Learning Strategies of Third year Social Work student and their Academic status _______________

A Thesis Presented to the Faculty of the
School of Arts and Sciences and Teachers Education
University of Cagayan Valley
Tuguegarao City

_____________

In Partial Fulfillment
Of the Requirements of Bachelor of Science in Social Work

_______________

By

Angelique O. Conde
Ma. Glenda B. Buquel

APPROVAL SHEET

This research entitled: “Learning Strategy of Third Year Social Work and their Academic status” for the S.Y. 2013-2014, in partial fulfillment of the requirements for the degree Bachelor of Science in Social Work prepared and submitted by Angelique O. Conde and Ma. Glenda B. Buquel has been examined and recommended for acceptance and approval for oral examination.
Mrs. Bella Patricia G. Osalvo Adviser
Approved by the committee on oral examination with a grade of ________.

Chairman Member Member

Accepted as partial fulfillment for the degree, Bachelor of Science in Social Work.

Approved by:

Mrs. Teresita Caranguin
Dean, SASTE

ACKNOWLEDGEMENT
There are always great people with great minds who in one way or the other, contribute to the completion of this simple research. As a simple way of recognizing their unending efforts, the researchers would like to express their sincerest thanks, appreciation and heartfelt gratitude to those people who are eternally indebted in the condition of this research work; Mrs. Teresita Caranguin, the very supporting Dean of the School of Arts and Sciences and Teacher Education for granting permission to conduct this study. Our instructor, who assisted the researchers to float the questionnaire in her class. Mrs Bella Patricia G Osalvo., the researchers kind and patient teacher and adviser who spared her time and effort guiding the researchers in the completion of this study in many ways. And above all, to our HEAVENLY FATHER, for his guidance and abundant blessings. Without him this study would not be made possible. RESEARCHERS

DEDICATION

To God Almighty
Who had been the source
Of everything

To our family for their love, inspiration and moral support

To our educator who provided the challenge and inspiration for us to complete this book

And to our adviser who helped us until the last pages of this book and never left us.

We dedicated this book
To everyone.
RESEARCHERS

TABLE OF CONTENTS
TITLE PAGE …………………………………………………………………………………………………i
APPROVAL SHEET …………………………………………………………………………………………….ii
ACKNOWLEDGEMENT …………………………………………………………………………………………iii
DEDICATION ………………………………………………………………………………………………iv TABLE OF CONTENTS ……………………………………………………………………………………v
LIST OF TABLE ………………………………………………………………………………………………vi
CHAPTER
1. THE PROBLEMS AND ITS BACKGROUND
Introduction ………………………………………………………………………………………. 1
Theoretical Framework…………………………………………………………………… 2
Statement of the Problem ………………………………………………………… 3
Significant of the Study ………………………………………………………… 3
Scope and Delimitation……………………………………………………………………4 Definition of Problems……………………………………………………………………5

2. REVIEW OF RELATED LITERATURE AND STUDIES Related Literature………………………………………………………………………………6 Foreign………………………………………………………………………………………6 Local …………………………………………………………………………………………7 Related Studies………………………………………………………………………………………7 Foreign ……………………………………………………………………………………8 Local……………………………………………………………………………………………9 3. METHODS AND PROCEDURE Research Design………………………………………………………………………………10 Respondents of the Study………………………………………………………10 Data Gathering Tool……………………………………………………………………10
Data Gathering Procedures……………………………………………………11
Statistical Tool……………………………………………………………………………11
4. PRESENTAION, ANALYSIS AND PRESENTATION OF DATA

5. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION Summary of Findings Conclusion Recommendation Bibliography
A. Questionnaire to the Respondents

Figure 1. Paradigm of the study shows the relationship of the variables

TABLE OF CONTENTS
Tables
1a. Frequency and Percentage distribution of the respondents according to Age
1b. Frequency and Percentage distribution of the respondents according to Civil Status
1c. Frequency and Percentage distribution of the respondents according to Gender

2a. Mean Perception of 3rd year Social Work students of School of Arts and Sciences and Teachers Education respondents on learning Strategies of Third year Social Work and their Academic Status Study Habit.

2b. Mean Perception of 3rd year Social Work students of School of Arts and Sciences and Teachers Education respondents on learning Strategies of Third year Social Work and their Academic Status Reading Strategy.
2c. Mean Perception of 3rd year Social Work students of School of Arts and Sciences and Teachers Education respondents on learning Strategies of Third year Social Work and their Academic Status Memorization Strategy.
2d. Mean Perception of 3rd year Social Work students of School of Arts and Sciences and Teachers Education respondents on learning Strategies of Third year Social Work and their Academic Status Writing Strategy.
2e. Mean Perception of 3rd year Social Work students of School of Arts and Sciences and Teachers Education respondents on learning Strategies of Third year Social Work and their Academic Status Group Stategy.
2f. Mean Perception of 3rd year Social Work students of School of Arts and Sciences and Teachers Education respondents on learning Strategies of Third year Social Work and their Academic Status Listening and Talking.
2g. Mean Perception of 3rd year Social Work students of School of Arts and Sciences and Teachers Education respondents on learning Strategies of Third year Social Work and their Academic Status Reflecting.

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
In the era of modern technology and globalization, education is considered as a first step for every human activity. It plays an important role in the development of human capability and is linked with an individual well-being and opportunities for better living. It ensures the acquisition of knowledge and skills that enable individual to increase their productivity and improve their quality of life.
Ever since Spanish Era prevailed, Filipinos had been become attached and greatly affected by the mark left onto everyone; the popular so - called “Mañana Habit” which spontaneously came across into everyone’s daily lives that for many, for sure a big cause of having a hard time focusing on some works on a certain day or schedule. Apparently, it had been generation by generation that young and adults perform these habits naturally despite of knowing its very root effect; having low or get better grades even failing grades. As for this matter, students who are significantly concerned regarding grades and class standing are now rapidly gaining numbers, and for one cause; poor/ bad study habit.
Schools, college, and universities have no worth without student. The social and economic development of a country is directly linked with student academic status or performance; the desire of success is derived from individual’s concept of himself and in term of the meaning of various incentives as they spell success and failure in the eye of others. The student performance play an important role in producing the best quality graduates who will become great leaders and manpower for a country thus responsible for the country economic and social development,( Ali et al.,2009) student performance occupies a very important place in education as well as in the learning process. It has long been recognized 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 respond 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 cooperation, high quality books and the most important is the study habit. Study habits are learning tendencies that enable students to work privately. Azikiwe (1998) describes the study habit as “the adopted way and manner a student plans his private readings, after classroom learning so as to attain mastery of the subject”. According to her, “good study habits are good assets to learners because the (habits) assist students to attain mastery in areas of specialization and consequent excellent performance, while opposite constitute constraints to learning and achievement leading to failure”. Good (1998) define the term study habits as: The student’s way of study whether systematic, efficient or inefficient etc. Going by this definition it literally means that good study habit produces positive academic performance and good academic status while inefficient study habit leads to academic failure. In Nigeria, there are so many factors influencing the ability of students to cultivate effective and efficient study habit. Ozmert (2005) emphasized the importance of environmental influence as a major factor in the development of students studying habit. In the same vein, Adetunji and Oladeji (2007) submit that the environment of most children is not conducive for studying; it is in the light of this that made some parents to prefer their children to go to boarding school for proper discipline and to inculcate better reading habit.
Good study habits are essential ingredients for excellent academic performances for every student. For study to be effective, Freeman and Mors (1993) have observed that it should be regular, intense and should cover long periods. The habits of studying must be a sustainable one, for that matter students must see the need to develop good study habits. 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 effect is yet to be fully accessed on the nations educational development. Study habits are important as they influence the academic performance of students so parents and teachers must help in improving the study habits of students.

Writing is also one of the strategies employed by the third year social work. While the discussion is going-on, they intend to take down notes and when they go out the school they have something to read. Analyzation is also one. There are student that even if they don’t memorize important details, read, take down notes, and review their lessons, they can still sometimes find the answer by simply analyzing the given word or idea to them. Reviewing is also one of the strategies of third year social work. They review their lessons from early time of the night until late at night. In acquiring knowledge, we have our own way to learn. It is really important for us to have our own strategies in studying. A strategy that can make us comfortable to learn many things and explore our mind into our fields. It would be more interesting and challenging to study if we have our own strategy. It’s also important to consider the environment because the environment that we have can also hinder our minds to absorb new idea. We decided to choose this research title or problem because of having curiosity on what are the third year social work strategies strategy using upon learning inside the four corners of the classroom. And why some of them can’t easily adopt this kind of learning strategies and yet they don’t need to explain it by their own. In knowing this strategy, it can help the researcher to also improve their learning strategies and one thing is it can help also those student’s a lot to be able to gain more knowledge easily and understand it. When we are going to look forward into this, students can be able to gain job that they deserve to have without asking help their to their relatives or friends who are in the position and it can also help them uplift their present situation if they are going to apply the different learning strategies.

Conceptual/Theoretical Framework In our entire life, learning is already a part of it. And nowadays we can we can be able to undergone many kinds of strategies in order to learn. They also conduct studies on how we can be able to learn like Pavlov or known as Juan Pavlov (1849-1936). He studied the stimulus to the secretion of saliva in dogs using meat power that cause salivation when put in dog’s mouth. This means, when human see something new or can see new behavior they will surely imitate it or they will adopt it. If what did you show them they will also show the same thing. Skinner’s study the kind of learning in which an animal or person continuous to make a response because they has been reinforced or stops making the response because it has been punished. The paradigm of the study uses the approaches on the input process output. The first frame of the paradigm is the input which includes the profile of the respondents. The second frame of the paradigm is the process which includes the perception of the respondents on the different factors stated in the paradigm. The third frame of the paradigm is the output which shows the result of the study.

INPUT PROCESS OUTPUT 1. Assess the profile of the respondents to Age, gender, civil status, ethnicity and religion 2. Assess the learning strategies employed by the third year social work. 3. Assess the perception of the students/respondents on the learning strategy of social work students and their academic status. 4. Assess the profile of the respondents to Age, gender, civil status, ethnicity and religion 5. Assess the learning strategies employed by the third year social work. 6. Assess the perception of the students/respondents on the learning strategy of social work students and their academic status.

Improve the learning strategies of the Third year Social work students

Improve the learning strategies of the Third year Social work students 1. Profile of the respondents relative to 2.1 Age 2.2 Gender 2.3 Civil Status 2.4 Ethnicity 2.5 Religion 2. Perception of the respondents to the learning strategies 3.6 knowledge 3.7 skills 3.8 attitudes 3. Profile of the respondents relative to 4.9 Age 4.10 Gender 4.11 Civil Status 4.12 Ethnicity 4.13 Religion 4. Perception of the respondents to the learning strategies 5.14 knowledge 5.15 skills 5.16 attitudes

FEEDBACK

Figure 1.Paradigm shows the relationship of variables of the study
Statement of the problem This study aimed to assess the learning strategies of the Third year social work student and their performance for school year 2013-2014. Specifically, it sought to answer the following questions: 1. What is the profile of the social work student related to the following: 2.1 Age 2.2 Gender 2.3 Civil status 2.4 Ethnicity 2.5 Religion 2. What are the learning strategies employed by the Third year social work? 3.6 Memorization 3.7 Reading 3.8 Writing 3.9 Analyzing 3.10 Reviewing 3. What are the factors affecting the Learning strategies of Third year respondents?

Importance of the study The success of this study somehow serves as basis for those social work students to improve their learning strategies also the students of the institution and hopefully, this study will benefit the following: Administrator of UCV. The result of this study might help the administration to know the needs of the student upon studying and also to improve their qualifications of choosing teachers and instructors to guide and teach students not only for the social work students but for the whole enrollee’s in this institution in order to build a good quality of professionals.

Teachers/Instructor’s. This study might serve as an eye-opener to the teacher’s/instructor’s to improve their teaching styles and so that the performance of the student will enhance and have an excellent and favorable performance in their academic status. Student’s. This will serve as a guide to the students and the next student of social work to improve their learning strategies in order to acquire more knowledge. Researcher’s. This study will again serve as an additional knowledge for the researcher to improve their learning strategies and to have a better performance in taking consideration the factors affecting students in their learning strategies. Future Researcher’s. The future researcher may be use the result of this study as a result reference or basis in conducting researches related to learning strategies.

Scope and Delimitation The study will delimitated to the SASTE Third year of University of Cagayan Valley for the school year 2013-2014 enrolled in Social work. There are sixteen (16) respondents who are involved in the study which are all third year social work students. The study is concerned in identifying the learning strategies of third year social work of University of Cagayan Valley. The study was also delimitated to use of questionnaire as main data-gathering too.

Definitions of Terms Age. It is the period of stage of life as measured by the years already or previously passed. Civil Status. It describes whether a person is single or married. Environment. this refers to anything outside the boundaries of an organization. It is the surroundings of an atmosphere within an organization for mutual understanding to promote excellent performance. Learning. It is the knowledge obtain by studying or from instruction.
Learning strategies. It refers to student’s self-generated thoughts, feelings and actions which are systematically oriented toward attainment of their goals.
Strategy. It is the science and art of conducting a military campaign by the combination and employment of means on a broad scale for gaining advantage in war.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents relevant literature and studies of both local and foreign regarding the study Learning strategies of Third year social work and their academic status.
Related Literature
Foreign
According to Web resources, learning skills for now and for life is one of the most valuable things a teacher can do is to help students prepare for life-long learning. Improve learning skills-concentrating, reading and listening, remembering, using time and more are immediately useful and will be continue paying dividends for a long time. Motivation and learning strategies personal motives can be immediate or long-term, extrinsic or intrinsic. You may be eager to learn because it’s for now, or it will be useful later or both when students discover its fun to learn and think they’ll want to do it more often and more skillfully. Study skill and thinking skills for effective learning study is “the process of applying the mind in order to acquire knowledge” so study skills are learning skills that are also thinking skill when the study includes “careful attention to and critical examination and investigation of a subject.” Learning skills the University of Texas (at Austin) shares their learning skills handouts help you (or your students) improve their learning strategies and skills for writing, math/science reading, graduate exam/placement test preparation, English as foreign language. Test anxiety and optimal performance with principles that are also useful for most non-exam situation in life. Skills and strategies for affecting learning is a collection of useful ideas-gathering by Craig Rusbutt from a variety of books about memory, concentration, active reading and listening, exam preparation and wise of use of time. Because learning and thinking are closely related, modern theories of learning. According to Shawdra and Rusell there is a list of learning strategies for diverse learners. And the following are: Metacognitive when learning a new concept, student must pay attention. This means that educators must create a lesson plan that keep student interested and engaged. Filing in notes, doing note checks and stopping to ask question during a lesson can help student employ this strategies. Effective relate to emotional aspects of learning. Is the student self-motivated? What is her attitude towards the subject? The krathwold taxonomy argues that the effective domain of learning involves willingness, appreciation valuing, organizing and characterizing the information. Social students can build a strong understanding of the subject by interacting with others, either through asking question or having informal discussion about the topic with a partner or a small group. Memorize the three remaining strategies focus on the intellectual aspects of understanding and retaining information. With the memory strategy, educators help students associated the new information with the prior knowledge and engaged their senses in relation to the information. Visual and auditory teaching methods help students use their strategy. Cognitive to use their strategy educators have put students into practice what they have learned through summarizing perhaps with a response journal. Instructors can also provide ways for students to analyze information which help them further understand the concepts. Compensation learning strategy assess what the student have absorbed by having them use new language to explain what they have such as learned such as providing synonyms and analogies. Word association games can help students further understand the new concept and encourage them to guess word meaning, helping cement the new information. According to Wenden and Rubin (1987;19) learning strategies as “any sets of operations, step, plans, routines used by the learners to facilitate the obtaining, storage, retrieval and use of information. Richards and Platt (1992;261) states the learning strategies are “intentional behavior and thoughts used by learners during learning so as to better help them understand learn or remember information.” Faerch Claus and Casper (1983;67) stress that the learning strategy is “an attempt to develop linguistic and socio-linguistic competence in the target language. According to Stern(1992;261) the concept of learning strategy is dependent assumption that learners strategies can be regarded as broadly conceived intentional defections and learning techniques. All language learners use language learning strategies either consciously or unconsciously when processing new information and performing task in the language classroom. Since language classroom is like problem-solving environment in which language learning are likely to face new input and difficult task given by their instructors, learners attempt to find the quickest or easiest way to do what is required that us, using language learning strategies is inescapable. Language learning strategies language learners’ use during the act of processing new information and performing tasks have been identified and described by researchers. According to Tessie J. Rodriguez cited by Josefina E. Gaerlan, Pelia A. Limpingco, Geraldine E. Tria and Juan Barrio, Learning seems to be one process that many people take for granted (just assume it happens and happens basically the same way for the most people)but know very little about. The author definition is comprised of several different components. The Four (4) factors that form the definition of learning: 1. Learning is inferred from a change in behavior or performance 2. Learning is the result of an inferred change in memory 3. Learning is the result of experience 4. Learning is relatively permanent This means that behavior changes that are temporary or due to things like drugs, alcohol and the like are not “learned”.
Behavior potential-once something is learned, an organism can exhibit a behavior that indicates learning as occurred. Thus, once a behavior has been “learned” it can be exhibited by performance of a corresponding behavior.
Learning is relatively durable change in behavior or knowledge that is due to experience.
Types of learning according to Tessie J. Rodriguez: classical conditioning, operant conditioning, and insight conditioning. CLASSICAL CONDITIONING is learning through association. OPERANT CONDITIONING is through consequences and OBSERVATIONAL learning is learning through modeling and observations. INSIGHT LEARNING is a type of learning or problem-solving that happens all of a sudden through understanding the relationships of the various parts of problem rather than through trial and error. Pavlov was studying salivation of dogs. He was measuring the amount of salivation produced by the salivary glands of dogs by presenting them meat powder through a food dispenser. There are several different ways conditioning can occur-order that the stimulus response can occur:
1. Delayed conditioning (forward) - the conditions stimulus presented before the unconditioned stimulus and it (CS) stays on until the stimulus is presented. This is generally the best, especially when the delay is short.
2. Trace conditioning- discrete event is presented, and then the unconditioned stimulus occurs. The shorter the interval the better, but as you can tell, this approach is very effective.
3. Simultaneous conditioning- continued stimulus and unconditioned stimulus presented together.
4. Backward conditioning- unconditioned stimulus occurs before conditioned stimulus.

According to Jasmina Hasanbegovic, learning strategy refer to students self-generated thoughts, feelings and actions which are systematically oriented toward attainment of their goals. Therefore, implemented of appropriate learning strategies is related to student’s self-regulation behavior which in turn should be encouraged by pedagogical designs. Typical strategies questions a learner might ask are: * How to write a project thesis? How do I have to do a literature review? * How to structure my course and lecture notes? How can I cope with note taking? * How to organize my time and keep track of various assignments? * How can I tackle a difficult exercise, e.g. a math problem?
There are two types of learning strategies; globally one could be distinguish among the following kinds:
Disciplinary heuristics (e,g. “Look at this and that” kind of advice), general problem-solving heuristic, metacognition.
2.1 Cognitive vs. behavioral vs. self-regulating Warr and Allan (1998) distinguish between three categories according to the kind of resources used in the regulation of behavior. 1. Cognitive learning strategies: skills in rehearsing a material to be learned or in organizing into the main theme. 2. Behavioral learning strategies: preferences for seeking help from others, for trial and error or for written instruction. 3. Self-regulating strategies: controlling emotions and comprehension.
2.2 metacognition * Blakey and Spence (1990) describes techniques that facilitate metacognition or “thinking about thinking”, citing the educational value of student owned learning, the authors suggest that thinking about one’s own behavior is the first step directing that the learning how to learn. The strategies they discuss as a means to developing metacognition include: “identifying “what you know” and what you don’t know”, “talking about thinking”, “keeping a journal”, “planning and self-regulation”, “debriefing the thinking process”, and self-evaluation.

According to Nicholas Smith reading Strategies among the many strategies to help you student more effectively read and comprehend material employ the self-questioning strategy, the visual imagery and the paraphrasing strategy with the self-questioning strategies, students recognize their own motivation for reading. These create questions in their mind, predict answer and then find the answer as they read. Memorization Strategy several memory strategies exist to help students retain information into several groups, name each group and create a mnemonic for each groups. Writing strategies employ the paragraph writing to help student recognize their ideas, figure and out a point of view and necessary verb tenses used in writing and plan the order by which they will express their ideas. Additionally, have students read and identify spelling and grammatical errors in various writing. Group strategies it is an alternative way to help student learn. You can use groups to have brainstorm writing topics, delivery speeches and play, complete written assignments, all with the aim of helping them learn the information that you have given them. According to Victoria O. Acero, Ph.D, Evelyn S. Javier, Ph.D, Herminia O. Castro MA, Based on what is currently know help explain how people learn and therefore serve as guides for classroom teachers. Currently, behaviors theory, cognitive theory and other theories that fit within each including Piagetian theory are related upon widely and have been found to be most useful. Behavior approaches William James have defined psychology as “the science of mental life.” But the early 1990’s growing numbers of psychologist voiced criticism of the approaches use by scholars to explore conscious and unconscious process.

Two kinds of Conditioning Pavlov’s Classical conditioning modern thinking about the learning started with then startling findings of Juan Pavlov (1949-1886) a distinguished Russian psychologist who made many important contributions to the field of physiology especially on the subject of digestion. He study the stimulus to the secretion of saliva in dogs, using meat powder that cause salivation when put in dogs mouth, even when to puppies who have never before tasted meat. Skinner’s Operant conditioning a kind of learning in which an animal or person continuous to make a response because there has been reinforced or stops making the response because it has been punished, a reinforced is a stimulus that follows a behavior and increase the likelihood that the behavior will be repeated. Punishment is a stimulus that follows a behavior and decrease the likelihood that the behavior will be repeated.

CHAPTER 3 METHODS AND PROCEDURES In this chapter, the following topics will discuss:
a.) Researched Design; b.) Respondents of the study; c.) Data Gathering Tool/Instrument; d.) Data Gathering Procedure and e.) Statistical Tool

Research Design Descriptive method was used as the research design in this study to achieve the purpose of the study. The descriptive research design was used to described and interpret a condition or phenomena. It reveals practices and happenings. This method is used to describe the condition and relationship that exist between the learning strategies of Third year Social Work students and how those factors affect their learning strategies.

Respondents of the Study The respondents of the study are the Third year Social Work students. There are 16 respondents.

Data Gathering Instrument To understand the purpose of this research, the researchers take some steps to formulate instrument use to gather the data of this study. The researcher undergone reading books related to this study, magazines and browsing the internet. After analyzing these materials, an information will gathered from sixteen (16) 3rd year student through the form of questionnaire as the primary instrument used in gathering data and it was constructed using check-response type answering.

Data Gathering Procedure The researchers ask the permission of the school’s administration before distributing the questionnaire to the Social Work 3d year student. The floating of questionnaire was personally administered by the researchers to the respondents.

Statistical Tool The data gathered by the researcher from the respondents were analyzed and interpreted with the use of selected statistical tools.

To analyze the respondents personal profile, the simple counts and percentages was utilized. To analyze the perception of the respondents in this study the weighted mean was use. To further interpret the weighted mean, the following scales were use as follows:

Numerical Mean Rage Description Scale 1 2.60-3.39 Often 2 1.80-2.59 Sometimes 3 1.00-1.79 Never

Dear Respondents,
This questionnaire is made to gather data about our research entitled “LEARNING STRATEGIES OF THIRD YEAR SOCIAL WORK AND THEIR ACADEMIC STATUS”. Please fill up or check the item according to your honest discretion. Rests assure that the data we gather from you will serve or treated with utmost confidentiality.
Thank you so much!

ANGELIQUE O. CONDE
MA. GLENDA B. BUQUEL
Researchers

Part I.
Profile of the Respondents
Direction: Indicate your answer by placing check mark on the appropriate column. 1.1 Age: 1.2 Gender: ( ) Male ( ) Female 1.3 Civil Status ( ) Single ( ) Married 1.4 Ethnical Affiliation: ( ) Ilocano ( ) Itawes ( ) Kalinga 1.5 Parents Educational Attainment: 1.6 Parents Occupation: 1.7 Income:

Part II.
Direction: kindly indicate your answer by placing check mark on the appropriate column. The listed below are the following scales use as follows:
3- Often
2- Sometimes
1- Never I. Study Habit | 3 | 2 | 1 | 1. Use library to locate information regarding the topic. | | | | 2. Do school work regularly. | | | | 3. Set aside a certain time to study each day | | | | 4. Know the meaning of the new words as it is used in the sentences. | | | | 5. Make an outline or summary of words as a basis for review | | | | 6. Study in a quiet and well-lighted place | | | | II. Reading strategy | | | | 1. Summarized topics that I read and note checks | | | | 2. Employ the self-questioning strategies | | | | 3. Use the imagery strategy | | | | 4. Use the paraphrasing of sentences | | | | III. Memorization Strategy | | | | 1. Use the first letter | | | | 2. List important information | | | | 3. Manage the flow of information so that we can store it effectively in our long-term memory system. | | | | 4. Categorized the information into several group, name each group and create a mnemonic device for each groups. | | | | IV. Writing Strategy | | | | 1. Employ paragraph writing | | | | 2. Figure out a point of view and necessary verb tenses used in writing. | | | | 3. Plan the order by which ideas are expressed. | | | | V. Group Strategy | | | | 1. Do brainstorming with classmates. | | | | 2. Deliver speeches and plays. | | | | 3. Complete written assignments. | | | | 4. Writing topics | | | | 5. Interacting with others either through asking question or having informal discussion about the topic. | | | | VI. Listening and Talking | | | | 1. Relate to what you hear and to what you know | | | | 2. Explains the points in the lecture to a fellow student | | | | 3. Organized and reinforce what you’ve learned in listening. | | | | 4. Need reasons to listen, perhaps more immediate than a good grade. | | | | VII. Reflecting | | | | 1. Use your knowledge to teach each other with your classmates | | | | 2. Answering questions on the day’s topics | | | | 3. Connect what you’ve just learned to what you already know. | | | | 4. Using the knowledge that you’ve gained. | | | |