Study Habits of Fourth Year Students of Kakawate High School

Chapter I

INTRODUCTION

Physics is considered as one of the most difficult and mathematically rigorous of the sciences as a subject in high school. A student cannot learn much in Physics if he does not develop good study habits as well as his attitudes and use towards studying.

The role and study of Physics in our country is very vital in order to achieve better changes. Teaching of Physics as a subject its relationship that would enable them to apply and control the things.

Good study habits are the keys to learning. Everyone cannot be brilliant but everyone can learn how to study. If one knew how to study, apply what he knows, he will be successful in his study. Knowing the best what to study will help one to be a better student.

Effective study habits, even highly intelligent student failed due to inefficient work and lack of knowledge on how to study effectively. Important skills for study have to be learned and practiced. Moreover, students who put in more classroom how and who work to a more regular program of study have a better academic performance.

Study habits tend to be formed in the early grades and in the most instances, do not materially improve after elementary school. Some students often complain about mental inability or strain or lack of interest in studies. Other thinks they are not capable.

Background of the Study

It is a common knowledge that many students fail in studying Physics; even those who work hard often study in ways considered unproductive by Physics teachers. Several others are just contented with barely passing grades, never developing their skills and abilities to the highest level attainable.

What to study, where to study and how to study are indispensable to every student in physics class. In fact, proper study habits are the tool for acquiring deeper understanding in physics. Good study habits largely influence the level of performance of the student on the subject.

The stress on good study habits will undoubtedly improved the students’ level of performance. Study habits are important on the part of the students so that it can make use of their time effectively and purposely instead of wasting their time with insufficient study accomplishments. It will draw them to go further with less effort and laxity.

In view of this, the researcher proposes to conduct her study on the study habits of students in physics class to help the teachers raise the level of performance of their students through the development of proper study habits. The growing number of low performers on the subject point to the need for the redirection and development of students study attitudes and practices in the teaching learning process. The research work is an attempt to address to this need.

Conceptual Framework

The students’ level of achievement depends upon their mental ability and study skills. Certainly, one cannot do much to improve his mental ability but much can be done to improve his study skills. There is no such thing as a born students, nor is the good students one with talent or a good memory. The name student belongs to a person who has learned and live through self- discipline, diligent applications, good order and an avid interest in profitable knowledge. (Andres 1982).

School achievement exerts a considerable influence on the adjustments of the youth. Many of the first experiences of the youth occur both at home and in school. Intellectual growth and expansion is expected, but unless there are opportunities offered for this growth, students cannot succeed optimally. Under achieving students of his intellectual ability who fail to achieve academically at a level commensurate with their mental ability pose a challenge to education today.

Good study habits are the key to learning. Everyone cannot be brilliant but everyone can learn how to study effectively. If one knows how to study and apply what he knows, he will be successful in his study. Knowing the best way to study will help one to be better student. Froe and Lee noted that even highly intelligent students failed to form effective study habits due to inefficient woks and lacks of knowledge on how to study effectively. Important skills for study have to be learned and practiced. Moreover, students who put in more classroom hours and who work to more regular program of study have better academic performance. This opinion is supported by Mendez (1965), that many students do poor work in school not because of low intelligence but mainly because of poor study habits and many students who do very well in school do not have superior intelligent, they just have good study habits. Effective study habits include choosing the most suitable physical condition for studying, making plans and schedule of study tasks, developing reading skills, enhancing classroom performance, preparing homework, preparing a test and making guidelines in taking a test.

Research Paradigm

Figure 1

Statement of the Problem

Generally, this research work is focused in determining the study habits in physics in selected fourth year students in Kakawate National High School during the second grading of the school year 2010-2011.

In support of the main problem the study sought to answer the following specific question:

1. What is the profile of the students in terms of:

1.1 Age;

1.2 Sex;

2. What is the extent of the performance of good study habits of the students with reference to:

2.1 physical condition of the study;

2.2 scheduling study task;

2.3 reading skills;

2.4 classroom participations;

2.5 preparing assignments;

2.6 preparing for a test and

2.7 taking a test.

Hypothesis

To provide direction flow in the discussion of the data, the following hypothesis were stated:

1. There is no significant correlation between the students study habits and their grade in physics during the second quarter of the school year.

2. There is no significant difference between the study habits of low and high performance in physics.

3. There is no significant difference between the study habits of students when group according to sex and age.

Scope and Limitations

The research focused on the study habits in Physics of selected fourth Year students of Kakawate National Hugh School for the second grading period, school year

-

along the following areas; personal factors, as age, sex and study habits, a physical of study, scheduling study habits, reading, classroom performance, preparing assignments, preparing for a test and taking a test.

Significance of the Study

Hopefully, the findings of this study may provide the teachers, school administrators and parents a concrete idea of the prevailing study habits of the fourth year high school students and the extent of their practice so that measures may be taken by them to help the students improve their learning strategies. For teachers, the data will enable them to improve their teaching strategies to meet students’ learning needs.

Likewise the results of this study may serve as springboard for future seminars, workshops and conferences with teachers regarding the study habits of high school students that should be emphasized to improve their academic performance.

For the teachers and guidance counsellors, the results will give them information that may guide them in helping students to improve their study habits considering that the practice of such is a factor in the attainment of quality instruction.

Definition of Terms

The terms that were used in this study are hereby operationally defined or were drawn from authoritative sources. They are as follows:

Assignment - This refers to the chief means of directing the students’ learning activities outside the classroom or during study periods set aside for the preparation of the lesson for the next day.

Attitude - This refers to the student’s readiness to react towards a situation, person or thing in a particular manner and to a certain extent.

Examination - This refers to any process for testing the ability or

achievement of the students in any leaning area.

High Performers- these were the students whose grade point was above the demarcation.

Homework - This is the school work given by the teachers to the students for the latter to accomplish at home or in any place outside the classroom.

Levels of Performance- grouping of the students as to high achievers and low achievers base on the grade point of the students and dichotomized by the median.

Library Skills - These refer to skills in the use of the library like using the index card, the card catalogue, using the dictionary, encyclopedia, maps to get information, etc.

Low Performers - refers to point below the grade point median that separated them from high performers.

Physics - branch of Science that deals with the study of properties, behaviour and interaction between matter and energy. It may also mean as the science for the fourth year high school students.

Skill - It is anything that an individual has learned to do with ease and precision, may be either physically or mentally performed.

Study Habits - It refers to anything done at home or outside school hours that includes work on a school assignment, community projects and strictly individual problems. In this study it refers to what the student does at home or in school to facilitate the completion of an assignment /a project, to enhance/facilitate learning for his personal growth or towards the academic performance.

Work-type Reading Skills - They include taking notes from references,

outlining, interpreting maps/graphic, summarizing ideas, etc.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the reviewed related literature, both from foreign and local authors and related studies from local author to substantiate and give a clearer view of this current research study relative problem cited hereto.

Foreign Literature

The process of effective study is the foundation of all progress in education. It means command and mastery of the tools of knowledge may due to effective study habits. Methods of effective study, since they are learned, they must be taught consistently throughout the school year until the learner leaves the community.

As Kahn (1993) put it,

If only all teachers taught properly. Of only they taught not just History, Mathematics, Literature or Physics whatever, but also how to study History, Mathematics, Literature and Physics....But they so often to take that side of things for granted, as if it were simply a matter of common sense.

Traditionally, educational methods operate on the premise that pupils or the students will be molded to fit into the system. The self study approach is an alternative to the traditional classroom style of learning. Learning is beast accomplished through a regular and constant schedule of small doses (Manley, 1980).

Mendez (1965) opined that many students do poor work in school not because of low intelligence but mainly because of poor study habits and many students who do very well in school do not have superior intelligence, they just have good study habits.

Likewise, Tounsend and Burke (1989) gave reason for a student to study his lessons well. First among these reasons is that the student usually needs to have good grades to enter a school of his role. The grades a students got in college is such more important than the most students realize. Business employees pay particular attention to grades; most often students with high scholastic performance are given preferences. Another reason is that being successful because of studying well will give a student many satisfactions. A good student is happy because he is relived of worries that go along with poor performance. He also got a lot of satisfactions out of knowing how to go about the job of studying and of knowing he is doing his work well. Another reason is that once a student gets in a subject deeply enough to have some mastery of it, he will discover that it is fascinating in its own right. Then studying ceased to be chore, it is something that the student would look forward to and enjoy doing. He takes pleasure in knowing more and more about the subject.

Robinson suggested five ways by which good study habits can be formed. These are: (1) develop study skills; (2) Plan time; (3) Improve the conditions for work; (4) Analyze the reasons for pursuing the study; and (5) Keep a progress chart. Local Literature

Because man is different from animals, he has the ability to think symbolically. In fact, he can recognize qualities, form, concepts, recalls, remember and memorize solutions until he forms habits (Kahayon and Young, 1992).

If study habits are formed during the early years, some educational problems could be solved such as those involving the difficulty of pupils in solving mathematical problems and their reading difficulty. Aquino averred that academic failure caused by reading difficulty gives rise to feelings of inferiority and frustrations. Because of this, teachers and parents should guide students in order to form good study habits.

One of the three main factors affect the success in study is the ability in studying. This ability involves knowing what to study and how to study.

Likewise, Gregorio suggested some measures by which students can be properly guided on how to study. These are follows: a) develop in the students an active interest in effective study based on an understanding of its importance; and b) help them become. Andres noted on his study (1982).

Santos, et.al. (1987) cited a number of reasons on why one should learn to read well. These include: One reads to acquire meaning, effective communication skills, for enjoyment and to socialize.

In addition to this, Kahayon and Young (1992) recommended that one should read for ideas rather than words or use the eye and do away with lip service and should read while seated upright in sufficiently illuminated quiet room fixed for the purpose where other study aid materials are easily accessible. They further suggested that relative to study habits, it is best to read alone, thus the study room may need to be compartmentalized.

Moreover, they described the effectiveness of writing. Thus,

Effective Scheduling. This leaves us to the subject of scheduling your studies. This periods, meals and leisure activities. Studies should be given priority over your leisure or recreational activities. That is finishing your assignment first rather than cram later on.

Foreign Study

Study skills are usually defined as students’ ability to manage time and other resources to complete an academic task successfully. Study habit’ is the amount and kinds of studying routines which the student is used during a regular period of study occurred in a conducive environment. Crede and Kuncel (2008) defines study habit as study routines, including, but not restricted to, frequency of studying sessions, review of material, self-testing, rehearsal of learned material, and studying in a conducive environment. Lastly, students’ attitudes toward the act of studying are referred as ‘study attitudes’. There are many factors affecting study orientation expressive of study habits and attitudes of students. Individual differences, effective usage of time, note-taking, study habits training, teacher, family, proper study environment, homework, using library, reading-listening and writing are outstanding common factors. However, interest and will are very important for study habits and attitudes. Individual differences can be analyzed in terms of control focus, gender, success dimensions. When the study habits are analyzed in terms of control focus it is revealed that students who have inner control do not need to be controlled too often when they undertake an assignment but students who are controlled with outer factors need guidance and encouragement too often (Bacanli, 2002: 133). Prociuk and Breen (1974) examined the relation between control focus (inner-outer), study habits and attitudes, and academic performance; they stated that there is a positive relation between them. When the differences are examined in terms of gender, it is revealed that female students are more Metacognition, study habits and attitudes / Ozsoy, Memis & Temur successful academically than male students and they have better study habits and attitudes (Arslantas, 2001; Brown & Holtzman, 1984; Grabill et al., 2005; Gadzella & Fournet, 1976; Hong & Lee, 2000; Houtte, 2004; Kucukahmet, 1987; Mullen, 1995; Tinklin, 2003). However, the result that students who have proper study habits and attitudes are also successful academically are evident according to many studies (Agnew et al., 1993; Arslantas, 2001; Carter, 1999; Elliot et al., 1990; Gordon, 1997; Jones et al.,1993; Kleijn et al., 1994; Lammers et al., 2001; ). Effective usage of time means reaching objectives without losing time when a person started to study (Telman, 1996: 40). Deficiency of skills in terms of effective time management is one of the most important problems of study habits (Glenn, 2003). Cusimano (1999) emphasizes that effective time management is very important for success. The first step of effective time management is making a plan and conforming to it (Ulug, 2000: 48). While being planned is so important for study habits of students, according to a study by Zeyrek et al. (1990) students between the ages of 16-21, only 18% have positive features in terms of organization and planning. Note taking is an important dimension of study habits. Students who use proper study habits containing note taking and studying that notes, can preserve knowledge for longer time (Eliot et al., 2002). Oguz (1999), found a significant difference between the students who received note-taking training, taking notes at lessons and reviewing the notes and students who attending lessons without receiving note-taking training. Studies point out that effective note-taking increases students’ success at lessons (Austin, Lee & Carr, 2003; Bretzing et al., 1987). However, many of the students prefer to take the notes of their friends (Wolff, 2001: 11).

Local Literature

Saclao (1995) conducted a comparative analysis of the study habits and learning environment of students in public and private secondary schools in Cabanatuan City and their relationship to academic achievements. The study was aimed to find out the study habits and learning environment of selected high school students and the relationship to academic achievement. It also sought to find the significant relationship between study habits, learning environment, sex, grade point average and type of school.

The findings of the study were:

1. Students from private school had different study habits than those from public schools;

2. There is no significant difference between the study habits of male and female students;

3. There is significant relationship between study habits and learning environments;

4. There is a significant relationship between habits and the grade point average.

In the light of the above findings, the following conclusions drawn:

1. Students from both public and private high schools have some good study habits;

2. Students gender do not affect their study habits;

3. Students from the private school have more favourable learning environment compared to those who come from the public school;

4. Learning environment affects the students study habits.

Based on the foregoing findings and conclusions, the researcher was prompted to suggest the following recommendations:

1. Teacher should encourage students to develop good study habits. The students should be taught how to study properly in order to avoid learning difficulties and low academic achievement. The study habit of students from private schools should be sustained and enriched further;

2. The school should organize student’s workshops on how to study properly;

3. The formation of study groups if recommended to encourage students to always study everyday;

4. A study on factors that affect s the study habits is recommended.

In a study conducted by Valdez (1999) entitled “Common Study Habits Practiced by the Fourth Year Students in Selected Public and Private High Schools”. The study examined the significant difference between the self-report of the students and the perceptions of their teachers on the extent of practice of the study habits by the students. In her study she found out that;

1. The fourth year students common study habits in order of their ranks were:

a. Relies in oneself when studying;

b. Analyses the questions thoroughly before answering them;

c. Works with a will to produce results;

d. Talks over the problems with teachers if there are any;

e. Stops at a good breaking point after finishing a unit of work if possible;

f. Has a plan of work each day;

g. Reviews answers well before passing the answer sheets;

h. Tries to get work done on time.

i. Participate in class/group discussion

j. Makes a preliminary survey before reading the chapter in detail;

k. Keep notes in one subject altogether;

l. Sticks to the plan of works;

m. Does a review activity for a lesson the night before the examination;

n. Finds work interesting.

2. The fourth Year students believed that they practiced the study habits to a great extent while their teachers perceived that they did so to a little extent;

3. The Fourth Year students experience some problems in home, library and classrooms in relation to their practice of study habits.

Garcia (19991) in the study she conducted about “Study habits of the Grade Six Pupils in The District of San Rafael, Division of Bulacan: Implications to Parents-Teachers Relationship, School Year 1990-1991” arrived at the following conclusions:

1. That while the greater majority of the grade six pupils in San Rafael District practiced the different study activities in the seven areas of concern, here was still some of them showed that they never practiced some of the study habits in the different areas concern.

2. That although these pupils claimed the various study activities, the extent of their practice is not satisfactory. The results of the study reveal that the different study habits only “often” performed by the respondents.

3. That a close relationship between the teachers and parents is very much need in order to succeed in a cooperative endeavour for the development of the pupils.

Odejar (1995) in her masteral thesis conducted which was entitled “The Influences of classroom Management and Child-Rearing Practices in the Study Habits of Secondary Students at Remedios High School, Lubao, Pampanga”, conducted that:

1. The respondents often consider the time schedule to study regularly, the place to study, the choice of the subjects, to study first and follow up a part of formulating the study habits, whereas the preparations of materials needed was occasionally considered.

2. The respondents agreed that child rearing practices such as parental authority, guidance and support, expectations and values influence the formulation of the study habits except for parental affection that was fairly agreed.

3. The exists no significant difference between parents child rearing practices and the development of the study habits of the students.

Apulog (1986) study entitled “Study Habits in relation to Academic Achievement of Grade Six Pupils in the District of Pala for School Year 1985-1986 concluded that the grade six pupils have poor study habits. He revealed that the pupils’ low socio-economic background and education of parents seem to go hand in hand with their poor study habits. Understandings of proper study habits appear to be difficult to attain in an adverse climate of study where in the prime concerns are of survival and needs.

Carino (1986) conducted a study entitled “Study Habits of Grade Six Children of Working and Non-working Mothers in Relation to Scholastic Achievement of the District of Tiwi, School Year 1985-1986”. Her study revealed that there is generally low correlation between the study habits of children of working and non-working mothers and their scholastic achievements both academic and non-academic. The study seemed to show that the grade six pupils had not properly established the study habits.

Present study

The purpose of this study is to investigate the most effective study habits

and attitudes of a fourth year student. Besides, this study is also dealing with investigating how this study habits affects the grades of the students.

Chapter III

RESEARCH METHODOLOGY

Research Design

The researcher used the descriptive survey method in gathering data. It is believed that this approach is most appropriate because it is one of the systematic ways of asking questions under scientific control.

Description of Respondents

The respondents of the study are the selected fourth year students in Kakawate National High School, school year 2010-2011. Our respondents consist of ten (10) male and twenty (20) female.

Instrumentation

The questionnaire was the principal tool in gathering data. This was supplemented by interviews and documentary analysis. The questionnaire, used as instrument of this study, consisted of two parts:

Part I contains the personal information sheet of the respondents. It included name, the date when the questionnaire is administered, year and section, the students’ teacher, age, sex, their grade in the second grading period and some notes about the students.

Part II, presents the questions about the students study habits with reference to: physical condition of study, scheduling study habits, reading skills, classroom participation, preparing assignments, preparing for a test, and taking a test.

The interview was employed to clarify the respondents vague and not clear answers to any of the items in the questionnaire.

Data Gathering Procedure

The researcher secured permission of the Principal of Kakawate National High School in the administration of the questionnaires to the selected fourth year students. The researcher personally administered the questionnaires with the assistance of the teacher of the selected respondents. Retrieval was done in the same manner. After the retrieval of questionnaires, the data gathered were examined and checked by the researcher through available documents pertinent to the data for verification. This process was reinforced by a personal interview with the respondents concerned. The data gathered were summarized, tabulated, analyzed and interpreted. The narrative analysis was intended not only to support or illustrate the data, but also top share with the reader the multifaceted quality of the information at the researcher disposal.

Statistical Treatment of Data

To determine the profile of the respondents; age, sex, the frequency and percentage were used. The formula is as follows:

P = F x 100

N

Where: P = percentage

F = frequency

N = total number of respondents or number of cases.

In indicating the levels of study habits, the weighted mean was utilized.

The formula is as follows:

WM = TWP

N

Where: WM = weighted mean

TWP = total weighted points

N = number of cases

The researcher ranks the weighted mean in accordance with the following parameters of limit:

3.26 - 4.00 - Always

2.51 - 3.25 - Usually

1.76 - -2.50 - Sometimes

1.00 - 1.75 - Never

In determining the range for the parameters of limits, the following formula was used:

Range = Highest limit - Lowest limit

In determining the interval for the parameters of limits, the researcher used:

Interval = Range

Highest limit

To compute the total weighted points, frequency for “always” or “AL” was multiplied by 4; “usually” or “US” by 3; “Sometimes” or “SO” by 2; and “Never” or “NE” by 1, then use the formula.

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This is a crucial chapter that provides the presentation and analysis of tables.

On the Profile of the Respondents

Table 1. Frequency Distribution of Respondents According to Gender

Gender Frequency Percentage

Male 10 33.33

Female 20 66.67

Total 30 100

Gender. The Table 1 gives the frequency distribution of respondents according to gender. It came out from the table 1 that 10 respondents are male with a percentage of 33.33, and there are a greater number of female respondents with a frequency of 20 and a corresponding percentage of 66.67.

Table 2. Frequency Distribution of Respondents According Age

Age Frequency Percentage

19 8 26.67

20 18 60

21 4 13.33

Total 30 100

Table 2 illustrates that 8 of the respondents are nineteen (19) years old with a percentage of 26.67; 4 students that are 21 years of age, with a percentage of 13.33; and majority or the bigger number of the respondents are mainly 20 years old with a percentage of 60. All in all, a total of thirty (30) respondents with the age bracket of nineteen (19) to twenty (20) years of age.

Item Frequency of Responses and Weighted Points TWP WM Category

AL WP US WP SO WP NE WP

1 I go to library to study when I'm at school. 1 4 4 12 24 48 1 1 65 2.17 SO

2 I utilize a room or a place to study. 2 8 10 30 16 32 2 2 72 2.40 SO

3 I use a table and a chair for studying. 10 40 10 30 10 20 0 0 90 3.00 US

4 I study away from a noisy group or place. 10 40 15 45 5 10 0 0 95 3.17 US

5 I study in a well ventilated room. 7 28 15 45 7 14 1 1 88 2.93 US

6 I turn off the television or radio when studying. 7 28 5 15 15 30 3 3 76 2.53 US

7 I avoid lying down when studying. 6 24 7 21 12 24 5 5 74 2.47 SO

8 I set aside household chores when studying. 9 36 7 21 12 24 2 2 83 2.77 US

9 I study silently. 2 8 16 48 10 20 2 2 78 2.60 SO

10 I study independently rather than with someone. 13 52 11 33 5 10 1 1 96 3.20 US

11 I do the home studying at a fixed time. 3 12 9 27 11 22 7 7 68 2.27 SO

12 I have all the needed books and writing materials on my desk when I begin my study. 8 32 10 30 11 22 1 1 85 2.83 US

TOTAL 78 312 119 357 138 276 25 25 970 2.69 US

On Study Habits

Physical Condition to Study. Table 3 projects to the reader the different responses to the twelve (12) questions in the category physical condition to study.

To statement no. 1,” I go to library to study when I'm at school”. Always had 1 with the weighted points of 4; Usually had 4 respondents with 12 weighted points; Sometimes obtained 24 students with 48 weighted points; and Never with 1 respondent as well as 1 weighted point. The total weighted point was 65 and the weighted mean was 2.17 whose rank was SO.

For statement no.2, “I utilize a room or a place to study”. Always category recorded 2 respondents with corresponding weighted point of 8; Usually got 10 students with weighted point 30; Sometimes obtained 16 with 32 weighted points; and Never had 2 cases with corresponding weighted point of 2. The total weighted point was 72 having a 2.4 weighted mean with a rank of SO.

Statement no. 3 ,“I use a table and a chair for studying”. Always obtained 10 cases with 40 weighted points; Usually, obtained 10 cases with corresponding 30 weighted point; Sometimes obtained a number of 10 cases with 20 weighted points; and Never don’t have any respondents. The sum of the weighted points was 90 with a corresponding weighted mean of 3, ranked US.

To statement no.4, “I study away from a noisy group or place”. Always had 10 with the weighted points of 40; Usually had 15 respondents with 45 weighted points; Sometimes obtained 5 students with 10 weighted points; and Never with no respondent as with zero weighted point. The total weighted point was 95 and the weighted mean was 3.17, whose rank was US.

For statement no.5, “I study in a well ventilated room”. Always category recorded 7 respondents with corresponding weighted point of 28; Usually got 15 students with weighted point 45; Sometimes obtained 7 with 14 weighted points; and Never had only 1 case with corresponding weighted point of 1. The total weighted point was 88 having a 2.93 weighted mean with a rank of US.

Statement no. 6 ,“I turn off the radio or television when studying”. Always obtained 7 cases with 28 weighted points; Usually, obtained 5 cases with corresponding 15 weighted point; Sometimes obtained a number of 15 cases with 30 weighted points; and Never got 3 respondents with 3 weighted points. The sum of the weighted points was 76 with a corresponding weighted mean of 2.53, ranked US.

To statement no.7, “I avoid lying down when studying.”Always had 6 with the weighted points of 24; Usually had 7 respondents with 21 weighted points; Sometimes obtained 12 students with 24 weighted points; and Never with 5 respondents as well as 5 weighted point. The total weighted point was 74 and the weighted mean was 2.47, whose rank was SO.

For statement no.8, “I set aside household chores when studying”. Always category recorded 9 respondents with corresponding weighted point of 36; Usually got 7 students with weighted point 21; Sometimes obtained 12 with 24 weighted points; and Never had 2 cases with corresponding weighted point of 2. The total weighted point was 83 having a 2.77 weighted mean with a rank of US.

For statement no.9, “I study silently”. Always category recorded 2 respondents with corresponding weighted point of 8; Usually got 16 students with weighted point 48; Sometimes obtained 10 with 20 weighted points; and Never had only 2 cases with corresponding weighted point of 2. The total weighted point was 78 having a 2.6 weighted mean with a rank of SO.

Statement no. 10,“ I study independently rather than with someone.” Always obtained 13 cases with 52 weighted points; Usually, obtained 11 cases with corresponding 33weighted point; Sometimes obtained a number of 5 cases with 210 weighted points; and Never only have one respondent. The sum of the weighted points was 101 with a corresponding weighted mean of 3.2, ranked US.

To statement no.11, “I do the home studying at a fixed time”. Always had 3 with the weighted points of 12; Usually had 9 respondents with 27 weighted points; Sometimes obtained 11 students with 22 weighted points; and Never with 7 respondents with 7 weighted point. The total weighted point was 66 and the weighted mean was 2.27, whose rank was SO.

Statement no. 12,”I have all the needed books and writing materials on my desk when I begin my study”. Always obtained 8 cases with 32 weighted points; Usually, obtained 10 cases with corresponding 30 weighted point; Sometimes obtained a number of 11 cases with 22 weighted points; and Never only have one respondent. The sum of the weighted points was 85 with a corresponding weighted mean of 2.84, ranked US.

Table 4. Practice of Scheduling Study Tasks

Item Frequency of Responses and Weighted Points TWP WM Category

AL WP US WP SO WP NE WP

1 I organize a daily plan of work. 6 24 8 24 10 20 6 6 74 2.47 SO

2 I spare enough time to study my lesson. 6 24 8 24 15 30 1 1 79 2.63 SO

3 I spend time studying at school. 1 4 6 18 17 34 6 6 62 2.07 US

4 I gather reference materials at the library. 2 8 5 15 17 34 6 6 63 2.10 US

5 I finish a certain piece of work within my timetable. 3 12 11 33 15 30 1 1 76 2.53 US

6 I submit assigned work on time. 4 16 22 66 3 6 1 1 89 2.97 US

7 I briefly review the previous lesson and the assignment notes before going ahead. 4 16 4 12 16 32 6 6 66 2.20 US

8 I finish part of my weekend homework early and avoid a pile up on Sunday night. 2 8 9 27 15 30 2 2 67 2.39 US

9 I do each lesson faithfully, resisting the temptation to let some lesson to slide. 2 8 9 27 17 34 2 2 71 2.37 US

TOTAL 30 120 82 246 125 250 31 31 647 2.41 US

Scheduling Study Tasks. Table 4 projects to the reader the different responses to the nine (9) questions in the category scheduling study tasks.

To statement no. 1, “I organize a daily plan of works”. Always had 6 with the weighted points of 24; Usually had 8 respondents with 24 weighted points; Sometimes obtained 10 students with 20 weighted points; and Never with 6 respondents as well as 6 weighted point. The total weighted point was 74 and the weighted mean was 2.47, whose rank was SO.

For statement no.2, “I spare enough time to study my lesson”. Always category recorded 6 respondents with corresponding weighted point of 24; Usually got 8 students with weighted point 24; Sometimes obtained 15 with 30 weighted points; and Never had only 1 case with corresponding weighted point of 1. The total weighted point was 79 having a 2.63 weighted mean with a rank of US.

Statement no. 3,” I spend time studying at school”. Always obtained 1 case with 4 weighted points; Usually, obtained 6 cases with corresponding 18 weighted point; Sometimes obtained a number of 17 cases with 34 weighted points; and Never have 6 cases with corresponding weighted point of 6. The sum of the weighted points was 62 with a corresponding weighted mean of 2.07, ranked SO.

To statement no. 4, “I gather reference materials at the library”. Always had 2 with the weighted points of 8; Usually had 5 respondents with 15 weighted points; Sometimes obtained 17 students with 34 weighted points; and Never with 6 respondents as well as 6 weighted point. The total weighted point was 63 and the weighted mean was 2.1, whose rank was SO.

For statement no.5, “I finish a certain piece of work within my timetable”. Always category recorded 3 respondents with corresponding weighted point of 12; Usually got 11 students with weighted point 33; Sometimes obtained 15 with 30 weighted points; and Never had only 1 case with corresponding weighted point of 1. The total weighted point was 76 having a 2.53 weighted mean with a rank of US.

Statement no. 6,” I submit assigned work on time”. Always obtained 4 cases with 16 weighted points; Usually, obtained 22 cases with corresponding 66 weighted point; Sometimes obtained a number of 3 cases with 6 weighted points; and Never got 1 respondent with 1 weighted point . The sum of the weighted points was 89 with a corresponding weighted mean of 2.97, ranked US.

No.7 statement, “I briefly review the previous lesson and the assignment notes before going ahead”. Always had 4 with the weighted points of 16; Usually had 4 respondents with 12 weighted points; Sometimes obtained 16 students with 32 weighted points; and Never with 6 respondents as well as 6 weighted point. The total weighted point was 66 and the weighted mean was 2.2, whose rank was SO.

For statement no.8, “I finish part of my weekend homework early and avoid a pile up on Sunday night”. Always category recorded 3 respondents with corresponding weighted point of 12; Usually got 9 students with weighted point 27; Sometimes obtained 15 with 30 weighted points; and Never had 3 cases with corresponding weighted point of 3. The total weighted point was 72 having a 2.4 weighted mean with a rank of SO.

For statement no.9, “I do each lesson faithfully, resisting the temptation to let some lesson to slide. ” Always category recorded 2 respondents with corresponding weighted point of 8; Usually got 9 students with weighted point 27; Sometimes obtained 17 with 34 weighted points; and Never had only 2 cases with corresponding weighted point of 2. The total weighted point was 71 having a 2.37 weighted mean with a rank of SO.

Table 5. Practice of Having Favourable Reading Skills

Item Frequency of Responses and Weighted Points TWP WM Category

AL WP US WP SO WP NE WP

1 I get the meaning of important new words. 6 24 11 33 12 24 1 1 82 2.73 SO

2 I look for the main ideas in what I read. 10 40 13 39 7 14 0 0 93 3.10 SO

3 I read the textbooks and other materials related to physics. 5 20 17 51 7 14 1 1 86 2.87 US

4 I study the meaning before memorizing anything. 11 44 15 45 4 8 0 0 97 3.23 US

5 I try to understand all the principles, concepts and ideas and not just memorizing anything. 12 48 15 45 2 4 1 1 98 3.27 US

TOTAL 44 176 71 213 32 64 3 3 456 3.04 US

Reading Skills. Given by the Table 5 are the different responses to the five (5) statements in the category reading skills.

Statement no. 1,” I get the meaning of important new words”. Always obtained 6 cases with 24 weighted points; Usually, obtained 11 cases with corresponding 33 weighted point; Sometimes obtained a number of 12 cases with 24 weighted points; and Never got 1 respondent with 1 weighted point . The sum of the weighted points was 81 with a corresponding weighted mean of 2.7, ranked US.

Statement no. 2,” I look for the main ideas in what I read”. Always obtained 10 cases with 40 weighted points; Usually, obtained 13 cases with corresponding 39 weighted point; Sometimes obtained a number of 7 cases with 14 weighted points and Never had no respondent with zero corresponding weighted point. The sum of the weighted points was 85 with a corresponding weighted mean of 2.83, ranked US.

For statement no.3, “I read the textbooks and other materials related to physics”. Always category recorded 5 respondents with corresponding weighted point 20; Usually got 17 students with weighted point 51; Sometimes obtained 7 with14 weighted points; and Never had1 respondent with 1 corresponding weighted point. The total weighted point was 86 having a 2.87 weighted mean with a rank of US.

For statement no.4, “I study the meaning before memorizing anything”. Always category recorded 11 respondents with corresponding weighted point 44;Usually got 15 students with weighted point 45; Sometimes obtained 4 with 8 weighted points; and Never had no respondent with zero corresponding weighted point. The total weighted point was 97 having a 3.23 weighted mean with a rank of US.

Statement no. 5,” I try to understand all the principles, concepts and ideas and not just memorizing anything”. Always obtained 12 cases with 48 weighted points; Usually, obtained 15 cases with corresponding 45 weighted point; Sometimes obtained a number of 2 cases with 4 weighted points and Never got 1 respondent with 1 corresponding weighted point. The sum of the weighted points was 97 with a corresponding weighted mean of 3.23, ranked US.

Table 6. Practice of Having Favourable Classroom Participation

Item Frequency of Responses and Weighted Points TWP WM Category

AL WP US WP SO WP NE WP

1 I write brief notes as I listen to the discussion. 10 40 15 45 2 4 3 3 92 3.07 SO

2 I participate in the class discussion. 4 16 10 30 16 32 0 0 78 2.60 US

3 I volunteer to answer question. 3 12 9 27 16 32 2 2 73 2.43 SO

4 I listen carefully to the question before answering. 10 40 15 45 5 10 0 0 95 3.17 US

5 I pay careful, wide awaken attention to the teachers explanation of new lesson in class 6 24 18 54 6 12 0 0 90 3.00 US

6 I pay close attention when a classmate is reciting in class. 2 8 15 45 13 26 0 0 79 2.63 SO

7 I consult my teacher’s suggestions on how to make better progress. 1 4 4 12 16 32 9 9 57 1.90 SO

8 I ask for clarifications if I do not understand the lesson fully. 4 16 13 39 12 24 1 1 80 2.67 US

9 I attend class regularly. 17 68 9 27 3 6 1 1 102 3.40 AL

TOTAL 57 228 108 324 89 178 16 16 746 2.76 US

Table 6 projects to the reader the different responses to the twelve (12) questions in the category physical condition to study.

To statement no. 1, “I write brief notes as I listen to the discussion”. Always had 10 with the weighted points of 40; Usually had 15 respondents with 45 weighted points; Sometimes obtained 2 students with 4 weighted points; and Never with 3 respondents as well as 3 weighted point. The total weighted point was 92 and the weighted mean was 2.07, whose rank was SO.

For statement no.2, “I participate in the class discussion”. Always category recorded 4 respondents with corresponding weighted point of 16; Usually got 10 students with weighted point 30; Sometimes obtained 16 with 32 weighted points; and Never had no respondent with zero corresponding weighted point . The total weighted point was 78 having a 2.6 weighted mean with a rank of US.

Statement no. 3,” I volunteer to answer question.” Always obtained 3 cases with 12 weighted points; Usually, obtained 9 cases with corresponding 27 weighted point; Sometimes obtained a number of 16 cases with 32 weighted points; and Never have 2 cases with corresponding weighted point of 2. The sum of the weighted points was 73 with a corresponding weighted mean of 2.43, ranked SO.

To statement no. 4, “I listen carefully to the question before answering”. Always had 10 with the weighted points of 40; Usually had 45 respondents with 15 weighted points; Sometimes obtained 5 students with 10 weighted points; and Never had no respondent with zero corresponding weighted point . The total weighted point was 95 and the weighted mean was 3.17, whose rank was US.

For statement no.5, “I pay careful, wide awaken attention to the teachers explanation of new lesson in class”. Always category recorded 6 respondents with corresponding weighted point of 24; Usually got 18 students with weighted point 54; Sometimes obtained 6 with 12 weighted points; and Never had no respondent with zero corresponding weighted point . The total weighted point was 90 having a 3.0 weighted mean with a rank of US.

Statement no. 6,” I pay close attention when a classmate is reciting in class”. Always obtained 7 cases with 28 weighted points; Usually, obtained 5 cases with corresponding 15 weighted point; Sometimes obtained a number of 15 cases with 30 weighted points; and Never got 3 respondent with 3 weighted point . The sum of the weighted points was 76 with a corresponding weighted mean of 2.53, ranked US.

No.7 statement, “I consult my teacher suggestions on how to make better progress”. Always had 1with the weighted points of 4; Usually had 4 respondents with 12 weighted points; Sometimes obtained 16 students with 32 weighted points; and Never with 9 respondents as well as 9 weighted point. The total weighted point was 57 and the weighted mean was 1.9, whose rank was SO.

For statement no.8, “I ask for clarifications if I do not understand the lesson fully”. Always category recorded 4 respondents with corresponding weighted point of 16; Usually got 13 students with weighted point 39; Sometimes obtained 12 with 24 weighted points; and Never had 1 case with corresponding weighted point of 1. The total weighted point was 80 having a 2.67 weighted mean with a rank of US.

For statement no.9, “I attend class regularly”. Always category recorded 17 respondents with corresponding weighted point of 68; Usually got 9 students with weighted point 27; Sometimes obtained 3 with 6 weighted points; and Never had only 1 respondent with corresponding weighted point of 1. The total weighted point was 102 having a 3.4 weighted mean with a rank of US.

Preparing Assignments, Table 7 presents the different responses to the eight (8) statements in the category Preparing Assignments.

Item Frequency of Responses and Weighted Points TWP WM Category

AL WP US WP SO WP NE WP

1 I study the assigned work before doing it. 10 40 16 48 3 6 1 1 95 3.17 us

2 I always see to it that I understand the purpose and nature of the assignments. 9 36 12 36 8 16 1 1 89 2.97 us

3 I write down all the assignments clearly and completely. 8 32 15 45 5 10 2 2 89 2.97 us

4 I review the main points of the previous lesson. 8 32 13 39 7 14 2 2 87 2.90 us

5 I start accomplishing homework at once. 1 4 20 60 9 18 0 0 82 2.73 US

6 I accomplishthe assigned work completely before leaving it. 3 12 16 48 11 22 0 0 82 2.73 US

7 I finish the assigned work on time. 6 24 12 36 9 18 3 3 81 2.70 US

8 I recite to myself, asking myself questions. Drilling myself, etc. In trying to learn an assignment. 8 32 11 33 9 18 2 2 85 2.83 US

TOTAL 53 212 115 345 61 122 11 11 690 2.88 US

To statement no. 1, “I study the assigned work in detail before doing it”. Always had 10 with the weighted points of 40; Usually had 16 respondents with 48 weighted points; Sometimes obtained 3 students with 6 weighted points; and Never with 1 respondent as well as 1 weighted point. The total weighted point was 95 and the weighted mean was 3.17, whose rank was US.

For statement no.2, “I always see to it that I understand the purpose and nature of the assignments”. Always category recorded 9 respondents with corresponding weighted point of 36; Usually got 12 students with weighted point 36; Sometimes obtained 8 with 16 weighted points; and Never had 1 respondent with 1 corresponding weighted point. The total weighted point was 85 having a 2.83 weighted mean with a rank of US.

Statement no. 3,” I write down all the assignments clearly and completely.” Always obtained 8 cases with 32 weighted points; Usually, obtained 15cases with corresponding 45 weighted point; Sometimes obtained a number of 5 cases with 10 weighted points; and Never have 2 cases with corresponding weighted point of 2. The sum of the weighted points was 89 with a corresponding weighted mean of 2.97, ranked US.

To statement no. 4, “I review the main points of the previous lesson”. Always had 8 with the weighted points of 32; Usually had 13 respondents with 39 weighted points; Sometimes obtained 7 students with 14 weighted points; and Never had 2 respondent with 2 corresponding weighted point. The total weighted point was 97 and the weighted mean was 2.9, whose rank was US.

For statement no.5, “I start accomplishing my homework at once”. Always category recorded 1 respondent with corresponding weighted point of 4; Usually got 20 students with weighted point 60; Sometimes obtained 9 with 18 weighted points; and Never had no respondent with zero corresponding weighted point. The total weighted point was 82 having a 2.73 weighted mean with a rank of US.

Statement no. 6,” I accomplish assigned work completely before leaving it. Always obtained 3 cases with 12 weighted points; Usually, obtained 16 cases with corresponding 48 weighted point; Sometimes obtained a number of 11 cases with 22 weighted points; and Never got 0 respondent with 0 weighted point . The sum of the weighted points was 82 with a corresponding weighted mean of 2.73, ranked US.

No.7 statement, “I finish assigned work on time”. Always had 6 with the weighted points of 24; Usually had 12 respondents with 36 weighted points; Sometimes obtained 9 students with 18 weighted points; and Never with 3 respondents as well as 3 weighted point. The total weighted point was 81 and the weighted mean was 2.7, whose rank was US.For statement no.8, “I recite to myself, asking myself questions, drilling myself, etc. in trying to learn an assignment”. Always category recorded 8 respondents with corresponding weighted point of 32; Usually got 11 students with weighted point 33; Sometimes obtained 9 with 18 weighted points; and Never had 2 case with corresponding weighted point of 2. The total weighted point was 85 having a 2.83 weighted mean with a rank of US.

Preparation for a Test. Table 8 was the different responses to the five (5) statements in the category Preparation for a Test.

Item Frequency of Responses and Weighted Points TWP WM Category

AL WP US WP SO WP NE WP

1 I combine important notes on my textbooks and from class into a master outline in studying for a test. 9 36 11 33 6 12 4 4 85 2.83 us

2 I make-up test questions which I think will be asked and answer them. 5 20 7 21 12 24 6 6 71 2.37 so

3 I keep myself relax and get a good sleep the night before an exam. 7 28 4 12 14 28 5 5 73 2.43 AL

4 I plan the review to concentrate effort on part I need most. 6 24 12 36 10 20 2 2 82 2.73 us

5 I study my corrected tests and exam papers to find out my mistakes. 8 32 9 27 10 20 3 3 82 2.73 us

TOTAL 35 140 43 129 52 104 20 20 393 2.62 so

To statement no. 1, “I combined important notes on my textbooks and from class into a master outline in studying for a test”. Always had 9 with the weighted points of 36; Usually had 11 respondents with 33 weighted points; Sometimes obtained 6 students with 12 weighted points; and Never with 4 respondents as well as 4 weighted point. The total weighted point was 97 and the weighted mean was 3.23, whose rank was US.

For statement no.2, “I make-up test questions which I think will be asked and answer them”. Always category recorded 5 respondents with corresponding weighted point of 20; Usually got 7 students with weighted point 21; Sometimes obtained 12 with 24 weighted points; and Never had 6 respondent with 6 corresponding weighted points . The total weighted point was 71 having a 2.37 weighted mean with a rank of SO.

Statement no. 3,” I keep myself relax and get a good sleep the night before the exam.” Always obtained 7 cases with 28 weighted points; Usually, obtained 4 cases with corresponding 12 weighted point; Sometimes obtained a number of 14 cases with 28 weighted points; and Never have 5 cases with corresponding weighted point of 5. The sum of the weighted points was 93 with a corresponding weighted mean of 3.43, ranked AL.

To statement no. 4, “I plan the review to concentrate effort on the part need most”. Always had 6 with the weighted points of 24; Usually had 12 respondents with 36 weighted points; Sometimes obtained 10 students with 20 weighted points; and Never

had 2 respondent with 2 corresponding weighted point. The total weighted point was 82 and the weighted mean was 2.73, whose rank was US.

For statement no.5, “I study my corrected test and exam papers to find out my mistakes”. Always category recorded 8 respondents with corresponding weighted point of 32; Usually got 9 students with weighted point of 27; Sometimes obtained 10 with 20 weighted points; and Never had 3 respondent with 3 corresponding weighted point. The total weighted point was 82 having a 2.73 weighted mean with a rank of US.

Item Frequency of Responses and Weighted Points TWP WM Category

AL WP US WP SO WP NE WP

1 I skim through the whole exam before starting to see what it covers and how long each part will take. 6 24 12 36 8 16 4 4 80 2.67 us

2 I work thorughly step by step in solving problems. 10 40 16 48 4 8 0 0 96 3.20 us

3 I read each question carefully to make sure just what is asked before starting to answer it. 13 52 12 36 4 8 1 1 97 3.23 us

4 I re-read the exam paper before handing in to check my answers and make corrections. 10 40 13 39 7 14 0 0 93 3.10 us

5 I feel confident and relaxed while taking test. 5 20 14 42 10 20 1 1 83 2.77 us

TOTAL 44 176 67 201 33 66 6 6 449 2.99 us

Taking a Test, Table 9 illustrates the different responses to the five (5) statements in the category taking a test.

To statement no. 1, “I skim through the whole exam before starting to see what it covers and how long each part will take”. Always had 6 with the weighted points of 24; Usually had 12 respondents with 36 weighted points; Sometimes obtained 8 students with 16 weighted points; and Never with 4 respondents as well as 4 weighted point. The total weighted point was 80 and the weighted mean was 2.67, whose rank was US.

For statement no.2, “I work thoroughly step by step in solving problems”. Always category recorded 10 respondents with corresponding weighted point of 40; Usually got 16 students with weighted point 48; Sometimes obtained 4 with 8 weighted points; and Never don’t any respondent with zero corresponding weighted point . The total weighted point was 96 having a 3.2 weighted mean with a rank of US.

Statement no. 3,” I read each question carefully to make sure just what is asked before starting to answer it.” Always obtained 13 cases with 52 weighted points; Usually, obtained 12 cases with corresponding 36 weighted point; Sometimes obtained a number of 4 cases with 8 weighted points; and Never have 1 cases with corresponding weighted point of 1. The sum of the weighted points was 97 with a corresponding weighted mean of 3.2, ranked US.

To statement no. 4, “I re-read the exam paper before handing it in to check my answers and make corrections”. Always had 10 cases with the weighted points of 40; Usually had 13 respondents with 39 weighted points; Sometimes obtained 7 students with 14 weighted points; and Never had no respondent with zero corresponding weighted point. The total weighted point was 93 and the weighted mean was 3.1, whose rank was US.

For statement no.5, “I feel confident and relaxed while taking test”. Always category recorded 5 respondents with corresponding weighted point of 20; Usually got 14 students with weighted point of 42; Sometimes obtained 10 with 20 weighted points; and Never had 1 respondent with 1 corresponding weighted point. The total weighted point was 83 having a 2.74 weighted mean with a rank of US.

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

Item Frequency of Responses and Weighted Points TWP WM Category

AL WP US WP SO WP NE WP

1 Practice of having favourable condition for study. 72 288 129 387 138 276 25 25 976 2.68 us

2 Practice of scheduling study tasks. 31 124 82 246 125 250 32 32 652 2.41 so

3 Practice of having favourable reading skills. 44 176 71 213 32 64 3 3 456 3.04 us

4 Practice of having favourable classroom participation. 57 228 108 324 89 178 16 16 746 2.76 us

5 Practice of preparing assignments. 53 212 116 348 61 122 11 11 693 2.88 us

6 Practice of having favourable preparations for a tests. 35 140 43 129 52 104 20 20 393 2.62 so

7 Practice of having favourable habit in taking a test. 44 176 67 201 33 66 6 6 449 2.99 us

Study Habits. Table 10 shows the Summary of Students Level of Study Habits.

To statement no. 1, “Practice of Having Favourable Condition for Study”. Always had 72 with the weighted points of 287; Usually had 129 respondents with 387 weighted points; Sometimes obtained 138 students with 276 weighted points; and Never with 25 respondent as well as 25 weighted point. The total weighted point was 975 and the weighted mean was 2.69, whose rank was US. For statement no.2, “Practice of Scheduling Study Tasks”. Always category recorded 31 respondents with corresponding weighted point of 124; Usually got 82 students with weighted point 246; Sometimes obtained 125 with 250 weighted points; and Never had 32 respondents with 32 corresponding weighted points. The total

weighted point was 270 having a 2.41 weighted mean with a rank of SO.

Statement no. 3,” Practice of Having Favourable Reading Skills.” Always obtained 44 cases with 176 weighted points; Usually, obtained 71 cases with corresponding 213 weighted point; Sometimes obtained a number of 32 cases with 64 weighted points; and Never have 3 cases with corresponding weighted point of 3. The sum of the weighted points was 456 with a corresponding weighted mean of 3.04, ranked US.

To statement no. 4, “Practice of Having Favourable Classroom Participation”. Always had 57 cases with the weighted points of 228; Usually had 108 respondents with 324 weighted points; Sometimes obtained 89 students with 178 weighted points; and

Never had 16 respondent with 16 corresponding weighted point. The total weighted point was 746 and the weighted mean was 2.76, whose rank was US.

For statement no.5, “Practice of Preparing Assignments”. Always category recorded 53 respondents with corresponding weighted point of 212; Usually got 116 students with weighted point 345; Sometimes obtained 61 with 122 weighted points; and Never had 11 respondent with 11 corresponding weighted point. The total weighted point was 690 having a 2.88 weighted mean with a rank of US.

Statement no. 6,” Practice of Having Favourable Preparations for a Test”. Always obtained 35 cases with 108 weighted points; Usually, obtained 43 cases with corresponding 129 weighted point; Sometimes obtained a number of 52 cases with 104 weighted points; and Never got 20 respondent with 20 weighted point . The sum of the weighted points was 361 with a corresponding weighted mean of 2.40, ranked SO.

No.7 statement, “Practice of Having Favourable Habit in Taking a Test”. Always had 44 cases with the weighted points of 176; Usually had 67 respondents with 201 weighted points; Sometimes obtained 33 students with 66 weighted points; and Never with 6 respondents as well as 6 weighted point. The total weighted point was 449 and the weighted mean was 2.99, whose rank was US.

Words: 10503
Pages: 43
Highlight Text
Print Paper
Save Paper
Report this Essay
Similar Documents
Study Habits Of Fourth Year Students Of Kakawate High School
Relationship Between Extent Of Computer Technology Usage And Study Habit Of Fourth Year High School Students
Study Habits Of Fourth Year Students
Factors That Affect The Study Habits Of First Year Students Of Dominican College San Juan City
Effects Of Study Habits On Fouth Year Students
Study Habits Of Fourth Year High School Students Of Asu Laboratory High School
Factors That Affect The Study Habits Of First Year Students Of Dominican College San Juan City
The Effects Of Malls Near Schools To The Study Habits Of 4Th Year High School Students In St. Louis School-Catherina Cittadini In The School Year 10-11”
The Effects Of Social Networking To The Study Habit Of 3Rd Year Him Students
Coping Strategies Of Fourth Year Students In Santa Rosa Science High School During Examination For The School Year 2011-2012 (Research Proposal)
Effect On Anime To The Fourth Year Students
The Dffect Of Fraternity Involvement On The Behavior Of Fourth Year Students In Cnhs s.y. 2012-2013
The Study Habits Of Ceu-Aat Students
Fourth Year Students’ Performance In Relation To Their Family Issues
Enhancing The Study Habits Of Grade v Pupils Of Kapalangan Elementary School
The Effects Of Social Networking To The Study Habit Of 3Rd Year Him Students
Factors That Affecting The Study Habits In a Working Student
Thesis
Factors Affecting Study Habits Of Nsa Students
Study Habits Of The Top Performing Class Of Senior Students Of Lyceum Of The Philippines University Manila
Comments
jaze | 02/15/2013 12:17 AMrate 3 jaze who is the author or researcher of this study?and the year of publication

jikirukiku | 11/20/2012 06:51 AMrate 3
Again,,

I mean the references of each chapter

jikirukiku | 11/12/2012 06:04 AMrate 3
Great..

where are the sites(links) that you used in your thesis paper?

merlie | 10/23/2012 07:44 AMrate 3
JOB WELL DONE

I WANT TO ASK WHERE DID U GET THE REVIEW FOR LOCAL LITERATURE?

joshuaP123 | 12/03/2011 09:00 PMrate 3 nice1 nice 1

Add Comment

Grade: 12345

carls31My AccountHelpLogout
RSS ©2014 TermPaperWarehouse.com
Privacy Policy Terms of Service Copyright Information Contact Us Help Advertise With Us