STUDY HABITS OF GRADE 10 STUDENTS AT TINAJEROS NATIONAL HIGH SCHOOL: A BASIS FOR INTERVENTION PROGRAM

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A Thesis
Presented to
The Faculty of Graduate Studies and Applied Research
City of Malabon University
City of Malabon

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In Partial Fulfilment
Of the Requirements for the Degree
Master of Arts in Educational Management

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By
CHERYL B. CISTER
2016

RECOMMENDATION FOR ORAL EXAMINATION This thesis entitled “STUDY HABITS OF GRADE 10 STUDENTS AT TINAJEROS NATIONAL HIGH SCHOOL: A BASIS FOR INTERVENTION PROGRAM” prepared and submitted by CHERYL B. CISTER in partial fulfillment of the requirements for the degree Master of Arts in Educational Management, has been examined and is hereby recommended for Oral Examination.

LUCILA B. BONDOC, Ed. D. Adviser

APPROVAL SHEET

Approved in partial fulfillment of the requirements for the degree Master in Educational Management by the Oral Examination Committee. MARCELINA A. STO. TOMAS, Ed. D.
Chairman

GLORIA O. GOMEZ, Ed. D. LOURDES B. CABAÑERO, Ed. D. Member Member
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Accepted in partial fulfillment of the requirements for the degree Master of Arts in Educational Management.

December 22, 2015 Date ATTY. RAMON M. MARONILLA Acting Dean Graduate Studies and Applied Research

ACKNOWLEDGEMENT

The researcher acknowledges with sincerest gratitude the following persons who shared generously their immeasurable support, ideas, encouragement and profound guidance in making this thesis possible:
Dr. Alejandro G. Ibañez, Assistant Schools Division Superintendent, OIC/Division of Malabon City for allowing the researcher to conduct this study;
Dr. Fortunato B. Abude, Principal of Tinajeros National High School for his concern and unselfish support to make the researcher move on with this study;
Special thanks to Dr. Lucila B. Bondoc, her adviser, for her encouragement, generous wisdom and countless guidance to make this study a fulfilled one;
Dr. Gloria O. Gomez, for her inspiring words and for sharing her ideas most especially in statistical tools, preparations and analysis;
Dr. Marcelina A. Sto Tomas and Dr. Lourdes B. Cabañero, panelist during the Oral examination, for sharing their knowledge by giving valuable suggestions in improving the study;
To Mr. Jerick N. Escober, Mr. Ramoncito A. Alis, Mr. Reynaldo C. Torres Jr., Mrs. Luz A. Cruz, and Ms. Chona A. Aduana, Grade 10 teachers of Tinajeros National High School, who helped the researcher in administering the questionnaire to the students;
To the Grade 10 students of Tinajeros National High School, as the respondents of this study, for their participation and honest assessment of their study habits that was used for the data of this study;
To her prayer partners and friends, Perry Jude P. Vitagan, Rowie and Briggs Datuin, Marisol A. Uy, Marylou Martinez, Pilita Dalisay, Hannah Grace Santillan, Abria Mae Litao, Alexis Dalisay, Lorena Sylvestre, Joel Pascual III, Rochelle Fernandez, Marilou Martin, Wenycris Oracion and Roger N. Velez for their moral support, personal concern and encouragement to pursue this study;
To her family members who are always with her and reminding her for everything, always willing to support her at all times;
Above all, to the Almighty God, who made impossible things to become possible and for His gracious gift of strength, wisdom and guidance.
C.B.C.

DEDICATION

To God Almighty,
Beloved parents Benjamin V. Cister, and Arselyn B. Cister brothers Harold Jay, Kevin, and Joven and his family, sister Evangielyn and her family, cousins, Xhan III, Arlyn, and Charmaine, my Graduate Studies friends, my students, my churchmates and friends, and to those who believed in my strength.

C.B.C.

TABLE OF CONTENTS Page
TITLE PAGE…………………………………………………………………………………… i
RECOMMENDATION FOR ORAL EXAMINATION………………………………… ii
APPROVAL SHEET…………………………………………………………………………… iii
ACKNOWLEDGEMENT……………………………………………………….…………… iv
DEDICATION………………………………………………………………………………… vi
TABLE OF CONTENTS…………………………………………………………………… vii
LIST OF TABLES…………………………………………………………………………… x
ABSTRACT…………………………………………………………………………………… xi Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction……………………………………………………………… 1 Conceptual Framework……………………………………………… 3 Statement of the Problem………………………………………….. 5 Hypothesis………………………………………………………………… 6 Significance of the Study…………………………………………….. 6 Scope and Delimitation of the Study…………………………….. 8 Definition of Terms……………………………………………………… 9
Chapter Page 2 REVIEW OF RELATED LITERATURE AND STUDIES Local Literature…………………………………………………………… 12 Local Studies……………………………………………………………… 16 Foreign Literature………………………………………………………… 20 Foreign Studies…………………………………………………………… 24 Synthesis of Related Literature and Studies…………………… 28

3 RESEARCH METHODOLOGY AND PROCEDURES

Research Design………………………………………………………… 29 Respondents of the Study…………………………………………… 29 Research Instruments Used………………………………………… 30 Data Gathering Procedure…………………………………………… 31 Sampling Technique…………………………………………………… 32 Validation of Instrument Used……………………………………… 32 Distribution and Retrieval of Data………………………………… 33 Statistical Treatment of Data………………………………………… 33

4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 36

Chapter Page 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary of Findings………………………………………………… 60 Conclusions……………………………………………………………… 66 Recommendations……………………………………………………… 67

BIBLIOGRAPHY…………………………………………………………………… 72
APPENDICES…………………………………………………………………..…… 77
CURRICULUM VITAE……………………………………………….…………… 97

LIST OF TABLES
Tables Page
1.1 Distribution of Respondents According to Gender………………… 36
1.2 Distribution of Respondents According to Age……………………… 37
2.1 Respondents’ Self-Assessment on their Study Habits in terms of Motivation………………………………………………………. 38

2.2 Respondents’ Self-Assessment on their Study Habits in terms of Organizing and Planning Work………………………….. 41

2.3 Respondents’ Self-Assessment on their Study Habits in terms of Utilizing Resources………………………………………….. 43

2.4 Respondents’ Self-Assessment on their Study Habits in terms of Managing School Work Stress…………………………… 45

2.5 Respondents’ Self-Assessment on their Study Habits in terms of Note-Taking and Reading…………………………………. 47
2.6 Respondents’ Self-Assessment on their Study Habits in terms of Preparing an Assignment/ Project……………………… 49

3 Aspects of Study Habits in which Students are Strong and Weak……………………………………………………….……… 51

4.1 Relationship Between Gender and the Aspects of Study Habits………………………………………………………………… 53

4.2 Relationship Between Age and the Aspects of Study Habits of Study Habits………………………………………………………………… 54

5 Proposed Intervention Program for Grade 10 Students…………… 56

ABSTRACT

Title : STUDY HABITS OF GRADE 10 STUDENTS AT TINAJEROS NATIONAL HIGH SCHOOL: A BASIS FOR INTERVENTION PROGRAM

Researcher : CHERYL B. CISTER
Degree Conferred : MASTER OF ARTS IN EDUCATIONAL MANAGEMENT
Institution : CITY OF MALABON UNIVERSITY MALABON CITY

Adviser : DR. LUCILA B. BONDOC
Year : 2016

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This study aimed to identify the study habits of Grade 10 students of Tinajeros National High School to prepare an Intervention Program that will help them improve their study habits. Specifically, it sought to answer the following questions: 1. What is the profile of the respondents in terms of: 1.1. Gender 1.2. Age 2. How may the respondents’ assessment about their study habits be described in terms of: 2.1 Motivation 2.2. Organizing and Planning Work 2.3. Utilizing Resources 2.4. Managing School Work Stress 2.5. Note- taking and Reading 2.6. Preparing an Assignment/Project 3. In what aspects of study habits are Grade 10 students considered strong and weak? 4. How significant is the relationship between the respondents’ profile and their study habits? 5. How may the result of the study be utilized in preparing an intervention program to improve the study habits of the respondents?
HYPOTHESIS
The hypothesis was tested for acceptance or rejection at .05 level of significance.
The study habits of Grade 10 students in Tinajeros National High School have no significant relationship to their profile. This study utilized the descriptive design of research with the use of a survey questionnaire adopted in the first part of the book Facilitating Learning, Introduction to Metacognition by M. Lucas and B. Corpuz (2014) to gather the pertinent data for the study.

SUMMARY OF FINDINGS The salient findings of the study were the following: 1. Respondents’ Profile in terms of: 2.1. Gender * 107 or 53.5% of the respondents were male * 93 or 46.5% of the respondents were female 2.2. Age * 103 or 51.50% of the respondents were 14 to 15 years old * 90 or 45% of the respondents were 16 to 17 years old * 7 or 3.50% of the respondents were 18 and above years of age 2. Assessment of the respondents on the six aspects of their study habits as to: 3.3. Motivation * Rank 1 was “I exert effort to find out why I need to do a particular task,” with a weighted mean of 2.30, “Sometimes”. * Rank 2 was “I have ways of dealing with distractions,” with a weighted mean of 2.00, “Sometimes”. * Rank 3 were “I am able to keep my concentration and do not let my mind ‘drift away’, and I seek clarification from the teacher about her expectations and standards,” with a weighted mean of 1.99, “Sometimes”. * Last in rank was “I go to tutorials to improve my school work,” with a weighted mean of 1.37, “Never”. * The average weighted mean is 1.91 and described as “Sometimes” 3.4. Organizing and Planning Work * Rank 1 was “I submit all my assignments on time,” with a weighted mean of 1.98, “Sometimes”. * Rank 2.5 were “I have a place to work where I won’t be disturbed,” and “I review my work before submitting it,” both with a weighted

mean of 1.96, “Sometimes”. * Last in rank was “I make lists of things to do,” with a weighted mean of 1.73, “Sometimes”. * The average weighted mean is 1.93 and described as “Sometimes” 3.5. Utilizing Resources * Rank 1 was “I discuss work and assignments with other students,” with a weighted mean of 2.04, “Sometimes”. * Rank 2 was “I listen out for key ideas when someone is talking,” with a weighted mean of 1.98, “Sometimes”. * Rank 3 was “I ask questions and generally take part in group discussions,” with a weighted mean of 1.97, “Sometimes”. * Last in rank was “I make sure I see TV programs which may be useful,” with a weighted mean of 1.80, “Sometimes”. * The average weighted mean is 2.01 and described as “Sometimes” 3.6. Managing School Work Stress * Rank 1 was “The stress of assignments causes me to get behind and I never seem to catch up,” with a weighted mean of 2.08, “Sometimes”. * Rank 2 was Item number 4, “I let these concerns about the work

get on top of me,” with a weighted mean of 2.06, “Sometimes”. * Rank 3 was “I get so worried about assignments that they make me feel ill”, with a weighted mean of 2.03, “Sometimes”. * Last in rank was “This worry about assignments makes me feel depressed,” with a weighted mean of 1.93, “Sometimes”. * The average weighted mean is 1.79 and described as “Sometimes” 3.7. Note-taking and Reading * Rank 1 was “I approach tutors for help,” with a weighted mean of 1.93, “Sometimes”. * Rank 2 was “My notes indicate the main ideas, rather than merely repeat what has been said,” with a weighted mean 1.88, “Sometimes”. * Rank 3.5 were “I listen for key ideas when listening to a speaker,” and “I organize or file my notes regularly,” respectively, both with a weighted mean of 1.87, “Sometimes”. * Last in rank was “I go over a book before diving into chapter one,” with a weighted mean of 1.66, “Sometimes”. * The average weighted mean is 2.07 and described as “Sometimes”

3.8. Preparing Assignment/ Project * Rank 1 was Item number 1, “I exert effort to find out why I need to do a particular task”, with a weighted mean of 2.36, “Sometimes”. * Rank 2 was “I check for spelling mistakes,” with a weighted mean of 2.26, “Sometimes”. * Rank 3 was “I frequently check back to the title during the writing of an essay,” with a weighted mean of 2.23, “Sometimes”. * Last in rank was “I make an outline/plan before doing my assignment/ project,” with a weighted mean of 1.86, “Sometimes”. * The average weighted mean is 2.17 and described as “Sometimes”. 3. The aspects of study habits of the respondents where they were:
Strong
* Rank 1 was “Preparing an Assignment/Project,” with a weighted average of 2.17, and described as “Sometimes.” * Rank 2 was “Note- Taking and Reading,” with a weighted average of 2.07, and described again as “Sometimes”. * Rank 3 “Utilizing Resources,” with a weighted average of 2.01, and described as “Sometimes”.

Weak * “Managing School Work Stress,” with a weighted average of 1.79, and described as “Sometimes”. * “Motivation,” with a weighted average of 1.91, and with a descriptive rating of “Sometimes”. * “Organizing and Planning Work,” with a weighted average of 1.93, and with a descriptive rating of “Sometimes”. 4. There was a significant relationship in the respondents’ gender and the aspects of study habits such as organizing and planning work, utilizing resources, note-taking and reading, and preparing an assignment/ project as revealed by their computed value of 10.024, 7.010, 14.979 and 6.072, respectively against the critical value of 5.991 at 2 df. Therefore, the null hypothesis was rejected. * No significant relationship existed between motivation and managing school work stress which obtained a computed value of 3.258 and 0.565, respectively. * On the other hand, the respondent’s age and the aspects of study habits were not significantly related, hence, null hypothesis was accepted.

CONCLUSIONS From the foregoing findings, the researcher arrived at the following conclusions: 1. Majority of the respondents were male and their age bracket ranged from 14 to 15 years old. 2. Majority of the respondent’s assessment on their study habits as to motivation, organizing and planning work, utilizing resources, managing school work stress, note-taking and reading, and preparing an assignment/ project were rated as “sometimes”. 3. The aspects of the study habits where respondents were considered strong were: preparing an assignment/ project, note-taking and reading, and utilizing resources. And the aspects where respondents were considered weak were: managing school work stress, motivation, and organizing and planning work. 4. There was no significant relationship between the respondents’ profile such as gender and age and the aspects of their study habits. 5. The result of the study may be utilized in preparing an Intervention Program to improve the study habits of Grade 10 students at Tinajeros National High School.
RECOMMENDATIONS
In the light of the foregoing conclusions, the following recommendations were hereby offered not just for the development of study habits of Grade 10 students but recommended to practice as early as Grade 7 level:
Students
* Should internalize the importance of intrinsic motivation that they should practice being willing to do important work even it is not enjoyable and should be certain why they have to do a certain task, and try to be goal-oriented in whatever they do. * Should manage, plan and organize well their time to the things that they must do by constructing a “to do list”. * Should know and be aware to what resources are available, what they need to find out where they are and what they have to offer, and how they should use it more effectively. * Should practice to make predictions based on their readings, and practice to relate ideas to existing knowledge structures. * Should develop skills to manage stress more effectively by engaging in relaxation exercises, undergoing stress free tips and giving time for proper rest and sleep. * Should develop the love of reading, spend a lot of time reading and should be selective in what they read and write. * They should monitor their own learning and thinking by focusing and being mindful in their academic performance standing.
Teachers
* Should plan activities that can motivate students in doing their tasks by sharing the objectives of the said task, building good rapport, and providing rewards. * Should require their students to have a weekly time table of regular things to do, like time for studying, doing research works, goals for the day, etc., for them to practice time management. * Should teach students study or learning strategies that can help them enhance and improve their study habits such as group study, peer tutoring and/or by sharing their own study habits. * Should show students how to develop the habit of note-taking, reviewing, transfer knowledge, proper attitudes in studying difficult tasks and when to study with friends or classmates. * Should provide students knowledge through printed materials on how to develop better study habits. * Should plan and provide activities for their students that will help to practice their skills in writing and reading effectively such as journal writing, blogs entry, book review and other “readsters” program. * They should give daily assignments and must regularly check and evaluate them. During weekends assignments that are really needed must be related to family affair that will not hamper family day.
School Administrators * Provide more in-house or out-house seminars or workshops on how teachers may integrate metacognition skills for the enhancement of study habits among students. * Design a school-based intervention program with the teachers on how to develop good study habits among students. * Oblige teachers to give daily assignments to the students, and should provide in-house trainings and seminars to remind them on how to give assignments properly. Guidance Counselors * Should have a list of ways on how students could deal with distractions. * Should identify the causes of stress of students and suggests on how students could deal with them. * Should encourage students to be open to their teacher whenever they have difficulty in their studies. * They should encourage parents in guiding and supporting their child through seminars and/or meetings about the role of the parents in providing moral support aside from financial assistance to help their child in his/her studies. Parents * Should cooperate and participate in guiding and counseling their child with regard to their study habits through strict monitoring of their child’s performance and activities. * Should help their child in managing well their time for studies and regulating other activities by giving curfew. * They must provide the needed supplies and materials such as pens, notebooks, books, magazines, internet connection, if possible, and financial assistance for healthy food and extra materials for projects and assignments of their children for studying. Policy Makers/ Curriculum Writers * Policy makers and curriculum writers should include activities to address the students’ weaknesses in the aspects of the study habits.

For Future Researchers
This research may be replicated, improved or revised with other group of respondents or any grade level; it could be public or private considering the variables that are related to the study habits of the students. Other researchers may also, study about the effects of different intervention programs to the study habits of the student, whether the intervention does help students to improve their study habits or not.
The questionnaire is also suggested to modify using the 5-point Likert scale that depends on the number of times they actually did the statements given. Where, Always for 9-10 times, Frequently for 7 -8 times, Sometimes for 3 – 6 times, Rarely for 1 – 2 times and Never for 0 number of times.