Study Mode

A Study on the Effects of Always Being Absent in Music Class of all the HS Students in the
University of Perpetual Help System Dalta
2012-2013

A Term Paper
Presented to
Mrs. Exaltacion Edang
High School Department
University of Perpetual Help System DALTA

Researched By:
Patricia Nicole C. Potato
IV- Magnesium

February 26, 2013
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|Table of Contents |
|List of Tables | | |Page |
|Chapter |1 |The Problem – Its Background |3 |
| | |Statement of the Problem |4 |
| | |Importance of the Study |5 |
| | |Definition of Terms |6 |
| | |Scope and Delimitation |6 |
|Chapter |2 |Review of Related Literature and Studies |7 |
|Chapter |3 |Methods of Study |10 |
| | |Sources of Data | |
| | |Treatment of Data | |
|Chapter |4 |Presentation and Interpretation of Data |11 |
|Chapter |5 |Summary of Findings |18 |
| | |Conclusions and Recommendations |19 – 20 |
|Bibliography | | |22 |
|Appendix | | |23 |

CHAPTER 1
THE PROBLEM – ITS BACKGROUND The extent of student’s learning in academics may be determined by the grades a student earns for a period of learning has been done. It is believed that a grade is a primary indicator of such learning. If a learner earns high grades it is concluded that they may also have learned a lot while low grades indicate lesser learning. However, many experiences and studies found out that there are also several factors that would account for the grades. No single factor can be definitely pointed out as predicting grades. It has been interplay of so many factors – gender, IQ, study habits, age, year level, parent’s educational attainment, social status, number of siblings, birth order, etc. In fact, almost all of existing environmental and personal factors are a variable of academic performance. However, at this point in time, the researchers would like to investigate the possible relationship of study habits and the different studying habits of the selected students in the University of Perpetual Help System DALTA, Las Piñas. The investigation of on this area thus becomes a real and compelling motivation for the researchers to conduct this study. Many studies say that learning are better acquired and mastered as soon as the learner attends to it. Gestalt psychology mentions the Law of Proximity referring to the way in which he tends to form groups according to the way they are spaced, with the nearer once being grouped together (Tulia, D, 2008). As applied to learning, this refers to the closeness in space or in time. Furthermore, it explains why it is easier to remember recent events and hence more easily joined with the interest of the present in a common Gestalt (Noll, J, 2007). In application to learning process, immediate and regular study periods and doing school requirements tend to result in a better performance than delayed and erratic study periods do. Time Management Learning Skills Study Skills Study Habits Diverse study techniques, even for the improvement of memory stress the importance of immediacy in remembering and learning. Thorndike’s Law of Exercise further supports this kind of principle asserting that, other things being equal, the more frequent a modifiable connection between a situation and response is used, the stronger is a modifiable connection between a situation and a response is not being use over a period of time; the strength of that connection is weakened. A behavior that is stimulated over regular periods will tend to be repeated leading to habit formation. A student who has developed this kind of behavior, in this case, in terms of having regular and scheduled study periods and follows certain methods in studying proves to have better performance. The study focuses on the study habits, influencing the academic performance of the student. In this view, the researchers wanted to study the habits in which affect the student’s academic performances.

STATEMENT OF THE PROBLEM This study sought the students perception “The study of Selected 2nd year students Study habits.” Specifically it answered the following question. 1. What is the profile of the respondents? 2. What are the study habits of the respondents? 3. What is the implication of the findings on the student academic performances?
IMPORTANCE OF THE STUDY The findings of the study will be beneficial to students because it will help them to communicate with others well. Likewise, it will be beneficial to their parents, and teachers that will guide them in their studying habits. The study is made to promote a better communication with people and encourage students to change their bad studying habits. The study provides basis for awareness and better understanding of how their current study habits affected their academic performance. The study will gives them a more focused and clear perspective on how the specific behaviors related toothier studies influenced study habits. Consequently, this awareness also gives a much deeper understanding of their selves as students considering that the college life is typically are set of developmental adjustment demands. School administrators like subject area coordinators, may also be guided in the formulation of future modification of educational policies, curriculum and strategies toward a more effective delivery of learning. Teachers will also be help in understanding better the diversity of learning of their students. As such, it is hoped that they could develop more effective methodologies in teaching their subject matter. Guidance and Counseling Centre will also be help by this study through providing a more focused and factual knowledge on the factors affecting students study habits. This increased the understanding the Guidance Counselors on the interplay of the variables studied in this research. Such knowledge is hoped to help the Guidance and Counseling practitioners towards the development and implementation of more effective programs in consideration of these variables. Students will be given information on how study affects their academic performance. The result of the study will make them aware of the common study habits among their co- education students. Future Researchers They may be able to use the result of the study in further research similar to what the study is.
DEFINITION OF TERMS Study Habits - manner which you consistently use to study for school or college or even for the next day lesson. Students - describe as one who directs zeal at a subject. Student issued for anyone who is learning. University of Perpetual Help System DALTA - an institution where this survey will take place.
SCOPE AND DELIMITATION OF THE STUDY This study was limited to the student perception “The study of selected 2nd year students study habit”. It covered the school year 2012-2013. It included the Business High school and the Regular high school of the University of Perpetual Help System DALTA. Sixty students who were present during the administration of the questionnaire were used as respondents of the study.

CHAPTER 2

REVIW OF RELATED LITERATURE AND STUDIES

Tulia, (2008) states that good study habits help the student in critical reflection in skills outcomes such as selecting, analyzing, critiquing, and synthesizing. (Marisol, 2002) states that study habits are learning tendencies that enable students work private. The study conducted on the relationship between an individual's amount of caffeine consumption during his/her study session and the individual's study habits showed that the main effect of drinking caffeine on exam preparation was not significant. It was hypothesized that the more caffeine student consumes while studying, the more accurately his or her study habits would be labeled as 'unhealthy', as determined by the researchers. Unhealthy study habits were operationally defined as low scores on amount of time per study session, time (in days) when preparation began, and amount of information the participants believed they had retained. High scores on anxiety level were included in 'unhealthy' study habits. A Pearson correlation indicated no relationship between amount of caffeine consumed while studying and the individual's effectiveness of studying and preparation. Marcus Creed and Nathan R. Kuncel (2008) in their research at the University of Albany said that Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting academic performance. The meta-analysis examined the construct validity and predictive validity of 10 study skill constructs for college Students. They found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results were inconsistent with previous theories. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. They also said that Academic specific anxiety was found to be an important negative predictor of performance. In addition, significant variation in the validity of specific inventories is shown. Scores on traditional study habit and attitude inventories are the most predictive of performance, whereas scores on inventories based on the popular depth-of-processing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improve prediction of academic performance more than any other non cognitive individual difference variable examined to date and should be regarded as the third pillar of academic success. According to the how-to-study.com (2009), students who are very successful in their desired career have good study habits. It is stated in the website that students apply these habits to all of their classes. The website also recommends some tips in improving study habits. The website also suggests that the student should try not to study all the subjects in just period. The website also added that if you try to do too much studying at one time, you will tire and your studying will not be very effective. Space the work you has to do over shorter periods of time. Taking short breaks will restore your mental energy. A study conducted by University of Kentucky was to determine if the college success can be improved with the Student Attitude Inventory (SAI). The inventory was developed in Britain and contains 47 items which attempt to identify students in higher education on the basis of: (1) motivation, (2) study methods, (3) examination technique, and (4) lack of distractions toward academic work. Students in six Kentucky community colleges were asked to express their attitudes toward study habits on the Student Attitude Inventory. There were 996 students in the sample population (413 male’s and583 females). A measure of ability (composite American College Test score) and academic performance (cumuli grade-point average) were obtained for each student sampled. The Student Attitude Inventory did contribute a statistically significant amount of variance beyond an ability measure for males and females. (Mark E. Thompson, 2005)According to Mark Chilly (2000), Successful students are able to balance social activities with good study habits. A diversion from studies will alleviate stress and help prevent from becoming fatigued. He said that student should make sure that he must take a break for an hour after studies to meet with friends, to play some cards, work out at the gym, or to gab with anew acquaintance. For this way, that student will find concentration when hero studies, if he plans a social activity afterwards. He said, “To develop healthy social life, develop routine study habits. After supper, lug your bookstand homework to the library, find a comfortable and quiet niche, and study for two or three hours, taking intermittent 10 minute breaks every 45 minutes or so.” Making friends with whom you share similar study habits, and share a table or a study space with them would be a best way in developing study habits as what Mark said.

CHAPTER 3

METHODS OF THE STUDY

The following are the methods and procedures used in the study. The data for this study were taken from 60 students of the Second year High School students of the University of Perpetual Help System DALTA, who were present during the administration of the questionnaire. The Second Year High School Students belong to the II – Sampaguita, II – Narra, II – Rose, II – Molave and II – Orchid for the Business High School and II – Silver for the Regular High School. The questionnaire used was a check-list type which is composed of two parts: Profile of the respondents, and student’s perception on “Students Habit.” It contains ten (10) questions.
The study used the percentage in treating the data.

The formula used to compute the weighted average is shown below. Number of Responses X Given Weight Wx = ______________________________________ Number of Response

The given descriptive ratings are as follows:
Always = 4.50-5.00
Often = 3.50-4.49
Sometimes = 2.50-3.49
Seldom = 1.5-2.49
Never = 1-1.49
CHAPTER 4
PRESENTATION AND INTERPRETATION OF DATA This chapter presents the data and information obtained from the respondents.
Characteristics of Respondents The characteristics of the respondents of the study are presented by age, sex and religion. Table 1 presents the distribution of respondents according to age.
Table 1
Distribution of Respondents According to Age
|AGE |F |% |
|11-12 |2 |3.33 |
|13-14 |46 |76.67 |
|15-16 |12 |20 |
|17 and above |- |- |
|TOTAL |60 |100 |

As presented in Table 1, majority, 46 or 76.67% of respondents belong to 13 to 14 years old bracket. Table 2 presents the distribution of respondents according to sex.
Table 2
Distribution of Respondents According to Sex
|SEX |F |% |
|Male |30 |50 |
|Female |30 |50 |
|TOTAL |60 |100 |

As presented in Table 2, there are the same number of respondents for the male and female. Table 3 presents the distribution or respondents according to religion.
Table 3
Distribution of Respondents According to Religion
|RELIGION |F |% |
|Catholic |44 |73.33 |
|Protestant |- |- |
|Born Again |8 |13.33 |
|Others |8 |13.33 |
|TOTAL |60 |100 |

As presented in Table 3, majority, 44 or 73.34 % of the respondents are Catholic. Table 4 shows the number of students who prefer studying with a group.
Table 4
Number of Students who Prefer Studying with a Group
| |F |% |Wx |
|Always |14 |23.33 |1.17 |
|Often |18 |30 |1.2 |
|Sometimes |20 |33.33 |1 |
|Seldom |2 |3.33 |.07 |
|Never |6 |10 |.1 |
|TOTAL |60 |100 |3.54 |

As shown in Table 4, majority, 20 or 33.33% of the respondents sometimes prefer studying with a group. However, 2 or 3.33% said that they prefer studying with a group seldom. This response was first hand information because the respondents are students themselves. Since the weighted average is 3.54, the respondents often prefer studying with a group. The figure would imply that they prefer studying with in a group. Table 5 shows the number of students who prefer studying at home.
Table 5
Number of Students who Prefer Studying at Home
| |F |% |Wx |
|Always |24 |40 |2 |
|Often |14 |23.33 |.93 |
|Sometimes |18 |30 |.9 |
|Seldom |2 |3.33 |.07 |
|Never |2 |3.33 |.03 |
|TOTAL |60 |100 |3.93 |

The above table shows that 24 or 40% of the respondents always prefer studying at home. However 18 or 30% said that they sometimes prefer studying at home. This response confirmed that the data gathered in question 2 that the students prefer always studying at home. And the weighted average 3.97, the respondents often prefer studying at home. This figure implies that most of the teenagers prefer studying at home. Table 6 presents the number of students who prefer studying in the library or in a quiet place.
Table 6
Number of Students who Prefer Studying in the Library or in a Quiet Place.
| |F |% |Wx |
|Always |32 |53.33 |2.67 |
|Often |8 |13.33 |.53 |
|Sometimes |10 |16.67 |.5 |
|Seldom |10 |16.67 |.3 |
|Never |- |- |- |
|TOTAL |60 |100 |3.8 |

As presented in Table 6, 53.33% of the respondents always prefer studying in the library or in a quiet place. Since the weighted average 3.8, the respondents often prefer studying at home. Table 7 indicates the number of students who read books in advance.
Table 7
Number of Students who Read Books in Advance
| |F |% |Wx |
|Always |6 |10 |.5 |
|Often |18 |30 |1.2 |
|Sometimes |24 |40 |1.2 |
|Seldom |12 |20 |.4 |
|Never |- |- |- |
|TOTAL |60 |100 |3.3 |

As indicated in Table 7, 40% of the respondents sometimes read books in advance. However, 10% said that they always read books in advance. Since the weighted average is 3.3, the respondents sometimes read books in advance. Table 8 indicates the number of students who study major a subject on a regular day
Table 8
Number of Students who Study Major a Subject on a Regular Day
| |F |% |Wx |
|Always |16 |26.67 |1.33 |
|Often |14 |23.33 |.93 |
|Sometimes |24 |40 |1.2 |
|Seldom |6 |10 |.2 |
|Never |- |- |- |
|TOTAL |60 |100 |3.66 |

As indicated above, majority, 24 or 40% of the respondents sometimes study major subject on a regular day. The minority which is 6 or 10% seldom study a major subject on a regular day. With a weighted average of 3.66 the respondents often study a major subject on a regular day. Table 9 shows the number of students who study a major subject before the exam
Table 9
Number of Students who Study a Major Subject before the Exam
| |F |% |Wx |
|Always |20 |33.33 |1.67 |
|Often |26 |43.33 |1.73 |
|Sometimes |10 |16.67 |.5 |
|Seldom |4 |6.67 |.13 |
|Never |- |- |- |
|TOTAL |60 |100 |4.03 |

As shown in Table 9, majority, 43.33% of the respondents often study major subject before the exam. Since the weighted average 4.03, the respondents often study a major subject on a regular day. This indicates that the students are responsible in studying and wanted to have good grades. Table 10 shows the number of students who study a minor subject before the exam.
Table 10
Number of Students who Study a Minor Subject before the Exam
| |F |% |Wx |
|Always |24 |40 |2 |
|Often |16 |26.67 |1.07 |
|Sometimes |14 |23.33 |.7 |
|Seldom |4 |6.67 |.13 |
|Never |2 |3.33 |.03 |
|TOTAL |60 |100 |3.93 |

As shown in the above table, majority, 40% of the respondents always study minor subject before the exam. The minority 2 or 3.33 percent never study a minor subject before the exam. With a weighted average of 3.93, the respondents often study a minor subject before exam. Table 11 indicates the number of students take memory enhancers.
Table 11
Number of Students who Take Memory Enhancers
| |F |% |Wx |
|Always |16 |26.67 |1.33 |
|Often |14 |23.33 |.93 |
|Sometimes |10 |16.67 |.5 |
|Seldom |8 |13.33 |.27 |
|Never |12 |20 |.2 |
|TOTAL |60 |100 |3.23 |

As indicated in Table 11, majority, 16 or 26.67% of the respondents always take memory enhancers. Since the weighted average is 3.23, the respondents sometimes take memory enhancers. Table 12 shows the number of students who eat and drink while studying
Table 12
Number of Students who Eat and Drink while Studying
| |F |% |Wx |
|Always |32 |53.33 |2.67 |
|Often |6 |10 |.4 |
|Sometimes |16 |26.67 |.8 |
|Seldom |4 |6.67 |.13 |
|Never |2 |3.33 |.03 |
|TOTAL |60 |100 |4.03 |

As shown in Table 12, 32 or 53.33% of the respondents always eat and drink while studying. However 2 or 3.33% of the respondents never eat or drink while studying. Since the weighted average is 4.03, the respondents often eat or drink while studying. Table 13 shows the number of students who listen to music or watch TV while studying.
Table 13
Numbers of Students who Listen to Music or Watch TV while Studying.
| |F |% |Wx |
|Always |24 |40 |2 |
|Often |2 |3.33 |.13 |
|Sometimes |14 |23.33 |.7 |
|Seldom |12 |20 |.4 |
|Never |8 |13.33 |.13 |
|TOTAL |60 |100 |3.36 |

As shown in Table 13, majority, 24 or 40% of the respondents always listen to music or watch TV while studying. The minority 2 or 3.33% often listens to music or watch TV while studying. With a weighted average of 3.36, the respondents sometimes listen to music or watch TV while studying.

CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
The following were the findings of the study.
SUMMARY OF FINDINGS
The following questions served as guidelines in conducting the study.
1. What is the profile of the respondents? 1. Majority of the respondents belong to 13-14 age bracket; 1. There are the same number of respondents for the male and female; 1. Majority of the respondents are catholic.
2. What is the perception of the respondents on study? 2.1. The respondents often prefer studying with a group. 2.2. The respondents often prefer studying at home. 2.3. The respondents often prefer studying in the library or in a quiet place. 2.4. The respondents sometimes read books in advance. 2.5. The respondents often study a major subject on a regular day. 2.6. The respondents often study a major subject before the exam. 2.7. The respondents often study a minor subject before the exam. 2.8. The respondents sometimes take memory enhancers. 2.9. The respondents often eat or drink while studying. 2.10. The respondents sometimes listen to music or watch TV while studying
3. What are the implications of the findings on the students’ academic performance? 3.1. The students should be encouraging to study by his/her self. 3.2. The students should read their books in advance. 3.3. The students should study their major subject regularly.
CONCLUSIONS
Based from the findings of the data gathered the following conclusions were drawn.
1. Majority of the students are Catholic. 2. Majority of the respondents being teenagers themselves have given an honest objective perception on the use of “The Study Habits” that it should be changed to have good academic performances. 3. The respondents perception on the study habits of the student were surprisingly revealing, considering that majority of them belong to the age bracket of 13-14.majority of the respondents always study at home. 4. Majority, 20 or 33.33% of the respondents sometimes prefer studying with a group. However, 2 or 3.33% said that they prefer studying with a group seldom. This response was first hand information because the respondents are students themselves. Since the weighted average is 3.54, the respondents often prefer studying with a group. 5. Majority, 24 or 40% of the respondents always listening to music or watching TV while studying. The minority 2 or 3.33% often listens to music or watch TV while studying. With a weighted average of 3.36, the respondents sometimes listen to music or watch TV while studying. 6. Majority, 16 or 26.67% of the respondents always take memory enhancers 7. The majority 24 or 40% of the respondents sometimes study major subject on a regular day. The minority which is 6 or 10% seldom study a major subject on a regular day. With a weighted average of 3.66 the respondents often study a major subject on a regular day. 8. The result of the study was a clear indication of the fast changing attitude of the students towards their study habits. They have become more permissive. The result of the study was substantiated by the observation on the attitude and behavior of the respondents during the answering of the questionnaire. The floating of the questions was done during the first week of February 2013. The questionnaire confirmed that the students should change their studying habits. 9. The environment in which the respondents live also affects the studying habits of the students. 10. The result of the study has a significant impact to the university motto “Character Building is Nation Building.” The UPHSD is a non-sectarian school but it strictly adheres to Filipino values thus, the result of the study must therefore be taken as one important guide or point of reference for its motto.
RECOMMENDATIONS
In view of the conclusions stated, the following recommendations are hereby forwarded. 1 Conduct a university – wide study on similar topics to substantiate the result of this study. 2 Strengthen the university Mission enhancement by incorporating the result of the study on the following areas. 2 Add to the syllabus of class interaction, English, Filipino and humanities the topic about gay lingo. 2.2 The guidance office to include these topics in their group guidance sessions with students. 3 A follow-up study on this topic should be done periodically to assess the improvement attained by the concerned groups on their values development.

BIBLIOGRAPHY

Books:
Full an, M., and Germaine, C., Learning Places, USA: Corwin Press, 2006McGregor, D., Developing Thinking Developing Learning, England: Open University Press, 2007
Hargreaves, S., Study Skills for Dyslexic Students, California: SAGE Publication Inc., 2007
Marcus Credé and Nathan R. Kuncel, February 21, 2009. Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance”.
Marisol, G.C., Extent of Influence of Study Habits, Attitude and Peer Relationship on Students’ Academic Performance: St. Michael’s College, Secondary Level, and Philippines: 2002
Noll, J., Educational Issues, USA: McGraw-Hill Companies, 2006Thomas, G., Education and Theory (Strangers in Paradigm), New York: Open University Press, 2007
Schultz, F., Annual Editions Education, USA: McGraw-Hill Companies, 2005
Tulia, D., Foundation of Education 2. Mandaluyong City: Enchains Press, 2008

APPENDIX

Dear Students,

I the student of IV – Magnesium is currently conducting a survey about “The study on the Effects of Always Being Absent in Music Class of all the HS Students in the University of Perpetual Help System Dalta 2012-2013” I need your help by simply answering the Questionnaire in order to complete my requirement in Music IV. Please answer the following questions honestly.

The Researcher,
Patricia Nicole Potato

Approved By:
__________________
Mrs. Exaltacion Edang Music Teacher
Name: ______________________________ Section: _______________
Sex: Male ( ) Female ( )
Age: 11-12 ( ) 13-14 ( ) 15-16 ( ) 17 and above ( )
Religion: Catholic ( ) Protestant ( ) Born Again ( ) Others ( )

Directions: Put a check mark (√) on the box that states your answer to the following Questions:

|Questions |Always |Often |Sometimes |Seldom |Never |
|1. Do you prefer studying with a group? | | | | | |
|2. Do you prefer studying at home? | | | | | |
|3. Do you prefer studying in the library or in a | | | | | |
|quiet place? | | | | | |
|4. Do you read books in advance? | | | | | |
|5. How often do you study a major subject on a | | | | | |
|regular day? | | | | | |
|6. How often do you study a major subject before the| | | | | |
|exam? | | | | | |
|7. How often do you study a minor subject before the| | | | | |
|exam? | | | | | |
|8. Do you take memory enhancers? | | | | | |
|9. Do you eat or drink while studying? | | | | | |
|10. Do you listen to music or watch TV while | | | | | |
|Studying? | | | | | |

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F

P =

N

X 100