, arranging groups of studies that
and in their health. Study Habits are essential in students mostly and frequently perform to
every student's learning, implying that achieve learning objectives. It could be described
recognizing the importance of study habits for the as beneficial or detrimental, depending on the
students to be more efficient in studying. Also, students' good results.
understanding and building up such habits can
vastly enhance a student's way of learning The results showed that the study habits of the
methods. students are at a relatively average level.
Additionally, enhancing students' study habits are
Furthermore, the researchers expressly relevant, especially in note-taking, reading ability,
understand that students should realize the and health, thus improving their academic
importance of study habits that they needed to performance. Thus, the academic performance
improve. This would help the senior high school level shows that the mean score of the

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respondents' academic performance was udy_habit_and_academic_performance_of_

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