UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial)

City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

STUDY HABITS AND MATHEMATICS PERFORMANCE OF GRADE 11

HUMSS STUDENTS OF UNIVERSITY OF SAINT ANTHONY

A Research Paper
Presented to
University of Saint Anthony
Iriga City

In Partial Fulfillment
of the Requirements of the Subject
Practical Research 2

Jahnn Vincent Marmol Clark Lacerna Jeremie Segio

John Christian Aguilar Nikko Adrian Naparato

OCTOBER 2022
 ii
Approval Sheet

This research proposal entitled “STUDY HABITS AND MATHEMATICS

PERFORMANCE OF GRADE 11 HUMSS STUDENTS OF UNIVERSITY OF

SAINT ANTHONY” is prepared and submitted by the Science, Technology,

Engineering and Mathematics (STEM) students namely Jahnn Vincent

Marmol, John Christian Aguilar, Jeremie Segio, Clark Lacerna and Nikko

Adrian Naparato in partial fulfillment of the requirements for the Practical

Research 2 subject has been recommended for acceptance and approval for

oral defense.

THE THESIS COMMITTEE

_____________________________

Chairperson

_________________________ _______________________

Adviser Member

Approved by the Examining Panel during the Oral Examination

conducted on ____________________ with a rating of _______.

_____________________________________________________________

EXAMINING PANEL
 CHAPTER 1

BACKGROUND OF THE STUDY

Introduction

Nowadays, because of globalization and technological revolution,

education is considered as a first step for every human activity. It plays a vital

role in the development of human, as well as in the society. Success is

wished for everybody but it is not easily come by, one must work for it through

hard work and diligence. Schools, college, and universities have no worth

without student.

Study habits portrays vital role in the students’ academic performance

especially in mathematics. Mathematics is one of the subjects that need to be

taken. It is so said on the grounds that the subject makes a man precise or

methodical. This also makes our life systematic and averts turmoil. Certain

characteristics that are sustained by arithmetic are intensity of thinking,

innovativeness, theoretical or, on the other hand, spatial reasoning, basic

reasoning, critical thinking capacity and even compelling correspondence

aptitudes (Muraina, 2013).

Great deals of components have been shown for being in charge of

this issue as of today. Ajewole (1990), Egbugbara (1989) bemoaned that most

educators of Mathematics will in general be increasingly dedicated to the

inclusion of the topic content than they are to students' procurement of

exceptional aptitudes which would help a student to work on the substance

and even arrangement with novel circumstances. In the event that student’s

study habit doesn't improve, digestion of science ideas would be troublesome,

if certainly feasible.

Students cannot be assumed to know everything they need from their

professors in the classroom alone about the topic; it is the mixture of teaching

in the classroom and learning out of the classroom that makes up students '

study practices. Students must be advised on the need to establish excellent

study practices to improve excellent academic performance. (Hills & Ballow

2000)

Various factors that may affect the students’ performance such as:

good teachers or lecturers, good environment, parent’s assistance, high

quality textbooks, and the most significant factor is the study habit. The

student’s study habits enable them to learn comfortably.

“The way of the students in studying whether systematic, efficient or

inefficient etc,” Good (1998) said. Literally, he signifies that having better

study habit creates better academic performance while having inefficient

study habit produces poor academic performance.

Accomplishment is commonly an academic wording utilized while

deciding students' achievement in formal training and which is estimated

through reports examinations, inquires about, and appraisals with various

components of factors applying impact. Basically, the National Policy on

training (Federal Republic of Nigeria, 2004) has distinguished school

accomplishment substance as per school subjects named center or elective

subjects.
 The crucial component of students for excellent academic performance

is having a good study habit. Freeman and Mors (1993) have seen that it

ought to be normal, extraordinary and should cover extensive stretches. The

inclinations for thinking about must be a supportable one, so far as that is

concerned understudies must see the need to develop incredible examination

preference.

Although studies abound on the causative and predictive nature of

factors of study habit on students’ academic achievement, all factors of the

variables tend to focus on poor study habit while the impact is yet to be

completely gotten to on the countries’ instructive advancement.

There may be a few reasons, such as different intelligence levels, lack

of good infrastructure facilities, and lack of good libraries, etc. But one of the

reasons is that students don't make good efforts to learn what their teachers

taught them at school and also don't study at home because they don't

acknowledge the significance of study practices to their academic

accomplishment. The students' research habits could play a crucial part in the

teaching process reflected in the students' academic performance in

mathematics, according to Riaz et al (2002).

Some students used strategies aimed at achieving in learning

mathematics by doing work, help seeking, trying to understand the study

material and finding solutions to the problems and they are working with

others. Students turn to self-protective strategies such as self-handicapping,

avoiding exposing themselves, and concealing their grades and their

academic work. The former strategies may be conceptualized as adaptive

because they may result in better learning and increased understanding

(Khiat, 2013).

The students can answer more of the math problems they can say to

their self they enjoyed in solving math and they will have confidence to

answer more of it and also if a student strives they can prevent, treat math

anxiety to their self (Lossi, n.d).

The presence of study habits is significant as they affect the academic

execution of students in mathematics, so guardians and instructors must

assist in improving the examination performance of learners. Furthermore,

students’ academic performance in mathematics is adequately explained by

their study habits. Consequently, the researcher proposed an enhancement

program for the schools to adopt to improve students’ performance and study

habits in mathematics.
Conceptual Theoretical Framework

The diagram below shows the theoretical background of the study

which illustrates the conceptual framework.

Mathematical Learning Self-determination

Theory Theory
R. C. Atkinson Edward L. Deci and Richard M.
Ry

Study Habits

Mathematics Performance

 Study Habits Inventory survey questionnaire

 Data Gathering
 Data Analysis

Conclusion and Recommendation

Study Habits Awareness for Enhancement

of Mathematical Performance

Figure 1: Conceptual Framework of the study

 Figure 1 shows that this study is inclined on the “Self-Determination

Theory” by Edward L. Deci and Richard M. Ryan, and the “Mathematical

Learning Theory” by R.C Atkinson.

Self-determination Theory states that the students and other

components present have a significant influence on the student’s excellence.

This theory supports three fundamental mental needs that must be satisfied to

energize thriving and prosperity. The first is the fitness – try to control the

result and experience dominance. Second, the relatedness – the general

need to cooperate or be associated with. Also, the last one, independence –

the all-inclusive inclination to be causal operators of one's own life and act in

amicability with one's incorporated self. These three mental needs can be

commonly associated with.

Mathematical Learning Theory is a venture to depict and explain lead

in numerical means. Atkinson (1972) discussed the issue of enhancing

guidance. He illustrated four potential methodologies: (1) amplify the mean

execution of the entire class, (2) limit the difference in execution for the entire

class, (3) increase the quantity of students who score at evaluation level, or

(4) boost the mean execution for every person. Atkinson demonstrates that

while alternative (1) creates the biggest addition scores, it likewise delivers

the best difference since it expands the spread between the most and least

victorious students. Alternative (4) delivers a general addition yet without

expanded fluctuation. This is practiced by giving every understudy variable

measures of time contingent on execution.

 There are 70 respondents that were selected randomly from the Grade

11 HUMSS students of University of Saint Anthony. The "Study Habits

Inventory" questionnaire that consists of 45 items was given to the

respondents.

After which, it was analyzed and interpreted for making conclusions,

giving recommendations and proposing activities.

 THE PROBLEM

Statement of the Problem

This research aims to determine the “Study habits” of the Grade 11

HUMSS students in University of Saint Anthony to its Mathematics

performance. The selected students answered the following questions:

1. What is the level of performance of the study habits of the male and

female students in terms of:

1.1 Time of Review;

1.2 Place of Review;

1.3 Technique of studying

2 What is the level of mathematics performance of the Grade 11 students of

the

2.1 Male students; and

2.2 Female students?

3. Is there a significant difference between the study habits of the students

between the male and female students in terms of:

3.1 Time of Review;

3.2 Place of Review;

3.3 Technique of studying

 4. What is the significant relationship between students’ Study habits and

their mathematics performance?

5. What recommendations can be formulated based from the findings of the

study?

Assumption of the Study

This study is anchored on the assumption that the respondents will be

honest in answering the questionnaires which upon data to be be gathered by

the researchers are valid and reliable for correlation. In addition, the research

study is believed to be timely relevant to the respondents that will result into

an outcome providing basis of knowledge to the question.

Scope and Delimitation of the Study

The scope of the study was intended for Grade 11 students of

Humanities and Social Sciences (HUMSS) track in University of Saint

Anthony and conducted during the first semester of the school year 2022-

2023 that determined the relationship between the study habits of Grade 11

students of HUMSS and their performance in Mathematics, specifically in

General Mathematics. Furthermore, factors other than study habits that

affects the student’s academic performance are not included in the study.

Hypotheses of the Study

Ho 1 :There is no significant difference between the hypothetical

mean and the actual mean of the Grade 11 students in Mathematics.

Ho 2 : There is no significant difference between the study habits of

the students between the male and female students in terms of:

2.1 Time of Review

2.2 Place of Review

2.3 Technique of studying

There is no significant relationship between students’ Study

habits and their performance in Mathematics.

Significance of the Study

Significance of the Study

The essence of this study was to determine the study habits and

General Mathematics test scores of Grade 11 students of Humanities and

Social Sciences track in University of Saint Anthony - Senior High School. The

following mentioned are expected to benefit this study:

Students. Through this study, students gained awareness about the

importance of the study habits towards their General Mathematics

performance. In the same manner, it helped and gave them a more precise

perspective on how the way they study affected their performance in General

Mathematics subject.

Parents. By conducting this study, the result gave clear insights to the

parents on how to help their child to improve the learners’ study habits in

order to have a good effect towards their Mathematics performance.

School. Being aware about the importance of study habits towards the

General Mathematics subject, the school administrators can conduct

seminars to encourage the learners to have a good study habits in order to

have a good academic performance, specifically General Mathematics

performance.

Teachers and Instructors. To acknowledge and appreciate the efforts

of students who exert time in studying their lessons, and inspire and

encourage them more in their studies.

 Future Researchers. In this study, future researchers can compose

another study related to this topic. They may also serve this study as a

resource material for others who wish to carry out research in related field.

Definition of Terms

The following definitions are provided for terms that are being used in

this study:

Study Habits. It is the pattern of reviewing or gaining information in a

regular basis of the Grade 11 students.

Time of Review. It is the amount of time consumed by the Grade 11

students on studying.

Place of Review. It is where the students of Grade 11 are comfortable

in studying.

Technique of studying. It is a way of Grade 11 students doing

something that uses their special knowledge or skill.

Mathematics Performance. It is the numerical score of the students in

General Mathematics in the First Grading Period of the SY 2022-2023..

Humanities and Social Sciences (HUMSS) . It refers to the an

academic track which cover various subjects and topics including Humanities,

Social Sciences, Organization, and Management.

Related Literature and Studies

Studying is adept. In order to be successful, it needs a high level of

study skills and those skills must be learned in every student. Memorization,

time management, organization, self discipline, concentration and effort are

skills that students needed to become a successful. Study habits and

academic achievement of students have been mounted hereunder. (Nuthana

&Yenagi, 2009)

Training in study habits will increase educational action of youngsters

(Garrison, 1980). This suggests that having a correct and sensible study habit

might influence to own an honest educational action.

K. Premalakshmi (2012) conducted a study on the study habits and

educational action of upper secondary students. It declared that the variable,

study habit, is tributary to the tutorial action of youngsters. Study habit is a

private capability. A couple of children jump at probability to examine alone,

some ought to examine in every cluster. Some kids browse therefore anyone

would possibly hear and a few browses soundlessly. It should define as

“strategies of a work”, within which the kids do different kinds of study habits.

It should be note-taking, building vocabulary, writing term papers and taking

examination. Study habit is one in every of the factors that get the scholar to

own a brighter educational action of scholars.

As a key criterion to judge one’s total potentialities and capacities

(Nuthana & Yenagi, 2009), that unit of measurement oftentimes measured by

the examination results. It is used to pass judgment on the quality of

education offered by tutorial institutions. In fact, it is still the foremost topical

discussion in higher learning institutions that caused nice concern to

educators and researchers because of the fearful examination performance of

students.

Anton and Angel (2004) investigate the relationship between

personality and an academic achievement seems to be central by study

habits. Males obtained lower academic achievements scores than females. It

concludes that having a better study habit is the result of student's socialized

personality traits.

Vanita (2011) stated that a good study habit is an instrument to achieve

the expectations of students. The study highlighted that there is a positive

relationship between academic performances and study habits of a students.

Palsane and Sadhara Sharma (1989) developed the “Study Habits

Inventory” and this was used to spread awareness to parents, teachers and

students that certain habits of study are good and helpful for better

achievement and for the better future.

It has long been assimilated that in the process of learning the study

habits of the student plays an important role in their academic performance.

Learning is reflected in the way a student responds to environment, social,

emotional and physical stimuli and understands new information. The key to

better learning and better academic performance in schools are good

teachers, lecturers, good study environment, parent’s co-operation, high

quality books and the most important is the study habit. Study habits are

learning tendencies that enable students to work privately.

 The concept of study habit according to Husain (2000) is broad, as it

combines nearly all other sub-concepts such as study attitude, study methods

and study skills.

As per Adeninyi (2011), great examination propensities permit

understudies to examine freely at home and try for higher instructive career.It

additionally encourages them to present their task on schedule, peruse or get

ready very well for tests and tests, bring down notes and build up the focuses

autonomously, ask important inquiries in class; in this manner having decent

evaluations at the end of the term or semester.

Growing great examination propensities as indicated by Marc (2011) is

essential for each understudy independent of his degree of training; as it

helps understudies' capacity to act naturally trained, self-coordinated and

eventually effective in their degree programs. He further kept up that

successful examination propensities are significant part of the learning

procedure.

As indicated by Palani (2012) perusing propensity is a fundamental and

significant perspective for making an educated society in this world. It shapes

the character of people and it causes them to create appropriate reasoning

strategies and makes new thoughts.

Acido (2010) affirms a conspicuous perception that understudies'

enthusiasm for things that the person in question needs to learn decides his

or her securing of specific aptitudes or capacities. Markers of good

investigation propensity among understudies' are composed notes, exercises

and materials, having a standard time and spot for considering exercises,
settling on choices about needs concerning time and objectives, great

parental models and moral duty over what one does or does not do (Acido,

2010; Charnley, 2006 and Covey, 2007).

Also, Migual and Ksenia (2015) explored study propensities on

scholastic execution of worldwide Understudies in Shanghai. The discoveries

uncovered that most high-performing understudy were from low- setting and

individualistic nations, while most low-performing understudies were from

high-setting and collectivistic nations. Perceptions on elite understudies

uncovered that they went to all classes, were on schedule for class, turn in

task on schedule, take notes in class, focus in class, did not appear to cheat

in class; while low performing understudies were seen to miss classes; late to

class, submit task late, did not take notes in class, poor time the board, poor

English language utilization, incapable to take part in class discourses, and

need inspiration and enthusiasm for their investigations.

Dr. Charles-Ogan & Gladys (2014) conducted a study about the

students’ study habit and performance in mathematics. Discoveries of the

investigation uncovered that understudies' do have inclination to explicit

examination propensities while examining science. Understudies' with

abnormal state of fixation, when given more opportunity to critical thinking had

superior independent of sexual orientation. There are no critical contrasts

between understudies' examination propensities also, their exhibition in

arithmetic.

Eremie (2017) conducted a study about Study Habits of Senior

Secondary School Students and Academic Performance in Rivers State and

uncovered that there were noteworthy contrasts on the reactions of male and

female understudies with respect to understudies' time the executives,

persuasive level, intrigue level, class participation, and note-taking practices.

Although gender differentiation exists in study habit among students,

Charles Ogan & Alamina (2014) posited a non-differential case. Ossai (2012)

in his study of the effect of Age and Gender Differences in study habits, a

framework for Proactive Counseling Against Low Academic Achievement,

maintained gender differences existed. Female students are better than their

male counterparts in time scheduling, concentration, listening, note taking and

reading. It is therefore, the intent of this present study to investigate

differential students’ study habit and performance in Mathematics.

The investigation of arithmetic should help people in requesting,

arranging and researching their condition thus its information ought to be

made to achieve greater all-inclusive statement of the general population

(Ohuche, 1988; Baez, 1979).

Singh (2011) inspected scholarly accomplishment and study

propensities for higher auxiliary understudies. The investigation was led on

hundred higher auxiliary school understudies, haphazardly chose from higher

optional schools. The results show that young ladies and young men vary

altogether in their examination propensities and scholarly accomplishment.

Hussain (2006) review report on consequences for Guidance benefits

on study dispositions, consider propensities and scholarly accomplishment

upheld for the consideration of study propensities in the educational program,

for the two guys and females. The substance of this is demonstrated by the
consequence of this investigation that male and female’s execution in

arithmetic are differentially influenced by their investigation propensities.

Sunetha ancd Mayuri (2001) investigated age and gender differences

on factors influencing high academic performance of school pupils. Results

demonstrated that young men and young ladies contrasted essentially in

penetrating, collaboration, sets and language measurements as estimated by

study propensity stock.

 CHAPTER 2

RESEARCH METHODOLOGY

Research Respondents

The researchers used random sampling in selecting the respondents

which were the Grade 11 students of HUMSS Strand in University of Saint

Anthony Senior High Department based on their General Mathematics test

score. The researchers used Slovin's formula to determine the sample size

from the population. The total sample size is 70. There are __ students in the

Senior High Department. _____ of them are of the Humanities and Social

Sciences (HUMSS); __ are male students and __ are female students.

Research Design

The researchers used Quantitative Research. For which, it involved

methods that use numerical data and large number of samples that were

helpful in getting more accurate results in the interpretation of data and in

generalizing the results.

This study adapted the descriptive survey quantitative research design

wherein the Grade 11 HUMSS students of University of Saint Anthony were

selected randomly to answer the survey questionnaire with honesty. The

researchers used the student’s midterm examination score in General

Mathematics as the basis of their academic performance and in analyzing its

relationship to the students’ study habits.

Research Environment

This research was conducted in University of Saint Anthony located at City of

Iriga, Camarines Sur. University of Saint Anthony is currently under the

administration headed by Nenita T. Andalis. University of Saint Anthony is one

of the largest schools in Iriga City. It consists of ___ students in Junior High

and ___ students in the Senior High Department.

Figure 1. Location Map of University of Saint Anthony

 GUIDE QUESTIONS
Study Habits Survey Questionnaire
Adapted from Palsane M.N and Sadhana Sharma (1990)

Age: Gender: Section: General Mathematics Score:

I. Following are the examples of your study habits. We wish to know your
study habits so that we may know if your study habits have significant
relationship to your academic performance. Please choose your
answer honestly. Your cooperation, therefore, is absolutely needed.
(Always or (Some- (Rarely or
Mostly) times)
Never)
(A) (B)
(C)

1. I study mathematics every day.

2. I study mathematics at a particular time of the day.
3. I do my mathematics homework daily.
4. If I have to study mathematics for so long, I rest in between.
5. I read mathematics books whenever, I get free time whether
at home or in the school.
6. I attend my mathematics class regularly in time.
7. I frequently remain absent from math class.
8. During examination period, I sleep as usual in the night.
9. At home, I compare my math class notes with the notes from
the internet/textbooks.
10. I study mathematics at home thoroughly before
it is taught in the classroom.
11. I study mathematics in the library regularly.
12. I have all the required books and other relevant materials
for mathematics of study with me.
13. I develop automatic interest in mathematics as soon
I start studying it.
14. I realize the importance of mathematics for my future career.
15. Other forgotten thoughts gradually comeback, as soon as I
settle down for the study.
16. I read the main points before I read the chapter.
17. I take down notes while reading.
18. I try to recall math topics after reading it.
19. I continue my reading despite the difficulties in
understanding formulas of mathematics.
20. I read very carefully in order to understand the concept.
21. I never read silently.
22. According to the importance and difficulty of mathematics,
I change and adjust speed of my reading.
23. I study figures, graphs and formulas very carefully.
24. During the discussion, I take down notes sincerely.
25. I take help of anybody, if I do not follow anything.
26. If mathematics is to be learnt by heart, I memorize and analyze
the formulas part by part.
27. I cram certain things without understanding.
28. I revise mathematics topic from time to time.
29. Before writing the answers to the questions in the math
 examination, I read very carefully the entire question paper.
30. In the math examination, I answer the question in serial order.
31. I divide the time to be answered in respect
of the number of questions.
32. Before examination, I read my own notes in math carefully.
33. I prepare for the math examinations from the guides/notes
available in my surrounding.
34. I draw an outline of answers of each question, before writing
answers to the questions in the math examination.
35. I feel tense at the beginning of the math examination.
36. After the math examination, I realize that I have made some
mistakes in the answers I have written, or I have forgotten
some important points or formulas.
37. I carefully record my math examination results.
38. I single out my weak subjects on the strength of my
Math examination results.
39. I try to make up my deficiency in math to my best.
40. I get disappointed, if the math test result is not favorable.
41. I have a tendency to compare my score in math with others
after the results are declared.
42. I think that I can improve fairly my study habits.
43. I get guidance about proper study habit from my teachers.
44. I will take advantage if a guidance program in study habits
is arranged.
45. I think that I can perform well in mathematics if I do study.
Statistical Treatment of Data

To be able to obtain accurate data, the researchers used the following

statistical treatment in which is essential in devising conclusions and

recommendations.

1. Weighted Mean – this statistical treatment was used to determine the

level of performance of the student’s study habits and their

mathematics performance.

Formula:

where:

weighted mean,

each of the item value,

actual mean,

weight of each item, and

∑ “the sum of”.

2. One Sample t-test – this statistical treatment was used to compare the

mean of a population with a theoretical value.

Formula:
 where:

computed t- value,

hypothetical mean,

actual mean,

standard deviation, and

sample size.

3. Correlation Using SPSS – this statistical treatment measured the

relationship between two variables, specifically, study habits and the

mathematics performance of the students.

All tests were set at 5% level of significance.

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