Chapter One:
Problem and its Setting

Submitted by:
Anonuevo, Maricor
De Ocampo, Veronica Gale
Dizor, Reyanne
Intia, Karen Nichole
Jacob, Arielle Dominic

Submitted to:
Ma’am Steph Raval

I. Introduction
Recently, we’ve noticed that students spend most of their time doing recreational activities. They are convinced that we should enjoy the last days of our high school life. This research will help understand the connection between their temptations—internet, social-networking sites, TV, movies, and music—and their studies.

II. The Statement of the Problem
Our focus is about the study habits of the students of SLCV—particularly of St. Vincent. We noticed that they are always out to entertain themselves, and that usually concerns the amount of allowance they are given. We want to know: How are the grades they receive when they don’t really spend a certain amount of time studying? How much allowance do they receive? Where do students spend their allowance? These are the questions we want to answer through our research.

III. The Significance of the Study
A majority in our community are unemployed. Those are usually the ones who went easy along when they were in their last years of schooling. This research will help in pointing out the students who will need more focus in their grades, and in the process, discover new methods of motivation for them to better discipline themselves into putting more work into their studies.

IV. Theoretical Framework
Some of the theories we based this research on: The first is, we observe that students are convinced that since they have made it to the graduation year that they will actually be graduating. They believe that since they will be leaving, things will be much easier. Another theory is that the students are probably overconfident of what they can do. They think they already know everything, so