CHAPTER 3
RESEARCH METHODOLOGY

Research Design
This chapter presents the methodology of the study by which the research activities were undertaken. This included the research design, the subject of the study, the locale, the research instruments, data gathering procedure and statistical treatment of data.
Method of Study
This study used the descriptive correlation method since its purpose was to determine the existing condition of the students’ study habits and their academic achievement. Moreover, it also described the existing relationship between students’ academic achievement and their learning environment. According to Good and Scales, a descriptive investigation includes all the studies that support to present facts concerning the nature and status of anything – a group of persons, a number of objects, a set of conditions, a class of events, a system of thought, or any kind of phenomena which one may wish to study.
Subjects of the Study
The subjects of the study were the Fourth Year High School students from Public and Private schools in Taguig. See Table 1 for the breakdown of sample.
Table 1
School Type Male Female Total

Total

This study focused on the study habits and learning environment in relation to the academic achievement of Fourth Year level students of President Diosdado Macapagal High School, Signal Village National High School, Athens Academy and Royal Era which were utilized as the samples of the study. It was composed of _ male and _ female and a total of _ students.
Research Instrument
The main instrument used in the study was the survey of study habits and learning environment. The record of the achievement grades of the Fourth Year level students was also looked into as a source of data in this study.
Description of the Instrument
A. Study Habits Scale
This instrument consisted of 40 items. The respondents were asked to which the options best indicates their study habits. The options were never, sometimes, often and always. The numerical equivalent of their options for positive items is shown below:
Never = 1
Sometimes = 2
Often = 3
Always = 4
For negative items those points were: Never = 4 Sometimes = 3 Often = 2 Always = 1
The score of the stuents was the sum of these points. The highest possible was 160.
B. Learning Environment Scale
This scale was composed of two parts. Part 1 was on school environment while part 2 was about the home environment. Both consisted of 15 items each. The respondents were asked to choose the option which best describes their school and home environment. The options were strongly agree, agree, disagree, and strongly disagree. The following guide was used:

Choices Numerical Equivalent Strongly disagree 1 Disagree 2 Agree 3 Strongly agree 4
Procedure of Analysis
1. Study Habits of the Students
The weighted mean for each statement in the study habits scale was computed using the following formula: wm = twf / N Where: wm = weighted mean twf = total weighted frequency N = size of sample
The following arbitrary scale was used to describe each item verbally: Verbal Description Weighted Mean Always 3.3 – 4.0 Often 2.5 – 3.29 Sometimes 1.8 – 2.49 Never 1.0 – 1.79

Difference in study habits between male and female students
The chi-square test was used to establish if there was a significant difference in the study habits between male and female students. The formula for finding the chi-square value is shown below: X2 = E (O – E)2 / E Where: X2 = chi-square value O = observed frequency E = expected frequency
2. Learning Environment of the Students
The learning environment of the students was described based on their scores in the learning inventory scale. The highest score was 150. The following arbitrary was used:

Verbal Description Weighted Mean Very favorable 121 - 150 Favorable 91 - 120 Slightly favorable 61 – 90 Unfavorable 31 – 60 Very favorable 1 - 30