Chapter I
Introduction
Education is the sum of all process by which a person develop himself, his abilities, attitudes, and other forms of behavior, values in the society in which he lives. In connection with this, effective teaching plays an important role in order to absorbed knowledge. The difference between the terminal performance of the learner and his/her base level performance is normally attributed to effective teaching by means of teaching methodologies use by the teacher. Teacher factor is one of the strongest determinants of successful learning that contribute to the study habits of students. Study habits and teaching methodologies performed a very important role in the learning process. Through the advancement in our technology some changes occur in teaching procedures, the help of printed materials learning become complex. The skill in selecting methodologies in the context of certain lesson is critical. The teacher has mastered this ability through sharp and intensive observation of how students learn. Choosing on what teaching methodologies to be used can contribute on the study habits of the students. It is expected that when teachers used the best teaching method, students might study lessons easily. Psychologists and educational experts are aware of this situation and use their knowledge about learning, about techniques and procedures to study and apply it to teaching process. How can we obtain learnings by means of study habit? Salandanan (2005) asserts that, “[i]t includes the teachers’ to implement a particular methodology in presenting a lesson” (p. 50). Formulation of instructional objectives lead to good study habits. Students find this situation as an interrelated to each one. Study habit is affected by the teaching strategy used by the teacher. Through learning education can be achieved. The better the strategy use, the better the learning. “If no learning takes place, studies is useless” (Kelly,1956, p. 265).
Statement of the Problem This research work aims to determine the teaching methodologies and their effects on the study habits of Second Year Management Accounting students at Colegio San Agustin- Bacolod. Specifically, this research undertaking aims to determine the following questions: 1. Is there a significant relationship between teaching methodologies and study habits of Second Year Management Accounting students at Colegio San Agustin-Bacolod? 2. Is there a significant difference in the study habits of Second Year Management Accounting students at Colegio San Agustin-Bacolod when categorized according to gender?
Statement of the Hypothesis The hypothesis formulated by the researchers in this study are the following: 1. There is no significant relationship between teaching methodologies and study habits of Second Year Management Accounting students at Colegio San Agustin-Bacolod. 2. There is no significant difference in the study habits of Second Year Management Accounting students at Colegio San Agustin-Bacolod when categorized according to gender.
Theoretical/Conceptual Framework This study anchored by Salandanan (2005) states that, “[t]he skill in selecting the right strategies in the context of a particular lesson is critical” (p. 19). It determines the fact that the ability of the teacher affect the students on how they learn. The strategies used by teachers may contribute on how students study their lessons in order to cope up the lesson. Teachers apply different methods to contribute learning to students. According to Manuel Buenconsejo Garcia (1989) teachers employed most commonly methods: (1.) lecture method which is predominantly teacher-directed aimed at providing needed information, (2.) discussion method which is a face to face encounter between the teacher and students and or between students and students under the guidance of teacher, (3.) the reporting method which resembles a popular a television format, providing information in a direct in an uninterrupted manner, (4.) demonstration method which relies heavily upon showing the learner a model performance that should match after the presentation, (5.) activity method which refers to classroom encounter whereby students are actively engaged in a first hand, direct experience, (6.) integrated method involves combining two given methods or two techniques in one lesson, (7.) investigatory method it genuinely provides a lot of opportunities for students to participate,(8.) self-pacing method which calls for an activity whereby provisions is made for an individual student to set own learning,(9.) the problem solving method is made to train the minds of the students by confronting them with real problems and giving them the opportunity and freedom to solve them. It is also meaningful, developmental, sequential, and based on the discovery of generalizations and it involves the thought process that results from doubt, perplexity or a problem,(10.) traditional method uses different techniques which are textbook learning, role learning. It calls for teacher’s monopoly of the teaching learning process Teaching methodologies play an important role in the education of every student. Study habits, may depend on the strategies used by the teacher in order to part take learnings to students. The performance of the teacher can contribute in gaining knowledge of students. Strategies serve as a basis for student on how they can relate their learnings on how to understand their lessons by means of studying.

Second Year Management Accounting Students

Teaching methodologies: 1. Lecture method 2. Discussion method 3. Reporting method 4. Demonstration method 5. Activity method 6. Integrated method 7. Investigatory method 8. Self- pacing method 9. Problem solving method 10. Traditional method * Attitudes toward studies * Academic performance * Learning attitude

Figure 1.Schematic Diagram Illustration and Theoretical Study

Significance of the Study The Teachers. Through this research study teachers will develop new teaching methodologies that can help second year Management Accounting students at Colegio San Agusin – Bacolod to relate their study habits on the strategies that the teacher formulates. The Students. The students, particularly the second year Management Accounting at Colegio San Agustin – Bacolod will improve their study habits if good teaching methodologies will be used by teachings and will benefit to earn knowledge that can contribute to get good grades. The School administrators. Through this research study school administrators will develop new ways of teaching methods in order to provide quality education to the students. By providing new tools, equipment and other materials which can motivate students to study and gain more knowledge, that can help in the future.
Scope and Limitation of the Study This study focus primarily on the determination of the common teaching methodologies utilized by the faculty members of Colegio San Agustin – Bacolod during the school year 2010 -2011 as perceived by Management Accounting Students. This study includes the teaching methodologies and their effects on the study habits of second year Management Accounting students atColegio San Agustin – Bacolod. The subjects under this study are members of the faculty and the second year Management Accounting at Colegio San Agustin – Bacolod at the time of study.
Definition of Terms The following are the basic terms used in this research work are clearly defined for the better understanding of the readers:
Teaching methodology. Aquino (1988) defines that, “is a teaching approach that is used either in solving a classroom problem or improving instructions” (p. 7). In this study, it refers to all teaching methods utilized by the teachers at Colegio San Agustin – Bacolod as perceived by the second year Management Accounting students in carrying out their academic performances, tasks and responsibilities.
Methodology. Defines as “a systematic plan followed in presenting material for instruction and lecture” (Webster’s Third New International Dictionary, 1976, p. 1423). In this study, refers to the strategies and methods utilized by the teachers as perceived by the Management Accounting Students at Colegio San Agustin – Bacolod.
Teaching. Aquino (1988) states that, “provides the teacher with opportunities to make desirable changes in the thinking, attitudes, and behavior of his pupils” (p. 17). In this study, refers to the act of the faculty members at Colegio San Agustin – Bacolod as perceived by the Management Accounting students in carrying out their academic performances and tasks as well as their study habits.
Study habits. According to Alex (2009) defines as “buying out a dedicated scheduled and un-interrupted time to apply one's self to the task of learning. Without it, one does not grow and becomes self-limiting in life” (par. 1). In this study, it refers to the attitude or behavior of the second year Management Accounting students towards their studies to a certain subject at Colegio San Agustin – Bacolod.
Study. Defines as “apply the mind to the acquirement of knowledge through reading and reflection, observation or experiment” (Webster’s Third New International Dictionary, 1976, p. 2268). In this study, refers to the knowledge of Management accounting students at Colegio San Agustin – Bacolod that have learned to the teaching of the educators.
Habit. Defines as, “acquired behavior pattern regularly followed until it has become almost involuntary” (Dictionary.com, 2009, par. 1). In this study, refers to the time of Management Accounting students spend on their studies. Management accounting.“The process of identifying, measuring, analyzing, interpreting, and communicating information for the pursuit of an organization's goals” (Investopedia Financial Dictionary, 2011, par. 1). In this study, refers to the field of the students taking up business courses where in they can apply their knowledge. Management. “Management is often included as a factor of production along with machines, materials, and money”( Business Dictionary, 2009, par. 1). In this study, includes the understanding and analyzing of company assets in order to reach the goals and objectives of a specific business. Accounting. “It is a systematic process of identifying, recording, measuring, classifying, verifying, summarizing, interpreting and communicating financial information. It reveals profit or loss for a given period, and the value and nature of a firm'sassets, liabilities and owners' equity” (Business Dictionary, 2009, def. 5). In this study, refers on how the company runs their business by the present of assets and also includes performance of a business which can be measure through profits of losses.

Chapter II
Review of Related Literature This chapter shows different pieces of writing which were consulted and gathered for the purpose of improving this study. This literature, which are directly connected to this study, provide the researchers added ideas into their research work improve by furnishing with significant concepts which will be the guide to make theoretical framework of the study.
Conceptual Related Literature This chapter brings into focus about the teaching methodologies used by teacher which can affect the study habits of the students. But first, how to define teaching? According to Salandanan (2005) defines “[t]eaching as an aggregate of organized strategic methodologies aimed to produce a desired learning outcome” (p. 12). In general, it consists of a well-planned task which connects the teachers’ act to learning. Teaching methodologies - Is there various teaching strategies which can contribute to effective learning of the students? One argument for the explanation of teaching methodologies comes from Charita Luna, Ph. D. (2000) book which entitled 21st Century Teaching Method and Strategies, states that, “[t]eaching in higher education is different from teaching a basic education although the goals may be essentially the same for both. The difference lies primarily on the level of difficulty of the learning materials and the level of maturity of the students” (p. 36). She reasoned that the “ultimate goal of teaching activity is to effect the change into the learners’ behavior, attitudes, skills, knowledge from a certain base level to a predetermined level” (p. 1). She further argues that the complexities brought about by modern technology into our lives have changed our views of what constitutes effective teaching. Dr. Luna also added that, we have gone a long way since the time that the Socratic (lecture method) school of thought first enunciated the principle that the learner is an empty vessel and the teacher is supposed to fill the vessel. Therefore, the reasons of Dr. Luna about teaching methodologies are directly appropriate, which contribute to all effective learning by means of studying. The challenge is to make use of the strategies towards effective teaching.
Related Studies Every teacher has their own way of teaching and formulating of their own strategies. Thus, it depends on how they make their methods be effective to the learners. Based to the book entitled Teaching and the Teacher, authored by Gloria G. Salandanan (2005), states that, [t]eaching is a dynamic activity which needs a careful analysis of how the learning variables interrelate with one another. The conclusions arrived at in one situation could not be expected to be the same in another, even if the same factors exist” (p. 12). There are three (3) elements that act as an important role in teaching namely: 1.) the teachers, 2.) the students, 3.) subject matter. Salandanan (2005) asserts that, “[i]n every teaching – learning activity, the teacher influences the learning styles of the students. The students respond either positively or negatively depending on the teachers’ attributes and skills in presenting a learning task. The nature of subject matter needs to be considers in determining the strategy to be used” (p. 16). “By the principle of individual differences, students react differently to different learning stimuli afforded by the instructor. As such, one should expect variations in student behavior during the teaching – learning process” (Luna, 2000, p. 66). Furthermore, it is essential that the teacher be sensitive to peculiarities and curiosities of the student and respond to such behavior appropriately. In line with this, the success of the student is often dependent upon the ability, motivation, and classroom performance and it may also upon a number of other factors outside the control of the student but rather controlled by the faculty member.
Synthesis
The related literature and studies chosen for the purpose of the study have essential bearing to the researchers. In short, all the literature and studies that was presented here will give valuable and significant contribution to the study at hand particularly in its conceptualization, analysis, and synthesis, and recommendations. The conceptualization of the statement of the problem, will determine the teaching methodologies and their effects to the study habits of Second Year Management Accounting at Colegio San Agustin – Bacolod. The analysis and synthesis formed the bases for the recommendation.

Chapter III
Research Methodology This chapter deals with the method of research employed in the investigation, the research environment, research design, research respondents, data – gathering instrument used and its validity and reliability test analysis, data – gathering procedures and statistical methods employed.
Research Environment The study was conducted within the locality of Colegio San Agustin – Bacolod. The school is located along B.S. Aquino Drive, Bacolod City, Negros Occidental. It is one of Catholic schools known in terms of its vision and mission.
Vision statement: An Augustinian academic and evangelizing community providing quality Filipino and Christian Catholic education.
Mission statement: Colegio San Agustin – Bacolod is a Catholic, Filipino, Augustinian school committed to fulfilling the mission of the Church by providing a well-rounded formation of the human person with respect to his ultimate goal; by developing moral and social values and love of country; and by fostering a community life characterized by “oneness of mind and heart on the way to God” anchored on the Augustinian motto “Virtus et Scientia.”
Research Design “The nature of the specific problem of this study and the hypothesis derived from it calls for the use of a descriptive method of research. This research method is describes as an organized attempt to analyze, interpret, and report the present status of a social institution, group, or area” (Good, C.V and Scates D., 1959, p. 258). This research investigation used the descriptive method of the research because this different descriptions and generalizations of the teaching methodologies and their effects on the study habits. The goal of the descriptive approach of research tends to be the mapping out of a situation or set of events. The research objective is describe what is happening behaviorally (Rosenthal & Rosnolo,1997). The researchers gathered information about teaching methodologies and their effects on the study habits of Second Year Management Accounting students at Colegio San Agustin – Bacolod, who were enrolled during the second semester of school year 2010 – 2011.
Research Respondents The respondents of this research work were the Second Year Management Accounting students of Colegio San Agustin – Bacolod who were enrolled in the second semester of school year 2010 – 2011. Using only the two sections of the Second Year Management Accounting students to answer the questionnaires provided does this. The researchers find it justifiable to hold the test among the section one students for the reason that the teachers are expected to use various types of teaching methods and techniques in this very particular section. The researchers of this study investigated the teaching methodologies and their effects on the study habits of the students by getting the sample population of the Second Year Management Accounting students of Colegio San Agustin – Bacolod who were enrolled in the second semester of school year 2010 – 2011. Wherein, the actual number of respondents was selected through simple random sampling and in the determination of sample size of population; the formula of Slovin (1994) was used. The formula is as follows: n= ___N__ 1+N (e) 2
Where:
n= a sample size N= a population e= desired margin of error which is always 0.05
Data – gathering Instrument To gather data in this research investigation, the researchers designed their own questionnaire, which serves as the data - gathering instrument. This was used because it gathers data faster than any other method. Besides, the respondents are already college students and so very literate. They could read and answer the questionnaire with ease. The questionnaire is divided into two parts. The first part deals with the variables deemed to influence the use of teaching methods by the teachers. These are the name, gender, age, and year level and section they belong. The second part is composed of questions relating to various teaching methods used by the teachers under study. The respondents were requested to check the box provided after each question that corresponds to their answer.
Validity of the Research Instrument The validity of the research instrument is determined by the degree to which a test or measuring instrument measures what it intends to measure. A data – gathering instrument is considered valid if it has the ability to gather data, which are needed to accomplish the objectives of the research work. Though the instrument was in inventory form, the researchers ensured the validity of the questionnaire by consulting experts and professionals competent enough to this particular field of education. The researchers requested them to modify or make some suggestions and comments on the appropriateness of each statement and the relevance of each term in the local settings. This is to improve the validity of the questionnaire. After which the improved copy was reproduced and administered to the respondents.
Reliability of the Research Instrument The researchers undergone a dry run to test the reliability of the questionnaire and used the second year College of Accountancy, Business Education and Computer Studies (CABECS) students of Colegio San Agustin – Bacolod who are enrolled during second semester of school year 2010 – 2011 as the respondents. The reliability of the instrument was revealed by using the split – half method makes an estimate of the reliability from a single administration of two tests in a single form. To find the reliability of the entire instrument the spearman brown formula was employed. The formula was stated thus; Spearman Brown formula: r = 2roe_ 1+roe The application of the above formula revealed a reliability coefficient of 0.75 which clearly indicates a high reliability index of the research instrument.
Data – gathering Procedure
Different approaches where employed in the collection and gathering of data. These approaches primarily depend on the type or method adapted by the researchers themselves. As a study using the descriptive method the following have been considered and discussed in this study. 1. The administration of the research instrument and the persons involve. In the conduct of questionnaire, the respondents were assured and made to understand the confidentiality of their answers on weighed observations. 2. The way the research instrument is answered. The instrument was answered individually. Students answered the questionnaire given to them. 3. The persons involved in collecting the answered questionnaire. The researchers themselves did the gathering of the answered questionnaire. The researchers who gave the questionnaire to the respondents where the ones who got and gathered it. 4. When and where data were gathered. The data where gathered inside the campus right after the respondents finished answering the questionnaire.

References Accounting. (2009). Retrieved from http://www.businessdictionary.com/definition/accounting.html
Garcia, M. B. (1989). Focus on teaching. 84 P. Florentino St., Quezon City: Rex Printing Company, Inc.
Habit. (2009). Retrieved from http://dictionary.reference.com/browse/habit Management. (2009). Retrieved from http://www.businessdictionary.com/definition/management.html
Management accounting. (2011). Retrieved from http://www.investopedia.com/terms/m/managerialaccounting.asp
Methodology. (1976). Webster’s Third New International Dictionary. United States of America: G. and C. Merriam Co.
Salandanan, G. G. (2005). Teaching and the teacher.
Study habit. (2009). Retrieved from http://answers.yahoo.com/question/index?qid=20090122064504AAxkvT

APPENDIX (A)
Teaching methodologies and their effects on the study habits of Second Year Management Accounting students at Colegio San Agustin – Bacolod
Questionnaire
Part I Significant Information
Instruction: This part of the questionnaire brings about the variables, which may contribute the use of teaching methods by the teachers. Please answer appropriately. Don’t leave unanswered items.
Name: ______________________________________
Year level & section: ____________________
Gender: ___________ Age: __________
Part II Questionnaire Proper
Instruction: This part of the questionnaire includes your perception concerning the different teaching methods used by the teachers. Please answer the questions objectively and assured that any information that you supply will be treated with the greatest confidentiality. Check the box that corresponds to your answer. Here are the indicators: 5 – Always 3 – Sometimes 1 – Never 4 – Often 2 – Seldom A. Lecture Method 5 4 3 2 1 1. present the topic from general to specific 2. present the facts which are used as basis for generalizing 3. present the ideas logically B. Discussion Method 1. provides activities which breaks down the class to small groups that can exchange ideas freely 2. present information which will be supported by the class 3. engage the class in a question-and- answer session C. Reporting Method 1. hold forums, which are open to all students 2. assign certain topic to an individual or group 3. take the whole chapter as a one class activity and not a fragmentary bits of information

D. Activity Method 5 4 3 2 1 1. require you to submit accomplished works 2. let you imitate a situation through an illusion of real experience 3. assign students to act a certain role E. Investigatory Method 1. make you actively work for a solution to problem 2. make you to investigate a given situation 3. make you actively manipulate and study a given contrived situations upon which a problem lies