The Effectiveness of Study Habits to Academic Performance of Freshmen Students of PUPQC
Republic of the Philippines
Polytechnic University of the Philippines
Quezon City Campus
The Effectiveness of Study Habits to Academic Performance of Freshmen Students of PUPQC
In partial fulfilment of the Requirement for the degrre of Bachelor in Business Teacher Education
Submitted to:
Dr.Lily G.Mendoza
Professor
Submitted by:
Ruth Jean T.Calape
Rachel Marie C.Casipe
Antonette P. Castillo
Jennyvic Largo
Maria Eloisa L. Montablan
March 2013
CHAPTER I
Introduction Studying is an act and an all-out effort of learning which involves a number of things. Students must know how to analyse the lesson and participate in their class for them to have knowledge. They need to have reference book like textbook, dictionary as well as the e-book but one of the problems that students face while studying is the ability to absorb the information in their minds, especially when confronted with long lessons. This situation requires an adequate solution for them to have a good academic performance Study Habits involves activities that require mental alertness, concentration, reflection and analysis. It also requires the ability to select and organize ideas or concepts to be studied. When the topic of study habits mentioned, the next question that is raised by those involved in the education of our young people is whether our student’s today do possess study habits. This is because it cannot be denied that generally, today’s students do not seem to appreciate studying their lessons the way the idea is traditionally understood to mean a regular and consistent way of studying and fulfilling of school related tasks both at home and in school. (Seo, 1999)
With regard to this problem, the researchers want to find out the effectiveness of the study habits developed among the freshmen students here in PUPQC.
Background of the Study
All educational organizations aim to develop its learner’s academic competence and facilitate to achieve the finest learning. It is always an achievement for schools to be able to deliver quality education. In the same manner, a teacher’s effectiveness can also be measured by how much a students a school has. Policies, curriculum, books and even the selection procedures of teachers and students are formulated with this in view. Total development is the greatest concern of every school. The concept of totality implies personal development of all areas such as intellectual, social, physical, spiritual and emotional aspect. (Canda, 2007) The child is the center of the teaching-learning process and the strongest foundation of developing the child’s study habits usually starts in the elementary grade should be sensitive to the needs of pupils, their interest, likes and dislikes. They should be motivated so as to develop and be accustomed and correct study habits. A Study Habit is generally understood as a regular systematic effective way of doing related responsibilities and obligation. Seo (1999) in is study described study habits as a generic term which refers to the attitude, study materials, study techniques, study environment and actual study time that will described the study habits as a very good, good, fair or poor. (Et al. Gonzales 2011)
Theoretical Framework
• Student Involvement: A Developmental Theory for Higher Education
(Alexander W. Astin)
A student development theory based on student involvement is presented and described, and the implications for practice and research are discussed. Even a casual reading of the extensive literature on student development in higher education can create confusion and perplexity. One finds not only that the problems being studied are highly diverse but also that investigators who claim to be studying the same problem frequently do not look at the same variables or employ the same methodologies. And even when they are investigating the same variables, different investigators may use completely different terms to describe and discuss these variables. My own interest in articulating a theory of student development is partly practical—I would like to bring some order into the chaos of the literature—and partly self-protective. I and increasingly bewildered by the muddle of findings that have emerged from my own research in student development, research that I have been engaged in for more than 20 years. The theory of student involvement that I describe in this article appeals to me for several reasons. First, it is simple: I have not needed to draw a maze consisting of dozens of boxes interconnected by two-headed arrows to explain the basic elements of the theory to others.
Second, the theory can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years. Third, it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory. Finally, this theory of student involvement can be used both by researchers to guide their investigation of student development—and by college administrators and faculty—to help them design more effective learning environments.
• The Cognitive Learning Theory
Definition:
Cognitive theory is a learning theory of psychology that attempts to explain human behaviour by understanding the thought processes. The assumption is that humans are logical beings that make the choices that make the most sense to them. Information processing is a commonly used description of the mental process, comparing the human mind to a computer.
Pure cognitive theory largely rejects behaviourism on the basis that behaviourism reduces complex human behaviour to simple cause and effect. However, the trend in past decades has been towards merging the two into a comprehensive cognitive. This allows therapists to use techniques from both schools of thought to help clients achieve their goals.
Social cognitive theory is a subset of cognitive theory. Primarily focused on the ways in which we learn to model the behavior of others, social cognitive theory can be seen in advertising campaigns and peer pressure situations. It is also useful in the treatment of psychological disorders including phobias.
The Cognitive Learning Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things. This theory can be divided into two specific theories: the Social Cognitive Theory (SCT), and the Cognitive Behavioral Theory (CBT).
When we say the word “learning”, we usually mean “to think using the brain”. This basic concept of learning is the main viewpoint in the Cognitive Learning Theory (CLT). The theory has been used to explain mental processes as they are influenced by both intrinsic and extrinsic factors, which eventually bring about learning in an individual.
Cognitive Learning Theory implies that the different processes concerning learning can be explained by analyzing the mental processes first. It posits that with effective cognitive processes, learning is easier and new information can be stored in the memory for a long time. On the other hand, ineffective cognitive processes result to learning difficulties that can be seen anytime during the lifetime of an individual.
Social Cognitive Theory
In the Social Cognitive Theory, we are considering 3 variables:
• behavioral factors
• environmental factors (extrinsic)
• personal factors (intrinsic)
These 3 variables in Social Cognitive Theory are said to be interrelated with each other, causing learning to occur. An individual’s personal experience can converge with the behavioral determinants and the environmental factors.
Social Cognitive Theory Illustration (Pajares, 2002)
In the person-environment interaction, human beliefs, ideas and cognitive competencies are modified by external factors such as a supportive parent, stressful environment or a hot climate. In the person-behavior interaction, the cognitive processes of a person affect his behavior; likewise, performance of such behavior can modify the way he thinks. Lastly, the environment-behavior interaction, external factors can alter the way you display the behavior. Also, your behavior can affect and modify your environment. This model clearly implies that for effective and positive learning to occur an individual should have positive personal characteristics, exhibit appropriate behavior and stay in a supportive environment.
In addition, Social Cognitive Theory states that new experiences are to be evaluated by the learner by means of analyzing his past experiences with the same determinants. Learning, therefore, is a result of a thorough evaluation of the present experience versus the past.
Conceptual Framework
Figure 1
Input Process Output
Figure 1 shows the conceptual framework of the study. The input consist of the theory (Student involvement and cognitive learning theory), used in the study. The demographic profile of the freshmen students were concerned such as: age, gender, religion, types of residency and types of school graduated for the process.
The proponents gave questionnaires to float to the selected freshmen. They used statistical treatment and analyzed the data that gathered.
For the output, the researchers are going to conduct a seminar entitled: Benefits of acquiring good study habits so that our respondents will gain knowledge and be benefitted from this study.
Statement of the Problem
The Effectiveness of the Study Habits to the Freshmen students of PUPQC Academic year 2012-2013
1. What is the demographic profile of the students in terms of:
• Age
• Gender
• Religion
• Types of residency
• Types of school graduated
2. What are the factors that affect the study habits of the freshmen of PUPQC?
3. What are the effects of the study habits to the freshmen students of PUPQC?
Scope and Limitation
This study focused on the effectiveness of study habits in the Academic Performance of the Freshmen Students of PUPQC. The scope of this research is based on six different courses for the total of 498 freshmen students in the school year 2012-2013.
Assumption The Researchers conducted this study entitled: “The Effectiveness of the Stud Habits to the Freshmen students of PUPQC Academic year 2012-2013”, and come up on the following assumption:
1. The demographic profile such as age, gender, religion, types of residency, and types of school graduated affect the student’s study habit.
2. The factors affecting one’s study habit are study environment, time management and different skills such as listening, speaking, reading, writing or note-taking.
Significance of the Study This study would show the different kind of study habits that affects the academic performance of the students. This research will be beneficial for all freshmen students for them to realize the importance of having a good study habits and for them to value the education that they have. It will not only give information about Education, but it will also give them sort of knowledge and benefits of acquiring good study habits to achieve their high performance in school.
• For the students
For them to have a future reference in making up their own thesis
• For the Professors
They need to observe first in order for them to know whether they are having difficulties in it comes to studying. For them to know what strategy are they going to use in order to eject that knowledge in the students.
• For the Parents.
This study can serve as a guide for them in order to take their child in the right track of learning.
Definition of Terms:
Assignment- refers to conceptually task given by the subject teacher before the last period of the student in the learning center in the library or at home.
Education- it is the process of acquiring knowledge, skills and attitudes that makes man do better and it is the right of an individual to attain progress in life.
Effectiveness- means the capability of producing an effect. Any result of another action or circumstance.
Habit- pertains to an act, movement or pattern of behavior that through practice and training has become an easy manner of behaving without hesitancy or concentration. It is the way of living that has become learned. Habit in their totality makes up the characteristics of the individual as he/she appears to other people.
Material tools- the process of arousing and sustaining the interest of the students in an activity in order to achieve their goals.
PUP Q.C. - it is the University along Commonwealth Ave. and wherein the study conducted.
Academic Performance- it refers to academic grades of the students for the whole semesters as used in the study by getting all the final grades of all Freshmen Students.
Study Habits- pertains operationally to habits into which the students accustom themselves, this are methods of approaches with the units of learning by ignoring abstraction, paying attention to specific material being studied and concentrating in the learning process.
CHAPTER II
Review of Related Literature
The related literature provided the proponents a substantial background on this study. On the other hand, the review of foreign and local studies provided the proponents with other findings, which could help in the analysis of the study.
Foreign Literature
• 5 Bad Study Habits and Effective Solutions
(Grace Fleming)
Have you ever wondered how you can bomb a test after studying for hours? A poor test result after many hours of faithful studying is a real confidence buster!
If this happens to you, it’s possible that your current study habits are failing you! But you can turn it around.
The process of learning is still a little mysterious, but studies do show that the most effective process for studying involves highly active behaviour over a period of time. In other words, to study effectively, you must read, draw, compare, memorize, and test yourself over time.
The following study habits are least helpful when used alone. 1. Taking linear notes
Linear notes are lecture notes that students take when they attempt to write down every word of a lecture. Linear notes occur when a student tries to write every word a lecturer says in sequence, like writing a rambling essay with no paragraphs.
You may be wondering: How can it be bad to capture every word of a lecture?
It’s not bad to capture every word of a lecture, but it is bad to think you’re studying effectively if you don’t mess with your linear notes in some way. You must revisit your linear notes and make relationships from one section to another. You should draw arrows from one related word or concept to another, and make a lot of notes and examples in the margins.
Solution: To reinforce information and to make it sink in, you must also recreate all your class notes in another form. You have to revisit the information and put it all into a chart or shrinking outline.
Right before every new lecture, you should review your notes from days past and predict the next day’s material. You should reflect and make relationships between key concepts before you sit down for a new lecture.
You should prepare for your exams by creating a fill-in-the-blank test from your notes. 2. Highlighting the book
Are you guilty of highlighter abuse? Reckless highlighting is the root cause for many bad test grades!
Bright colors on a page make a big visual impact, so it seems like a lot of good studying is going on when you read and highlight.
Highlighting does make important information stand out on a page, but that doesn’t do you much good if you don’t do something active with that information. Reading highlighted words again and again is not active enough.
Solution: Use the information you highlight to create a practice exam. Put highlighted words onto flashcards and practice until you know every term and concept. Identify key concepts and use them to create practice essay questions.
You should also develop a color-coded highlighting strategy. Highlight new words in one color and new concepts in another, for example. You could also highlight separate topics according to a color code for more impact.
3. Rewriting notes
Students rewrite notes under the assumption that repetition is good for memorization. Repetition is valuable as a first step, but it’s not that effective all alone.
You should rewrite your notes in the shrinking outline method, but follow up with self-testing methods.
Solution: Switch class notes with a classmate and create a practice exam from his/her notes. Exchange practice exams to test each other. Repeat this process a few times until you are comfortable with the material.
4. Rereading the chapter
Students are often encouraged to re-read a chapter on the night before an exam to reinforce what they’ve learned. Rereading is a good tactic as a last step.
Just like the other study habits mentioned above, rereading is only one part of a puzzle.
Solution: Make sure to use active steps like charts, shrinking outlines, and practice tests and follow up with rereading your chapter
5. Memorizing definitions
Students spend a lot of time using flashcards to memorize definitions. This is a good study method, as long as it’s a first step in the process of learning. As students’ progress through the grade levels, they are expected to progress in cognitive skills.
Once you 've exited middle school, you can 't expect to do well on an exam by memorizing the definitions to terms. You must learn to memorize a definition and then define the significance of the new vocabulary terms you encounter. If you 're in high school or college, you should be prepared to explain how terms are relevant in the subject, compare them to similar concepts, and explain why they matter at all.
Here 's a real life example:
In middle school you might learn to memorize the definition of propaganda.
In high school you might encounter this as a term, but you 'll need to memorize the definition and learn to recognize propaganda materials from World War II and other times.
In college you should be able to define propaganda, come up with examples from the past and from today, and explain how propaganda has affected different societies at different times.
Solution: Once you have memorized the definitions of your terms, give yourself a short essay practice test. Make sure you are able to define a term and explain why it is significant. Be able to compare and contrast your term to something or someone of similar significance.
The act of testing and retesting yourself somehow makes the information stick.
• 10 Highly Effective Study Habits
(John M. Grohol, Psy.D.)
Students grapple with many issues in their lives, and because of all of the competing things for your attention, it’s hard to concentrate on studying. And yet if you’re in school, you have to do at least a little studying in order to progress from year to year. The key to effective studying isn’t cramming or studying longer, but studying smarter. You can begin studying smarter with these ten proven and effective study habits.
1. How you approach studying matters
Too many people look at studying as a necessary task, not an enjoyment or opportunity to learn. That’s fine, but researchers have found that how you approach something matters almost as much as what you do. Being in the right mindset is important in order to study smarter.
Sometimes you can’t “force” yourself to be in the right mindset, and it is during such times you should simply avoid studying. If you’re distracted by a relationship issue, an upcoming game, or finishing an important project, then studying is just going to be an exercise in frustration. Come back to it when you’re not focused (or obsessed!) by something else going on in your life.
Way to help improve your study mindset:
• Aim to think positively when you study, and remind yourself of your skills and abilities.
• Avoid catastrophic thinking. Instead of thinking, “I’m a mess, I’ll never have enough time to study for this exam,” look at it like, “I may be a little late to study as much as I’d like, but since I’m doing it now, I’ll get most of it done.”
• Avoid absolute thinking. Instead of thinking “I always mess things up,” the more objective view is, “I didn’t do so well that time, what can I do to improve?”
• Avoid comparing yourself with others, because you usually just end up feeling bad about yourself.
2. Where you study is important
A lot of people make the mistake of studying in a place that really isn’t conducive to concentrating. A place with a lot of distractions makes for a poor study area. If you try and study in your dorm room, for instance, you may find the computer, TV, or a roommate more interesting than the reading material you’re trying to digest.
The library, a nook in a student lounge or study hall, or a quiet coffee house is good places to check out. Make sure to choose the quiet areas in these places, not the loud, central gathering areas. Investigate multiple places on-campus and off-campus; don’t just pick the first one your find as “good enough” for your needs and habits. Finding an ideal study place is important, because it’s one you can reliably count on for the next few years.
3. Bring everything you need, nothing you don’t
Unfortunately, when you find an ideal place to study, sometimes people bring things they don’t need. For instance, while it may seem ideal to type notes into a computer to refer back to later, computers are a powerful distraction for many people because they can do so many different things. Playing games, going online, IM’ing, surfing the Web, and answering emails are all wonderful distractions that have nothing to do with studying. So ask yourself whether you really need a computer to take notes, or whether you can make do with the old-fashioned paper and pen or pencil.
Don’t forget the things you need to study for the class, exam or paper you’re focusing on for the study session. Nothing is more time-consuming and wasteful than having to run back and forth regularly because you forget an important book, paper, or some other resource you need to be successful. If you study best with your favorite music playing, make sure your iPod is with you.
4. Outline and rewrite your notes
Most people find that keeping to a standard outline format helps them boil information down to its most basic components. People find that connecting similar concepts together makes it easier to remember when the exam comes around. The important thing to remember in writing outlines is that an outline only words as a learning tool when it is in your own words and structure. Every person is unique in how they put similar information together (called “chunking” by cognitive psychologists). So while you’re welcomed to copy other people’s notes or outlines, make sure you translate those notes and outlines into your own words and concepts. Failing to do this is what often causes many students to stumble in remembering important items.
It may also be helpful to use as many senses as possible when studying, because information is retained more readily in people when other senses are involved. That’s why writing notes works in the first place – it puts information into words and terms you understand. Mouthing the words out loud while you copy the notes before an important exam can be one method for involving yet another sense.
5. Use memory games (mnemonic devices)
Memory games, or mnemonic devices, are methods for remembering pieces of information using a simple association of common words. Most often people string together words to form a nonsense sentence that is easy to remember. The first letter of each word can then be used to stand for something else – the piece of information you’re trying to remember. The most common mnemonic device example is “Every Good Boy Deserves Fun.” Putting the first letters of every word together – EGBDF – gives a music student the five notes for treble clef.
The key to such memory devices is the new phrase or sentence you come up with has to be more memorable and easier to remember than the terms or information you’re trying to learn. These don’t work for everyone, so if they don’t work for you, don’t use them.
Mnemonic devices are helpful because you use more of your brain to remember visual and active images than you do to remember just a list of items. Using more of your brain means better memory.
6. Practice by yourself or with friends
The old age adage, practice makes perfect, is true. You can practice by yourself by testing yourself with either practice exams, past quizzes, or flash cards (depending what kind of course it is and what’s available). If a practice exam isn’t available, you can make one up for yourself and your classmates (or find someone who will). If a practice or old exam from a course is available, use it as a guide – do not study to the practice or old exam! (Too many students treat such exams as the real exams, only to be disappointed when the real exam has none of the same questions). Such exams help you understand the breadth of content and types of questions to expect, not the actual material to study for.
Some people enjoy reviewing their materials with a group of friends or classmates. Such groups work best when they’re kept small (4 or 5 others), with people of similar academic aptitude, and with people taking the same class. Different formats work for different groups. Some groups like to work through chapters together, quizzing one another as they go through it. Others like to compare class notes, and review materials that way, ensuring they haven’t missed any critical points. Such study groups can be helpful for many students, but not all.
7. Make a schedule you can stick to
Too many people treat studying as the thing to do when you get around to it or have some spare time. But if you schedule study time just as your class time is scheduled, you’ll find it becomes much less of a hassle in the long run. Instead of last-minute cramming sessions, you’ll be better prepared because you haven’t put off all the studying into one 12-hour marathon. Spending 30 or 60 minutes every day you have a class studying for that class before or after is a lot easier and will allow you to actually learn more of the material.
You should study regularly throughout the semester for as many classes as you can. Some people study every day, others put it off to once or twice a week. The frequency isn’t as important as actually studying on a regular basis. Even if you just crack open a book once a week for a class, it’s better than waiting until the first exam in a massive cram session.
Scheduling is even more important if you’re going to be a part of a study group. If only half of your members are committed to a study group for every meeting, then you need to find other study group members who are as committed as you are.
8. Take breaks (and rewards!)
Because so many people view studying as a chore or task, it’s human nature to avoid it. If, however, you find rewards to help reinforce what you’re doing, you may be pleasantly surprised by the change you may find in your attitude over time.
Rewards start by chunking study time into manageable components. Studying for 4 hours at a time with no breaks is not realistic or fun for most people. Studying for 1 hour, and then taking a 5 minute break and grabbing a snack is usually more sustainable and enjoyable. Divide study time into segments that make sense and work for you. If you have to digest a whole textbook chapter, find sections in the chapter and commit to reading and taking notes on one section at a time. Maybe you only do one section in a sitting, maybe you do two. Find the limits that seem to work for you.
If you succeed in your goals (such as doing two sections of a chapter in one sitting), give yourself a real reward. Perhaps it’s saying, “I’ll treat myself to some good dessert tonight at dinner,” or “I can buy a new tune online,” or “I can spend an extra 30 minutes gaming for every 2 sections of a book chapter I read.” The point is to find a reward that is small but real, and to stick to it. Some may view this as absurd, since you’re setting limits you can easily ignore. But by setting these limits on your behavior, you’re actually teaching yourself discipline, which will be a handy skill to have throughout life.
9. Keep healthy and balanced
It’s hard to live a balanced life while in school, I know. But the more balance you seek out in your life, the easier every component in your life becomes. If you spend all of your time focusing on a relationship or a game, you can see how easy it is to be out of balance. When you’re out of balance, the things you’re not focusing on – such as studying – become that much harder. Don’t spend all of your time studying – have friends, keep in touch with your family, and find interests outside of school that you can pursue and enjoy.
Finding balance isn’t really something that can be taught, it’s something that comes with experience and simply living. But you can work to try and keep your health and body balanced, by doing what you already know – exercise regularly and eat right. There are no shortcuts to health. Vitamins and herbs might help you in the short-term, but they’re not substitute for real, regular meals and a dose of exercise every now and again (walking to class is a start, but only if you’re spending an hour or two a day doing it).
Look at vitamins and herbs as they are intended – as supplements to your regular, healthy diet. Common herbs – such as ginkgo, ginseng, and gotu kola – may help you enhance mental abilities, including concentration, aptitude, behavior, alertness and even intelligence. But they may not, either, and you shouldn’t rely on them instead of studying regularly.
10. Know what the expectations are for the class
Different professors and teachers have different expectations from their students. While taking good notes and listening in class (and attending as many of the classes as you can) are good starts, you can do one better by spending some time with the instructor or professor’s assistant. Talking to the instructor early on – especially if you foresee a difficult course ahead – will help you understand the course requirements and the professor’s expectations. Maybe most students in the class are expected to get a “C” because the material is so difficult; knowing that ahead of time helps set your expectations, too.
Pay attention in class. If the instructor writes something on the whiteboard or displays it on the screen, it’s important. But if they say something, that’s important too. Copy these things down as they’re presented, but don’t zone out completely from what the instructor is also saying. Some students focus on the written materials without regard for what the instructor is saying. If you write down only one aspect of the professor’s instructions (e.g., just what they write down), you’re probably missing about half the class.
If you get a particularly bad grade on a paper or exam, talk to the instructor. Try and understand where things went wrong, and what you can do in the future to help reduce it from happening again.
Don’t forget to learn!
Studying isn’t just about passing an exam, as most students look at it as. Studying is an effort to actually learn things, some of which you might actually care about. So while you’ll have to take your share of classes that have little or nothing to do with your interests, you should still look for interesting things to take away from every experience.
By the time you’ll realize what a great opportunity school is, you’ll be well into the middle of your life with a lot of responsibilities – children, mortgages, career pressures, etc. Then most people have neither the time nor energy to go back to school. So take the time to learn some stuff now, because you’ll appreciate the opportunity later on.
• 10 Great Study Habits To Improve Your Performance
(Grace Fleming)
It is never too late to develop great study habits. If you 're starting a new school year, or you just want to improve your grades and school performance, take a look at this list of good habits and start making some changes in your routine.
1. Write Down Every Assignment
The most logical place to write down your assignments is in a planner, but you might prefer to keep a to-do list in a simple notebook or in your cell phone note pad. It doesn 't really matter what tool you use, but it is absolutely essential to your success to write down every single assignment, due date, test date, and task.
2. Remember to Bring Your Homework to School
It sounds simple enough, but many F 's come from students forgetting to bring a perfectly good paper to school with them. Does your homework have a home? Is there a special place where you always put your paperwork each night? To avoid forgetting your homework, you must establish a strong homework routine with a special homework station where you work each night. Then you must get in the habit of putting your homework where it belongs right after you finish it, whether this is in a special folder on your desk or in your backpack.
3. Communicate With Your Teacher
Every successful relationship is built upon clear communication. A student-teacher relationship is no different. Miscommunication is another one of those factors that can cause bad grades, despite good efforts on your part. At the end of the day, make sure you understand every assignment that 's expected of you. Imagine getting a bad grade on a 5-page paper because you didn 't understand the difference between an expository essay and a personal essay.
Be sure to ask questions and find out what format you should use when you write a paper or what type of questions might appear on your history exam. The more questions you ask, the more prepared you 'll be.
4. Organize With Color
Devise your own color-coding system to keep your assignments and your thoughts organized. You may select a single color for each class (like science or history) and use that color for your folder, your highlighters, your sticky notes, and your pens. You 'll be surprised to discover how much strong organization skills can change your life!
Color-coding is also a tool to use when conducting research. For example, you should always keep several colors of sticky flags on hand when you 're reading a book for school. Assign a specific color the every topic of interest. Place a flag on a page containing information you will need to study or to cite. It works like magic!
5. Establish a Study Zone at Home
Take the time to assess your individual style and your real needs and plan for the perfect study place. After all, if you can’t concentrate, you certainly can’t expect to learn very well. Students are different. Some need a completely quiet room free from interruptions when they study, but others actually study better listening to quiet music in the background or taking several breaks.
Find a place to study that fits your specific personality and learning style. Then stock your study space with school supplies that will help you avoid last-minute emergencies.
6. Prepare Yourself for Test Days
You know that it 's important to study for test days, right? But there are other things you should consider in addition to the actual material that the test will cover. What if you show up for test day and the room is freezing cold? For many students, this would cause enough of a distraction to interrupt concentration. That leads to bad choices and bad answers. Plan ahead for heat or cold by layering your clothing.
And what happens when you spend so much time on one essay question that you don 't have enough time to finish the exam? Another way to prepare for test day is to take a watch and be mindful of time management.
7. Know Your Dominant Learning Style
Many students will struggle in a subject without understanding why. Sometimes this is because students don 't understand how to study in a way that matches their brain style.
Auditory learners are those who learn best through hearing things. Visual learners retain more information when they use visual aids, and tactile learners benefit by doing hands-on projects.
Every student should examine and evaluate their habits and their natural tendencies and decide how they might be able to improve their study habits by tapping into their personal strengths.
8. Take Fabulous Notes
There are a few tricks to taking fabulous notes that really help when it comes to studying. If you’re visual person, you should make as many doodles on your paper as you can. Useful doodles, that is. As soon as you realize that once topic relates to another, comes before another, is the opposite of another, or has any kind of connection to another—draw a picture that makes sense to you. Sometimes the information will not sink in until and unless you see it in an image.
There are also certain code words to look out for in a lecture that can indicate that your teacher is giving you the relevance or the context of an event. Learn to recognize key words and phrases that your teacher deems important.
9. Conquer Procrastination
When you put things off a lot, you end up putting things off until it 's too late from time to time. It 's that simple. When you procrastinate, you take the chance that nothing will go wrong at the last minute--but in the real world, things do go wrong.
So how can you battle the urge to put things off? Start with trying to recognize that a feisty little voice that lives inside every one of us. It tells us it would be more fun to play a game, eat, or watch TV when we know better. Don’t fall for it!
10. Take Care of Yourself
Some of your personal habits might be affecting your grades. Are you feeling tired, achy, or bored when it comes to homework time? You can change your grades by practicing a few healthy homework habits. Change the way you feel by taking better care of your mind andyour body.
For example, between text messaging, Sony PlayStations, Xbox, Internet surfing, and computer writing, students are using their hand muscles in all new ways, and they 're growing increasingly susceptible to the hazards of repetitive stress injury. Find out how to avoid pain in your hands and neck by changing the way you sit at your computer.
• Most Common Bad Study Habits
(Jason Ladock) Different people like to study in different ways. While some people like reading aloud, others cannot imagine learning anything that way. Some people like to write down notes; others like to listen to music while studying and the like. But, not all study habits are good. Some habits take up a lot of time and attention that would otherwise be diverted towards study. Here are a few common bad study habits and their solutions:
Studying in groups – This is a great way to share ideas and exchange information, but the problem is that there are chances of diverting from the subject. What started as a discussion of Newton’s law may end up as a discussion on the latest trends in hairstyles. Don’t make group study your primary way of studying. Engage in group discussions and don’t hesitate to help those who are struggling with a particular subject, and don’t also hesitate to ask for help either. But after that, spend time going through your notes and you should also study alone in your own way.
Studying in places with lots of distractions – Your environment determines how well you can concentrate on a particular subject. Don’t study in rooms which are too hot or too cold. Don’t use chairs which are uncomfortable. Don’t choose to study in rooms which are situated in noisy and active locations. The library or a quiet spot in your home or garden is a good place to get some serious studying done.
Eating and drinking alcohol while studying – If you tend to feel hungry while studying, snack on something light and healthy. Eating heavy and fat filled meals makes you lethargic and sleepy, not to mention the unhealthy calories you will be piling up. Alcohol is a strict "No-No" while studying. But stay hydrated by drinking lots of water or fresh juice.
Playing music while studying – Music has been known to soothe and relax. As a matter of fact, some people feel that they can concentrate better when they listen to music. But music may interfere with your concentration. If you absolutely must listen to music, play it on low volume and go in for plain music without lyrics. That won’t distract you as much as music with lyrics.
Leaving things for the last minute – You may tend to put off studying something in the hope of cramming up later. But last minute studying is not effective. You will not be able to grasp the subject matter nor will you be able to retain it. Being flooded with a truckload of information at the last minute adds to your stress levels too. After you return from school or college, go through the day’s notes and finish assignments regularly. This way, you won’t have to rush at the last minute.
Doing several things simultaneously – Are you the kind who makes breakfast and goes through your notes at the same time? This is a bad study habit. You will be distracted and nothing you read is going to register in your brain. Set aside some time each day exclusively for studying. Don’t engage in anything else during this time. Other tasks can be attended to do later.
These are few common bad study habits. They interfere with retention and processing of information. So, if you fall into one of these categories, it is up to you to do something about it. Bad study habits need to be broken. Only then will you be able to make the most of your time and efforts at studying.
Local Literature
Using SQ3R:
Here’s an idea; many assignments involve reading. Even difficult reading assignments can be completed successfully if you use the right study method. One such method is called SQ3R. SQ3R includes five steps: Survey, Question, Read, Recite and Review.
Survey:
Look over the reading material. Get a general idea of its content. Notice titles, subtitles and illustrations. Read the introduction and summary.
Question:
Make a list of study questions. Include any questions you think you should be able to answer after reading the material. Also include any study question in the book and any given to you by your teacher. Use titles, headings, pictures, maps or charts as sources of question.
Read:
Read the assignment closely. Look for answers to your questions. Also look for main ideas and supporting details. Make notes. Pay attention to the definitions, topic sentences and chapter headings.
Recite:
Say the answers to your questions to yourself. Make notes to help you remember the answers.
Review:
Try to answer your original questions without looking at your notes. If necessary, look over the selection again to find the answers. Read your notes over several times to help you remember.
Taking notes:
Here’s an idea: When you take notes, you make a simple record of something you have heard, or seen, or read. You should take notes when you listen in class or do assigned readings. You should also take notes when you do research or conduct interviews. Note can be used to review for test and quizzes. They can also be used to record information for a composition or report. The following guidelines will help you.
1. Keep a notebook. For each class, use separate section of a notebook. Whenever you begin a page of notes, write the date and the name of the class at the top of the page.
2. Take notes as you read. Include in your note the questions and answers you write while using the SQ3R study method. Also include key words, definitions and ideas from your reading.
3. Take notes as you listen. Listen for clues that tell you what information is important. Such clues may be phrases like most importantly, remember thisand in summary. Clues may also be found in the speaker’s delivery. For instance, a speaker may emphasize a point with gesture, or by pausing or slowing down.
4. Write neatly. Make sure you will be able to read your notes.
5. Use a rough outline form. Record main ideas and supporting details. Write main ideas with a capital letter. Under each main idea, write any supporting examples or details.
6. Use phrases, abbreviations and symbols. Do not write complete sentences. Instead, save time by using short phrases, abbreviations and symbols.
ADJUSTING YOUR READING RATE
Here’s the idea. When you read, you must choose the right tools. The tools you have to choose from are the different types of reading. The types of reading include in-depth reading, skimming and scanning. Each type of reading is used for different purposes.
In-depth Reading use in-depth reading for studying new or difficult material. Follow the steps of the SQ3R study method.
• Survey the material
• Make a list of study questions
• Move your eyes slowly across every line
• Look for main ideas
• Look for supporting details
• Note definitions, topic sentences, key words, titles and headings
Fast Reading use fast reading when you want to survey or review written material. Two useful types of fast reading are skimming and scanning.
Skimming is used to gain a general overview of material. When you skim a selection, do not read every word. Instead, glance at titles, subtitles, headings, pictures and graphic aids. Also look at the first and last sentences in the paragraphs. If you are skimming a book, glance at the table of contents. Use skimming to survey materials as the first step in the SQ3R study method. Also use skimming when you need to get a general idea of the content of a selection .When doing a research, for example, you will sometimes need to find out whether a source contains information on your topic. You can use skimming to do this.
Scanning is used to find specific information. To scan, move your eyes quickly across each line or down each page. Again, do not read every word. Instead look for only words or phrases that relate to the specific information you need. Once you spot a key word or phrase, stop scanning and start to read more slowly.
• Keep only the healthy habits
Habits (Bob Garon) you cannot live without them. They make life easier for us because they pretty much regulate our behavior. Habits are ingrained learned ways of doing things. Watch a little child try to brush his teeth. We say he isn’t used to it. In reality, he has not acquired the skill nor the habit. Even when he knows lion, he will have to be reminded until he has the habit. Then, he will be set for life. When he goes to school, he must eventually acquire good study habits in order to actualize his full potential. He might be intelligent, but unless he has study habits he might even flunks or barely pass. If you are able to be successful, you will need a lot of good habits to keep you steady as you go through life. A virtue is a habitual way of thinking. The honest man who cannot be corrupted has a habit of thinking integrity. It is so deeply in grained in his mind that he can easily walk away from an attempt bribe. Like what Bob Garon said habits made our life easier because they pretty much regulate our behavior. If we have a good study habits it will improve our lives because we do thing in the right way.
• The society is one of the factors that influence one’s educational background. The main function of the society is to influence the patterns of behavior and aspects of one’s personality. (Lardizbal, 1988)
Foreign Studies
• 10 Tips for Good Study Skills
One of the main things that kids struggle with during their school years are proper study habits. Developing a habit can take a couple of weeks, so be consistent, and implement these ten tips to help them study better.
1. A consistent time and place is best. If your child has a desk, have them use it to study, and they should study at a regular time each day. If no desk is available, establish a "study place" to use each time.
2. Studying should begin immediately when your child sits down. Don 't let them fall into other distractions, like answering emails from friends or doodling. They can do those things later, as a reward for themselves, when they get their studying done!
3. Help your child plan what they need to accomplish. At the beginning of the study session, help them write down exactly what they want to get done (complete two pages of an essay, finish a paper, write a short story, answer ten math questions, learn a new computer function, etc.).
4. Large tasks should be broken down into smaller ones. For example, if an essay is to be written, the tasks might include coming up with a thesis, writing a solid first paragraph, planning out the points that need to be covered, researching those points, writing each section, etc.
5. Keep a "log book" or record of needs to be accomplished in each study section. Your child can look over it later and be impressed with themselves!
6. Keep studying supplies in a handy place, like in a shoe box. Have your child organize them so they can grab what they want quickly, without having to rummage around.
7. Be aware of when your child starts to daydream, and stop them right away. Help them concentrate for blocks of time, but be sure to allow them regular breaks to refresh their brain. Have them try studying for 45 minutes, then resting for 15 minutes.
8. Getting enough sleep is important for effective studying and remembering. Be sure your child has an established bedtime at a reasonable time each night. Avoid caffeine a few hours before bedtime so sleep is uninterrupted.
9. Eating well gives your body and brain the fuel it needs. Children should eat three good meals a day and should not skip breakfast. Try to have them eat a balanced diet of good healthy foods and not too much junk.
10. Exercise will increase memory and study stamina, as well as making you feel generally more confident. Older children should aim for three to four exercise sessions a week, doing 20 or more minutes in each workout session. Always consult your child 's physician before beginning any exercise program.
As children grow into young adults, it 's important that we as parents provide the skills and habits they will need for life. Establishing good study habits now, will set them up for success in the future!
• 7 Bad Study Habits A College Student Must Not Have
Poor Attendance. For any subject, especially accounting, attendance is really a must. Unless, of course, you’re a genius who can just scan your teacher’s or classmates’ notes and you can readily understand the lesson. If you’re not, the next best thing is to hear firsthand what your teacher has to say and to read through your own eyes everything written on the board. If you do not attend classes, your chance of understanding the subject is almost nil plus your points for attendance go down as well.
No Assignments. Let’s face it. Basic Accounting is still a numbers game and the only way a student can learn this subject is through practice. And practicing the subjects / topics means diligently doing the exercises and the assignments all on your own. I noticed some of my students (even those who passed) depend on their classmates for their assignments. So who learns the subject? The ones who did the assignments. The ones who didn’t, good luck.
Failing to Take Down Notes. I know, I know, the student can always photocopy the classmates’ notes. But, personally, I don’t think this really works for those students who do not take down notes and just depend on their classmates. Taking down notes mean you are listening and are focused on the subject. A student who doesn’t take down notes is either somebody who has a photographic memory or just plain lazy or is not concentrating on the subject at hand. The first reason is a good one but is quite rare. The second reason may be okay if the student is intelligent in the first place (but this is still not an excuse). The third reason may be the worst because the student is really not absorbing anything from the class. And when this happens, your grades are bye-bye.
Poor Time Management. There’s this one time I gave a major exam for my students. Imagine my surprise when I saw some of them were not taking the exams (and they were just hanging around the school!). Their reason for not taking the exam? They were not able to study on my subject. Gee, but they were able to study for the other subjects huh? Needless to say, I got hopping mad and told them to take the exam or I won’t give a make-up exam for them. I mean I know that they have a lot on their plates what with their subjects, case studies, thesis, exams, etc., etc. But hey, they have to know how to manage their time and accommodate everything. That’s part of a student’s life. And to think their schedule of exams were announced right from the start, so they should have properly prepared and planned their time to coincide with the official school schedule. Okay, ranting a little bit here. Next!
Procrastination. This one can follow poor time management skills, but it’s a habit that can be left on its own. Let’s put it in another word – cramming (which was common when I was in college, still is apparently). What’s worse right now is that a lot of students have more distractions than when I was in college. These distractions (like Facebook, online games, play stations, texting / chatting) make cramming or procrastination a more dangerous bad habit now than it was before.
Not Following Teacher’s Instructions. Okay, here’s comes the exam. The students are asked to write T for True and F for False. What do they do? Write the whole word (what the…?). Or worse, give entirely different answers (had a student like that, thought immediately of recommending her to a psychiatrist, j/k). Failing to follow instructions like in the first case means deductions from me. Failing to follow instructions like in the second case means a failed grade in the exam or worse, in the subject itself.
Negative Thinking. This one bad habit can wipe out all the student’s good study habits. I mean if the student perennially thinks he or she does not understand the subject or that the subject is just too hard for him or her, no amount of studying or copying notes or doing assignments can really make up for this one bad habit. It will just simply block everything because the student is setting himself or herself up for failure. Accounting is already a difficult subject as it is, adding to this one’s resistance to learning and everything will just really be for nothing. I’m a strong believer of mind over matter when it comes to this subject and if the student thinks he or she cannot understand the subject, chances are, he or she will never understand it. This is what one of my students did and she, needless to say, failed my subject.
And that’s it. I’m flexing my fingers here. There are actually more but these are the ones I saw from my former (and even my present) students. I guess I ranted a little bit but I do hope I managed to get my message across. I know there’s no such thing as a perfect student but, hey, I don’t think there is also a thing as a bad student with a bad study habit passing a subject. Or am I wrong? What are your thoughts on this? Leave me a message. Thanks and cheers!
Local Studies
• Healthy Habits Build Better Study Habits Sonata said in her study that there are many pupils who often practice good study habits; there are also a lot who show little consistency in observing good study habits. This was particularly evident in the aspect of finding study materials work planning and reviewing for examination showing that these areas need to be given emphasis by the researcher in collaboration with the pupil’s parents. Julianda made a study wherein she found a significance positive relationship between study habits and attitudes of college freshmen both male and female and their scholastic achievement. Lee, he assumed that pupils who regularly comply with assigned homework are likely to develop good study habits than pupils who do not exhibit interest in accomplishing assigned school tasks. A number of local studies have contended that all things being equal a child who has positive or good study habits would probably achieve higher academic performance than a child who has no study habits at all. Quinto made a study of the study habits of the intermediate pupils of the Guaga National College. He found out that majority of the pupils did not follow a definite schedule for studying each subject area at home as their home environment situations were not favorable.
• Poverty is one of the drastic problems in our country, a single problem that causes dilemmas in our society, much in the aspect of education and in the social being of the person (Geronimo and Lagadi, 2006). This research was designed to determine the socio-economic status of the out of school youth. Likewise, it aimed to distinguish the effects of the respondent’s socio-economic condition to their everyday living and their own prospect about life.
Based on the study of Columnas, Cristian B. regarding to John Keller’s Model of Motivation Applied to Freshmen Students are very motivated in terms of attention, satisfaction, and relevance and only the confidence got motivated ring.
Their study habits also affected in terms of instructor’s enthusiasm, relevance of material, organization of course, appropriate difficulty level of the material , active involvement of students , variety, rapport between teacher and students, use of appropriate , concrete understandable example, goals, motivational tools.
• Motivational Factors:
Family - The Family has a great influence i8n the students to realize and appreciate the opportunities that they have.
Initiative - Students that has the initiative to learn helps them to improve their study habits.
Teacher Strategies and Teaching Styles - has the capability to motivate the students to improve their study habits.
Administration - who look to the strategies of the teachers that makes the students motivated in focusing to improve the Academic Achievement.
Incentives – incentives include privileges and receiving praise from the instructors. The instructor determines an incentive that is likely motivating an individual in a particular time.
Internal Motivation – (have a little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the participle that learning occurs more effectively when the student experience feeling of satisfaction.
Chapter III
Research Methodologies and Procedures
Research Methodology
This chapter presents the method of research used: the research utilizes to obtain the needed data and information including its preparation validation and administration on the respondents, other research techniques employed and the statistical treatment applied to the data.
Research Design
This research study used the descriptive research method.
Description of the Respondents
The respondents of the study were a sample of the freshmen students of PUPQC for school year 2012-2013. According to the statistical data provided by the Registrar’s Office of PUPQC, as of the second semester SY 2012-2013 record showed that there were 498 freshmen students were enrolled. The sample size needed to represent the entire freshmen students is 222 or 45 % of the total population. The sample size was determined by using a quota sampling
Table 1
Percentage Distribution of Respondents Drawn out of a Population
COURSE POPULATION SAMPLE (%)
BBTE 1-1 55 23 10.36 %
IT 1-1 53 22 9.9 %
MM 1-1 56 22 9.9 %
MM 1-2 51 23 10.36 %
HRDM 1-1 55 22 9.9 %
HRDM 1-N 53 22 9.9 %
ENT 1-1 42 22 9.9 %
ENT 1-2 39 22 9.9 %
DOMT 1-1 46 22 9.9 %
DOMT 1-2 48 22 9.9 %
TOTAL 498 222 99.99 %
Figure 2 Data Gathering Procedures
To gather data on the effects of study habits of freshmen students in PUPQC, the researcher adopted a study habits form from the study to asses’ student’s capability.
Research Methodology
The study habit’s test was divided into 2 parts. Part 1 gathers the data on the respondent’s name, gender, age, parent’s occupation, course, religion, civil status, type of school graduate and types of residency. Part 2 was divided into 6 categories. The first one is time management which contains 8 items. The second one is about study environment which also contains 8 items. The third one is test taking skill which also includes 8 items. The fourth one is note taking skill which contains 5 items. The fifth one is reading skill which also contains 5 items. The sixth and the last category is writing skill which also contains 5 items.
Each statement in every category has corresponding equivalents, where each respondent‘s value select his/her response which could be always, sometimes, seldom and never.
The weighted average had the following interpretation
Table 2
SCALING
RANGE INTERPRETATION
4-3.1 Always
3-2.1 Sometimes
2-1.1 Seldom
1-0 Never
The criteria set up for each of the four values in the rating scale were explained as follows:
• Always- means the situation is met in the subject indicated.
• Sometimes- means the situation is met occasionally in the subject indicated.
• Seldom- means the situation is almost not met
• Never - means the situation is not met in any case.
Statistical Treatment of Data The following describes and inferential statistical tools were used in the treatment5 of the data for analysing and interpretation.
To obtain a more scientific determination or the sample size, the Sloven formula was used. Selecting as 95% coefficient or as 5% margin of error (e). This was a given by the following: n=N/ (1+Ne2) n- number of samples
N- number of total population e- error tolerance
CHAPTER IV
Presentation, Analysis and Interpretation of Data
The data gathered through the survey questionnaire were presented this chapter through the table and figures. The interpretation and analysis were placed just below each presentation for the better understanding of the readers.
Table 3. Percentage Distribution of the Respondents according to Gender
GENDER BTE1-1 IT 1-1 ENT1-1 ENT 1-2 HRDM
1-1 HRDM
1-N MM 1-1 MM 1-2 DOMT
1-1 DOMT
1-2 TOTAL
F % F % F % F % F % F % F % F % F % F % F %
FEMALE
16 7.2 10 4.5 14 6.3 15 6.8 16 7.2 13 5.9 16 7.2 13 5.9 15 6.8 15 6.8 143/222 64.4
MALE
7 3.1 12 5.4 8 3.6 7 3.1 6 2.7 9 4.1 6 2.1 10 4.5 7 3.1 7 3.1 79/222 35.6
TOTAL
23 10.3 22 9.9 22 9.9 22 9.9 22 9.9 22 10 22 9.9 23 10.4 22 9.9 22 9.9 222 100
Figure 3 Figure 3 shows the percentage distribution of the respondents according to the gender of the selected 1st year students. We have 64.4 % of female respondents and 3.2 male. Based on the findings, it simply shows that the majority of the female respondents have the greater percentage distribution on the conducted research. The female respondents got the total 64.4% while the male respondents got the total of 35.6%
Table 4. Percentage Distribution of the Respondents according to Age
AGE BTE1-1 IT 1-1 ENT1-1 ENT 1-2 HRDM
1-1 HRDM
1-N MM 1-1 MM 1-2 DOMT
1-1 DOMT
1-2 TOTAL
F % F % F % F % F % F % F % F % F % F % F %
16 y/o 5 2.3 7 3.2 7 3.2 4 1.8 5 2.7 6 2.3 4 1.8 5 2.3 5 2.3 5 2.3 53 24.2
17 y/o 9 4.1 8 3.6 13 6.3 11 5 11 5 11 5 16 7.2 13 5.9 11 5 10 5 113 52.1
18 y/o 5 2.3 7 3.2 0 0 7 3.2 4 2.3 5 1.8 0 0.5 4 1.8 5 2.3 5 2.3 43 19.7
19 y/o 0 0 0 0 2 0.5 0 0 2 0 0 0.9 1 0.5 1 0.5 1 0.5 1 5 8 3.4
20 y/o 1 0.5 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 2 0.5
21 y/o 2 0.9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0.9
23 y/o 1 0.5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0.5
TOTAL 23 10.6 22 10 22 10 22 10 22 10 22 10 22 10 23 10.6 22 10 22 10 222 100
Figure 4 Figure 4 shows the percentage distribution of the respondents according to the age of the selected 1st year students. Based on the findings, it simply shows that the majority of the respondents are 17 years old having 52.1 percent.
Table 5. Percentage Distribution of the Respondents according to Religion
RELIGION BTE1-1 IT 1-1 ENT1-1 ENT 1-2 HRDM
1-1 HRDM
1-N MM 1-1 MM 1-2 DOMT
1-1 DOMT
1-2 TOTAL
F % F % F % F % F % F % F % F % F % F % F % ROMAN CATHOLIC 16 7.2 19 8.6 13 5.9 14 6.3 12 5.4 16 7.2 18 8.1 17 7.7 12 5.4 13 5.9 150 67.5
CHRISTIAN 6 2.7 2 0.9 7 3.2 6 2.7 6 2.7 3 1.4 3 1.4 5 2.3 7 3.2 7 3.2 52 23.4
JEHOVAH
WITNESS 0 0 0 0 1 0.5 0 0 1 0.5 1 0.5 1 0.5 1 0/5 0 0 0 0 5 2.3
I.N.C
1 0.5 1 0.5 1 0.5 1 0.5 3 1.4 0 0 0 0 0 0 0 0 2 0.9 9 4.1
AGLIPAYAN
0 0 0 0 0 0 1 0.5 0 0 2 0.9 0 0 0 0 3 1.4 0 0 6 2.7
TOTAL
23 10.4 22 10 22 10 22 10 22 10 22 10 22 10 23 10.4 22 10 22 10 222 100
Figure 5
Figure 5 shows the percentage distribution of the respondents according to the religion of the selected 1st year students. Based on the findings, it simply shows that the majority of the respondents are Roman Catholic with a 52.1 percent.
Table 6
Percentage Distribution of the Respondents according to Types of Residency
TYPE OF RESI-
DENCY BTE1-1 IT 1-1 ENT1-1 ENT 1-2 HRDM
1-1 HRDM
1-N MM 1-1 MM 1-2 DOMT
1-1 DOMT
1-2 TOTAL
F % F % F % F % F % F % F % F % F % F % F %
OWNED
19 8.6 18 8.1 15 6.8 17 7.7 16 7.2 15 6.8 18 8.1 17 7.7 15 6.8 16 7.2 166 75
RENTAL
4 1.8 4 1.8 7 3.2 5 2.3 6 2.7 7 3.2 4 1.8 6 2.7 7 3.2 6 2.7 56 25
TOTAL
23 10.4 22 10 22 10 22 10 22 10 22 10 22 10 23 10.4 22 10 22 10 222 100
Figure 6 Figure 6 shows the percentage distribution of the respondents according to the types of residency of the selected freshmen students. Based on the findings, it simply shows that majority of the respondents owned their house with a 75 %, and only 25% of our respondents just rent the house they are living.
Table 7
Percentage Distribution of the Respondents according to Types of Residency
Table 8. Frequency distribution of the Respondents according to Time Management
TIME MANAGEMENT RANGE INTERPRETATION
• I make a Master Schedule for each semester 2.5 Sometimes
• I update it weekly or daily 2.4 Sometimes
• I stick to it 2.5 Sometimes
• I time for exercise and socializing with friends 3.2 Always
• I get at least 6 hours of sleep each night 3 Sometimes
• I study at least 2 hours for every hour in class 2.9 Sometimes
• I get assignments done on time 3 Sometimes
• I regularly attend my classes 3.5 Always
The table shows that most of our respondents make a Master Schedule for each semester which has a 2.5 mean and has an interpretation of sometimes. For the question no. 2 most of our respondents updates their Master Schedule weekly or daily which has a 2.4 mean that fall under the sometimes. For the question no. 3 most of our respondents can stick to their Master Schedule which has a 2.5 mean that fall under the sometimes. For the question no. 4 most of our respondent’s answered that they have time for exercising and socializing with their friends that has a 3.2 mean that fall under always. For the question no. 5 most of our respondents answered that they have atleast 6 hours of sleep each night which has a 3.0 mean that fall under sometimes. For the question no. 6 most of our respondents answered that they study at least 2 hours for every hour in class which has a 2.9 mean that fall under the sometimes. For the question no. 7 most of our respondents answered that they get their assignments done on time which has a 3.0 mean that fall under the sometimes. For the question no. 8 most of our respondents answered that they regularly attend their classes which has a 3.5 mean that fall under the always.
Figure 8
This graph shows that majority of the answer of our respondents fall under “sometimes” in terms of time management and only 2 questions got “always”. Overall our respondents have a good study habits in terms of time management.
Table 9. Frequency distribution of the Respondents according to Study Environment
YOUR STUDY ENVIRONMENT RANGE INTERPRETATION
• I regularly study at the same time 3 Sometimes
• I have an area where you always go to study 3 Sometimes
• My study area is free from noise and distractions 2.9 Sometimes
• I have all my supplies near in my study area 2.8 Sometimes
• I have a comfortable area 3 Sometimes
• I study for at least a half hour without getting up, walking about or taking phone break 2.8 Sometimes
• My friends leave me alone when they know I want to study 2.5 Sometimes
• I use my time between classes to study 2.8 Sometimes
The table shows that most of our respondent in question no. 1 regularly study at the same time which has a 3 mean and has an interpretation of sometimes. For the question no. 2 most of our respondents answered that they have an area where they always go to study which has a 3 mean that fall under the sometimes. For the question no. 3 most of our respondents answered that their study area is free from noise or distractions which has a 2.9 mean that fall under the sometimes. For the question no. 4 most of our respondent’s answered that they have all their supplies near in their study area which has a 2.8 mean that fall under sometimes. For the question no. 5 most of our respondents answered that they have a comfortable area which has a 3.0 mean that fall under sometimes. For the question no. 6 most of our respondents answered that they study for at least half hour without getting up, walking about or taking phone break which has a 2.8 mean that fall under the sometimes. For the question no. 7 most of our respondents answered that their friends leave them alone when they know I want to study which has a 2.5 mean that fall under the sometimes. For the question no. 8 most of our respondents answered that they use their time between classes to study which has a 2.8 mean that fall under the always.
Figure 9
This graph shows that majority of the answer of our respondents fall under “sometimes” in terms of study environment and none of the questions got “always”. Overall our respondents have a good study habits in terms of study environment.
Table 10. Frequency distribution of the Respondents according to Preparation Skills
TEST TAKING/ PREPARATION SKILLS RANGE INTERPRETATION
• I study for each class every day 2.9 Sometimes
• I start reviewing for major exams at least 3 days in advance 2.6 Sometimes
• I belong to a study group 2.6 Sometimes
• I attend extra hep sessions or office hours provided by the instructor 2.5 Sometimes
• I know what kind of test you will take, ex: essay, multiple choices, and how to prepare for different types of test 2.9 Sometimes
• I can predict what types of questions will be on the test 2.7 Sometimes
• I can be able to finish my test in the allowed period of time 3.1 Always
• If I do not do well on a test, I review it with the instructor and/or analyse it too see where I had problems 2.9 Sometimes
The table shows that most of our respondent in question no. 1 studies which has a 2.9 mean and has an interpretation of sometimes. For the question no. 2 most of our respondents answered that they start reviewing for major exams at least 3 days in advance which has a 2.6 mean that fall under the sometimes. For the question no. 3 most of our respondents answered that they belong to a study group which has a 2.6 mean that fall under the sometimes. For the question no. 4 most of our respondent’s answered that they attend extra hep sessions or office hours provided by the instructor which has a 2.5 mean that fall under sometimes. For the question no. 5 most of our respondents answered that they know what kind of test will they take and how to prepare for different types of test which has a 2.7 mean that fall under sometimes. For the question no. 6 most of our respondents answered that they can predict what types of questions will be on the test which has a 2.7 mean that fall under the sometimes. For the question no. 7 most of our respondents answered that they can be able to finish their test in the allowed period of time which has a 3.1 mean that fall under the always. For the question no. 8 most of our respondents answered that if they do not well on a test, they review it with the instructor or analyse it to see where they had problems which has a 2.9 mean that fall under the sometimes.
Figure 10
This graph shows that majority of the answer of our respondents fall under “sometimes” in terms of test taking and only one of the questions got “always”. Overall our respondents have a good study habits in terms of test taking
Table 11. Frequency distribution of the Respondents according to Note Taking
NOTE-TAKING SKILLS RANGE INTERPRETATION
• I can be able to take notes in class, keep up with the instructor, and understand the concepts at the same time 3.1 Always
• I have an efficient time of note-taking 3 Sometimes
• I review my notes after each class, preferably right after class? 2.7 Sometimes
• I know what the “important stuff” to write down and what are the cues that this is important stuff 3.2 Always
• In addition to highlighting, I make notes as you read class materials; I can put class notes or notes from texts into your own words? 3 Sometimes
The table shows that most of our respondents can be able to take notes in class, keep up with the instructor and understand the concepts at the same time which has a 3.1 mean and has an interpretation of always. For the question no. 2 most of our respondents have an efficient time of note taking which has a 3 mean that fall under the sometimes. For the question no. 3 most of our respondents answered that they review their notes after each class or right after the class which has a 2.7 mean that fall under the sometimes. For the question no. 4 most of our respondent’s answer that they know what the “important stuff” to write down and what are the cues of the important things which has a 3.2 mean that fall under always. For the question no. 5 most of our respondents answered that in the highlighting, they make notes as reading materials they can translate in to their own words which has a 3.0 mean that fall under sometimes.
Figure 11
This graph shows that majority of the answer of our respondents fall under “sometimes” in terms of note taking and only 2 of the questions got “always”. Overall our respondents have a good study habits in terms of note taking.
Table 12. Frequency distribution of the Respondents according to Reading
READING SKILLS RANGE INTERPRETATION
• I can read and learn at the rate of 12-15 pages per hour for history-type materials 2.7 Sometimes
• I can keep up with the readings for all my classes and have the material read before lecture 2.8 Sometimes
• I can concentrate and understand the material you read without re-reading a second or third time 2.8 Sometimes
• When reading a text, I read the headings and chapter outline first 3.1 Always
• I adjust my reading styles when you are reading for literature, social science, or science classes 3 Sometimes
The table shows that most of our respondents can read at the rate of 12-15 pages per hour for history-type material which has a 2.7 mean and has an interpretation of sometimes. For the question no. 2 most of our respondents can keep up reading for all their class before the lecture which has a 2.8 mean that fall under the sometimes. For the question no. 3 most of our respondents can concentrate and understand the materials they are reading without re-reading it which has a 2.8 mean that fall under the sometimes. For the question no. 4 most of our respondent’s answer that when they are reading a text they usually read the chapter and the heading that has a 3.1 mean that fall under always. For the question no. 5 most of our respondents answer that they adjust their reading style when reading literature, social studies which has a 3.0 mean that fall under always.
Figure 12
This graph shows that majority of the answer of our respondents fall under “sometimes” in terms of reading skills and only a one question got “always”. Overall our respondents have a good study habits in terms of reading skills.
Table 13. Frequency distribution of the Respondents according to Writing
WRITING SKILLS RANGE INTERPRETATION
• I am comfortable with your command of English grammar, Punctuation and spelling 2.9 Sometimes
• I have a clear idea of what the instructor requires for a writing assignment 3 Sometimes
• I make an outline of my paper, starting with the thesis statement and outlining how the subsequent paragraphs will support your thesis 2.9 Sometimes
• If I were assigned a research paper, I know how to use the library or internet to research your topic? 3.2 Always
• In writing essays or any poetic art, I used to have a first draft before re-writing it 3.1 Always
The table shows that most of our respondents answered that they are comfortable with the command of English grammar, punctuation and spelling which has a 32.9 mean and has an interpretation of sometimes. For the question no. 2 most of our respondents have a clear idea of what the instructor requires for a writing assignment which has a 3 mean that fall under the sometimes. For the question no. 3 most of our respondents answered that they make an outline of their paper, starting with the thesis statement and outlining how the subsequent paragraphs will support their thesis which has a 2.9 mean that fall under the sometimes. For the question no. 4 most of our respondent’s answered that if they were assigned on a research paper, they know how to use the library or internet to research their topic which has a 3.2 mean that fall under always. For the question no. 5 most of our respondents answered that in writing essays or any poetic art, they used to have a first draft before re-writing it which has a 3.1 mean that fall under always.
Figure 13
This graph shows that majority of the answer of our respondents fall under “sometimes” in terms of writing and only 2 questions got “always”. Overall our respondents have a good study habits in terms of writing.
CHAPTER V
Summary, Conclusion and Recommendations
This chapter presents the summary of findings of educational research based on the indicate data interpretation and the conclusion were drawn for further recommendation.
Summary This study aimed to explain and prove that study habits is related to the scholastic performances of the first year students of the Polytechnic University of the Philippines, Quezon City Campus. The respondents of this study were the selected bonified 1st year students of the PUPQC. The descriptive research was used in the study. The researchers used the diagnostic
Summary of the findings
On the light of the data presented in Chapter IV the following findings was revealed.
1. The study shows that the most of the respondents are female with a 64.4% of the total respondents, and the male with 35.6% with the total of 100%.
2. The study shows that most of the respondents are 16-17 years of age with 76.3% of the total percentage; 18-19 years old with 23.1%; 20-21 years old with 1.4% and the 22 years and up with a 0.5% of the total respondents.
3. The study shows that both female and male have their own way of studying which affect their scholastic performance.
4. This study revealed that majority of the respondents is in the average level of having good study habits because majority of them fall under the interpretation of “sometimes”.
Conclusion
Based from the summary of findings, the researchers arrived at these conclusions:
That the following variables truly affect the Student’s Study Habits
• Socio-Economic Status
• Study Environment
• Study Tools
• Time Management
• School System
• Motivational Factors
• To achieve goals
• Scholarship Program
Recommendations
Based on the findings that have reveal. The researchers came up with the following recommendations:
This research would be valuable to the following people for the reasons stated there.
• Parents- as guardian and steward of their children, they have the responsibility, job to know if their children possess a good study habits.
• Students- they should practice interest and act of strategies to learn the worth of their studies.
• Teachers- they should serve as a model to their students. It’s their responsibility to select the method and techniques towards the effective learning and also a guide to other students in teaching the benefits of the study habits.
• Administration/ Faculty- they are responsible for ascertaining students with knowledge that they should have. They would be able to make some better alternatives on adjustment in the education process for improvement.
References
• "Brief History". PUPQC.net. Divinista Corporation. Retrieved 17 October 2011.
• Astin, A. W. (1968). The college environment. Washington, DC: American Council on Education.
• Astin, A. W. (1982). Minorities in American higher education. San Francisco: Jossey-Bass.
Bibliography
• http://www.healthguidance.org/entry/11432/1/Most-Common-Bad-Study-Habits.html
• http://library.thinkquest.org/C005172/study_habits.htm
• http://www.scribd.com/doc/24002413/%E2%80%9CTHE-EFFECT-OF-STUDY-HABITS-ON-THE-ACADEMIC-PERFORMANCE-OF-FRESHMEN-EDUCATION-STUDENTS-IN-XAVIER-UNIVERSITY-CAGAYAN-DE-ORO-CITY-SCHOOL-YEAR-2008-20
• http://www.academictips.org/acad/literature/establishinggoodstudyhabits.html
• (http://www.scribd.com/doc/24002413/%E2%80%9CTHE-EFFECT-OF-STUDY-HABITS-ON-THE-ACADEMIC-PERFORMANCE-OF-FRESHMEN-EDUCATION-STUDENTS-IN-XAVIER-UNIVERSITY-CAGAYAN-DE-ORO-CITY-SCHOOL-YEAR-2008-2009)
• (http://homeworktips.about.com/od/studymethods/tp/studyhabits.htm)
• (http://psychcentral.com/lib/2006/top-10-most-effective-study-habits/all/1/)
• (http://www.bookrags.com/articles/16.html)
• (http://fit.webmd.com/kids/move/article/good-study-habits)
• (http://homeworktips.about.com/od/studymethods/tp/5-Bad-Study-Habits.htm)
References: • Astin, A. W. (1968). The college environment. Washington, DC: American Council on Education. • Astin, A. W. (1982). Minorities in American higher education. San Francisco: Jossey-Bass.
Polytechnic University of the Philippines
Quezon City Campus
The Effectiveness of Study Habits to Academic Performance of Freshmen Students of PUPQC
In partial fulfilment of the Requirement for the degrre of Bachelor in Business Teacher Education
Submitted to:
Dr.Lily G.Mendoza
Professor
Submitted by:
Ruth Jean T.Calape
Rachel Marie C.Casipe
Antonette P. Castillo
Jennyvic Largo
Maria Eloisa L. Montablan
March 2013
CHAPTER I
Introduction Studying is an act and an all-out effort of learning which involves a number of things. Students must know how to analyse the lesson and participate in their class for them to have knowledge. They need to have reference book like textbook, dictionary as well as the e-book but one of the problems that students face while studying is the ability to absorb the information in their minds, especially when confronted with long lessons. This situation requires an adequate solution for them to have a good academic performance Study Habits involves activities that require mental alertness, concentration, reflection and analysis. It also requires the ability to select and organize ideas or concepts to be studied. When the topic of study habits mentioned, the next question that is raised by those involved in the education of our young people is whether our student’s today do possess study habits. This is because it cannot be denied that generally, today’s students do not seem to appreciate studying their lessons the way the idea is traditionally understood to mean a regular and consistent way of studying and fulfilling of school related tasks both at home and in school. (Seo, 1999)
With regard to this problem, the researchers want to find out the effectiveness of the study habits developed among the freshmen students here in PUPQC.
Background of the Study
All educational organizations aim to develop its learner’s academic competence and facilitate to achieve the finest learning. It is always an achievement for schools to be able to deliver quality education. In the same manner, a teacher’s effectiveness can also be measured by how much a students a school has. Policies, curriculum, books and even the selection procedures of teachers and students are formulated with this in view. Total development is the greatest concern of every school. The concept of totality implies personal development of all areas such as intellectual, social, physical, spiritual and emotional aspect. (Canda, 2007) The child is the center of the teaching-learning process and the strongest foundation of developing the child’s study habits usually starts in the elementary grade should be sensitive to the needs of pupils, their interest, likes and dislikes. They should be motivated so as to develop and be accustomed and correct study habits. A Study Habit is generally understood as a regular systematic effective way of doing related responsibilities and obligation. Seo (1999) in is study described study habits as a generic term which refers to the attitude, study materials, study techniques, study environment and actual study time that will described the study habits as a very good, good, fair or poor. (Et al. Gonzales 2011)
Theoretical Framework
• Student Involvement: A Developmental Theory for Higher Education
(Alexander W. Astin)
A student development theory based on student involvement is presented and described, and the implications for practice and research are discussed. Even a casual reading of the extensive literature on student development in higher education can create confusion and perplexity. One finds not only that the problems being studied are highly diverse but also that investigators who claim to be studying the same problem frequently do not look at the same variables or employ the same methodologies. And even when they are investigating the same variables, different investigators may use completely different terms to describe and discuss these variables. My own interest in articulating a theory of student development is partly practical—I would like to bring some order into the chaos of the literature—and partly self-protective. I and increasingly bewildered by the muddle of findings that have emerged from my own research in student development, research that I have been engaged in for more than 20 years. The theory of student involvement that I describe in this article appeals to me for several reasons. First, it is simple: I have not needed to draw a maze consisting of dozens of boxes interconnected by two-headed arrows to explain the basic elements of the theory to others.
Second, the theory can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years. Third, it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory. Finally, this theory of student involvement can be used both by researchers to guide their investigation of student development—and by college administrators and faculty—to help them design more effective learning environments.
• The Cognitive Learning Theory
Definition:
Cognitive theory is a learning theory of psychology that attempts to explain human behaviour by understanding the thought processes. The assumption is that humans are logical beings that make the choices that make the most sense to them. Information processing is a commonly used description of the mental process, comparing the human mind to a computer.
Pure cognitive theory largely rejects behaviourism on the basis that behaviourism reduces complex human behaviour to simple cause and effect. However, the trend in past decades has been towards merging the two into a comprehensive cognitive. This allows therapists to use techniques from both schools of thought to help clients achieve their goals.
Social cognitive theory is a subset of cognitive theory. Primarily focused on the ways in which we learn to model the behavior of others, social cognitive theory can be seen in advertising campaigns and peer pressure situations. It is also useful in the treatment of psychological disorders including phobias.
The Cognitive Learning Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things. This theory can be divided into two specific theories: the Social Cognitive Theory (SCT), and the Cognitive Behavioral Theory (CBT).
When we say the word “learning”, we usually mean “to think using the brain”. This basic concept of learning is the main viewpoint in the Cognitive Learning Theory (CLT). The theory has been used to explain mental processes as they are influenced by both intrinsic and extrinsic factors, which eventually bring about learning in an individual.
Cognitive Learning Theory implies that the different processes concerning learning can be explained by analyzing the mental processes first. It posits that with effective cognitive processes, learning is easier and new information can be stored in the memory for a long time. On the other hand, ineffective cognitive processes result to learning difficulties that can be seen anytime during the lifetime of an individual.
Social Cognitive Theory
In the Social Cognitive Theory, we are considering 3 variables:
• behavioral factors
• environmental factors (extrinsic)
• personal factors (intrinsic)
These 3 variables in Social Cognitive Theory are said to be interrelated with each other, causing learning to occur. An individual’s personal experience can converge with the behavioral determinants and the environmental factors.
Social Cognitive Theory Illustration (Pajares, 2002)
In the person-environment interaction, human beliefs, ideas and cognitive competencies are modified by external factors such as a supportive parent, stressful environment or a hot climate. In the person-behavior interaction, the cognitive processes of a person affect his behavior; likewise, performance of such behavior can modify the way he thinks. Lastly, the environment-behavior interaction, external factors can alter the way you display the behavior. Also, your behavior can affect and modify your environment. This model clearly implies that for effective and positive learning to occur an individual should have positive personal characteristics, exhibit appropriate behavior and stay in a supportive environment.
In addition, Social Cognitive Theory states that new experiences are to be evaluated by the learner by means of analyzing his past experiences with the same determinants. Learning, therefore, is a result of a thorough evaluation of the present experience versus the past.
Conceptual Framework
Figure 1
Input Process Output
Figure 1 shows the conceptual framework of the study. The input consist of the theory (Student involvement and cognitive learning theory), used in the study. The demographic profile of the freshmen students were concerned such as: age, gender, religion, types of residency and types of school graduated for the process.
The proponents gave questionnaires to float to the selected freshmen. They used statistical treatment and analyzed the data that gathered.
For the output, the researchers are going to conduct a seminar entitled: Benefits of acquiring good study habits so that our respondents will gain knowledge and be benefitted from this study.
Statement of the Problem
The Effectiveness of the Study Habits to the Freshmen students of PUPQC Academic year 2012-2013
1. What is the demographic profile of the students in terms of:
• Age
• Gender
• Religion
• Types of residency
• Types of school graduated
2. What are the factors that affect the study habits of the freshmen of PUPQC?
3. What are the effects of the study habits to the freshmen students of PUPQC?
Scope and Limitation
This study focused on the effectiveness of study habits in the Academic Performance of the Freshmen Students of PUPQC. The scope of this research is based on six different courses for the total of 498 freshmen students in the school year 2012-2013.
Assumption The Researchers conducted this study entitled: “The Effectiveness of the Stud Habits to the Freshmen students of PUPQC Academic year 2012-2013”, and come up on the following assumption:
1. The demographic profile such as age, gender, religion, types of residency, and types of school graduated affect the student’s study habit.
2. The factors affecting one’s study habit are study environment, time management and different skills such as listening, speaking, reading, writing or note-taking.
Significance of the Study This study would show the different kind of study habits that affects the academic performance of the students. This research will be beneficial for all freshmen students for them to realize the importance of having a good study habits and for them to value the education that they have. It will not only give information about Education, but it will also give them sort of knowledge and benefits of acquiring good study habits to achieve their high performance in school.
• For the students
For them to have a future reference in making up their own thesis
• For the Professors
They need to observe first in order for them to know whether they are having difficulties in it comes to studying. For them to know what strategy are they going to use in order to eject that knowledge in the students.
• For the Parents.
This study can serve as a guide for them in order to take their child in the right track of learning.
Definition of Terms:
Assignment- refers to conceptually task given by the subject teacher before the last period of the student in the learning center in the library or at home.
Education- it is the process of acquiring knowledge, skills and attitudes that makes man do better and it is the right of an individual to attain progress in life.
Effectiveness- means the capability of producing an effect. Any result of another action or circumstance.
Habit- pertains to an act, movement or pattern of behavior that through practice and training has become an easy manner of behaving without hesitancy or concentration. It is the way of living that has become learned. Habit in their totality makes up the characteristics of the individual as he/she appears to other people.
Material tools- the process of arousing and sustaining the interest of the students in an activity in order to achieve their goals.
PUP Q.C. - it is the University along Commonwealth Ave. and wherein the study conducted.
Academic Performance- it refers to academic grades of the students for the whole semesters as used in the study by getting all the final grades of all Freshmen Students.
Study Habits- pertains operationally to habits into which the students accustom themselves, this are methods of approaches with the units of learning by ignoring abstraction, paying attention to specific material being studied and concentrating in the learning process.
CHAPTER II
Review of Related Literature
The related literature provided the proponents a substantial background on this study. On the other hand, the review of foreign and local studies provided the proponents with other findings, which could help in the analysis of the study.
Foreign Literature
• 5 Bad Study Habits and Effective Solutions
(Grace Fleming)
Have you ever wondered how you can bomb a test after studying for hours? A poor test result after many hours of faithful studying is a real confidence buster!
If this happens to you, it’s possible that your current study habits are failing you! But you can turn it around.
The process of learning is still a little mysterious, but studies do show that the most effective process for studying involves highly active behaviour over a period of time. In other words, to study effectively, you must read, draw, compare, memorize, and test yourself over time.
The following study habits are least helpful when used alone. 1. Taking linear notes
Linear notes are lecture notes that students take when they attempt to write down every word of a lecture. Linear notes occur when a student tries to write every word a lecturer says in sequence, like writing a rambling essay with no paragraphs.
You may be wondering: How can it be bad to capture every word of a lecture?
It’s not bad to capture every word of a lecture, but it is bad to think you’re studying effectively if you don’t mess with your linear notes in some way. You must revisit your linear notes and make relationships from one section to another. You should draw arrows from one related word or concept to another, and make a lot of notes and examples in the margins.
Solution: To reinforce information and to make it sink in, you must also recreate all your class notes in another form. You have to revisit the information and put it all into a chart or shrinking outline.
Right before every new lecture, you should review your notes from days past and predict the next day’s material. You should reflect and make relationships between key concepts before you sit down for a new lecture.
You should prepare for your exams by creating a fill-in-the-blank test from your notes. 2. Highlighting the book
Are you guilty of highlighter abuse? Reckless highlighting is the root cause for many bad test grades!
Bright colors on a page make a big visual impact, so it seems like a lot of good studying is going on when you read and highlight.
Highlighting does make important information stand out on a page, but that doesn’t do you much good if you don’t do something active with that information. Reading highlighted words again and again is not active enough.
Solution: Use the information you highlight to create a practice exam. Put highlighted words onto flashcards and practice until you know every term and concept. Identify key concepts and use them to create practice essay questions.
You should also develop a color-coded highlighting strategy. Highlight new words in one color and new concepts in another, for example. You could also highlight separate topics according to a color code for more impact.
3. Rewriting notes
Students rewrite notes under the assumption that repetition is good for memorization. Repetition is valuable as a first step, but it’s not that effective all alone.
You should rewrite your notes in the shrinking outline method, but follow up with self-testing methods.
Solution: Switch class notes with a classmate and create a practice exam from his/her notes. Exchange practice exams to test each other. Repeat this process a few times until you are comfortable with the material.
4. Rereading the chapter
Students are often encouraged to re-read a chapter on the night before an exam to reinforce what they’ve learned. Rereading is a good tactic as a last step.
Just like the other study habits mentioned above, rereading is only one part of a puzzle.
Solution: Make sure to use active steps like charts, shrinking outlines, and practice tests and follow up with rereading your chapter
5. Memorizing definitions
Students spend a lot of time using flashcards to memorize definitions. This is a good study method, as long as it’s a first step in the process of learning. As students’ progress through the grade levels, they are expected to progress in cognitive skills.
Once you 've exited middle school, you can 't expect to do well on an exam by memorizing the definitions to terms. You must learn to memorize a definition and then define the significance of the new vocabulary terms you encounter. If you 're in high school or college, you should be prepared to explain how terms are relevant in the subject, compare them to similar concepts, and explain why they matter at all.
Here 's a real life example:
In middle school you might learn to memorize the definition of propaganda.
In high school you might encounter this as a term, but you 'll need to memorize the definition and learn to recognize propaganda materials from World War II and other times.
In college you should be able to define propaganda, come up with examples from the past and from today, and explain how propaganda has affected different societies at different times.
Solution: Once you have memorized the definitions of your terms, give yourself a short essay practice test. Make sure you are able to define a term and explain why it is significant. Be able to compare and contrast your term to something or someone of similar significance.
The act of testing and retesting yourself somehow makes the information stick.
• 10 Highly Effective Study Habits
(John M. Grohol, Psy.D.)
Students grapple with many issues in their lives, and because of all of the competing things for your attention, it’s hard to concentrate on studying. And yet if you’re in school, you have to do at least a little studying in order to progress from year to year. The key to effective studying isn’t cramming or studying longer, but studying smarter. You can begin studying smarter with these ten proven and effective study habits.
1. How you approach studying matters
Too many people look at studying as a necessary task, not an enjoyment or opportunity to learn. That’s fine, but researchers have found that how you approach something matters almost as much as what you do. Being in the right mindset is important in order to study smarter.
Sometimes you can’t “force” yourself to be in the right mindset, and it is during such times you should simply avoid studying. If you’re distracted by a relationship issue, an upcoming game, or finishing an important project, then studying is just going to be an exercise in frustration. Come back to it when you’re not focused (or obsessed!) by something else going on in your life.
Way to help improve your study mindset:
• Aim to think positively when you study, and remind yourself of your skills and abilities.
• Avoid catastrophic thinking. Instead of thinking, “I’m a mess, I’ll never have enough time to study for this exam,” look at it like, “I may be a little late to study as much as I’d like, but since I’m doing it now, I’ll get most of it done.”
• Avoid absolute thinking. Instead of thinking “I always mess things up,” the more objective view is, “I didn’t do so well that time, what can I do to improve?”
• Avoid comparing yourself with others, because you usually just end up feeling bad about yourself.
2. Where you study is important
A lot of people make the mistake of studying in a place that really isn’t conducive to concentrating. A place with a lot of distractions makes for a poor study area. If you try and study in your dorm room, for instance, you may find the computer, TV, or a roommate more interesting than the reading material you’re trying to digest.
The library, a nook in a student lounge or study hall, or a quiet coffee house is good places to check out. Make sure to choose the quiet areas in these places, not the loud, central gathering areas. Investigate multiple places on-campus and off-campus; don’t just pick the first one your find as “good enough” for your needs and habits. Finding an ideal study place is important, because it’s one you can reliably count on for the next few years.
3. Bring everything you need, nothing you don’t
Unfortunately, when you find an ideal place to study, sometimes people bring things they don’t need. For instance, while it may seem ideal to type notes into a computer to refer back to later, computers are a powerful distraction for many people because they can do so many different things. Playing games, going online, IM’ing, surfing the Web, and answering emails are all wonderful distractions that have nothing to do with studying. So ask yourself whether you really need a computer to take notes, or whether you can make do with the old-fashioned paper and pen or pencil.
Don’t forget the things you need to study for the class, exam or paper you’re focusing on for the study session. Nothing is more time-consuming and wasteful than having to run back and forth regularly because you forget an important book, paper, or some other resource you need to be successful. If you study best with your favorite music playing, make sure your iPod is with you.
4. Outline and rewrite your notes
Most people find that keeping to a standard outline format helps them boil information down to its most basic components. People find that connecting similar concepts together makes it easier to remember when the exam comes around. The important thing to remember in writing outlines is that an outline only words as a learning tool when it is in your own words and structure. Every person is unique in how they put similar information together (called “chunking” by cognitive psychologists). So while you’re welcomed to copy other people’s notes or outlines, make sure you translate those notes and outlines into your own words and concepts. Failing to do this is what often causes many students to stumble in remembering important items.
It may also be helpful to use as many senses as possible when studying, because information is retained more readily in people when other senses are involved. That’s why writing notes works in the first place – it puts information into words and terms you understand. Mouthing the words out loud while you copy the notes before an important exam can be one method for involving yet another sense.
5. Use memory games (mnemonic devices)
Memory games, or mnemonic devices, are methods for remembering pieces of information using a simple association of common words. Most often people string together words to form a nonsense sentence that is easy to remember. The first letter of each word can then be used to stand for something else – the piece of information you’re trying to remember. The most common mnemonic device example is “Every Good Boy Deserves Fun.” Putting the first letters of every word together – EGBDF – gives a music student the five notes for treble clef.
The key to such memory devices is the new phrase or sentence you come up with has to be more memorable and easier to remember than the terms or information you’re trying to learn. These don’t work for everyone, so if they don’t work for you, don’t use them.
Mnemonic devices are helpful because you use more of your brain to remember visual and active images than you do to remember just a list of items. Using more of your brain means better memory.
6. Practice by yourself or with friends
The old age adage, practice makes perfect, is true. You can practice by yourself by testing yourself with either practice exams, past quizzes, or flash cards (depending what kind of course it is and what’s available). If a practice exam isn’t available, you can make one up for yourself and your classmates (or find someone who will). If a practice or old exam from a course is available, use it as a guide – do not study to the practice or old exam! (Too many students treat such exams as the real exams, only to be disappointed when the real exam has none of the same questions). Such exams help you understand the breadth of content and types of questions to expect, not the actual material to study for.
Some people enjoy reviewing their materials with a group of friends or classmates. Such groups work best when they’re kept small (4 or 5 others), with people of similar academic aptitude, and with people taking the same class. Different formats work for different groups. Some groups like to work through chapters together, quizzing one another as they go through it. Others like to compare class notes, and review materials that way, ensuring they haven’t missed any critical points. Such study groups can be helpful for many students, but not all.
7. Make a schedule you can stick to
Too many people treat studying as the thing to do when you get around to it or have some spare time. But if you schedule study time just as your class time is scheduled, you’ll find it becomes much less of a hassle in the long run. Instead of last-minute cramming sessions, you’ll be better prepared because you haven’t put off all the studying into one 12-hour marathon. Spending 30 or 60 minutes every day you have a class studying for that class before or after is a lot easier and will allow you to actually learn more of the material.
You should study regularly throughout the semester for as many classes as you can. Some people study every day, others put it off to once or twice a week. The frequency isn’t as important as actually studying on a regular basis. Even if you just crack open a book once a week for a class, it’s better than waiting until the first exam in a massive cram session.
Scheduling is even more important if you’re going to be a part of a study group. If only half of your members are committed to a study group for every meeting, then you need to find other study group members who are as committed as you are.
8. Take breaks (and rewards!)
Because so many people view studying as a chore or task, it’s human nature to avoid it. If, however, you find rewards to help reinforce what you’re doing, you may be pleasantly surprised by the change you may find in your attitude over time.
Rewards start by chunking study time into manageable components. Studying for 4 hours at a time with no breaks is not realistic or fun for most people. Studying for 1 hour, and then taking a 5 minute break and grabbing a snack is usually more sustainable and enjoyable. Divide study time into segments that make sense and work for you. If you have to digest a whole textbook chapter, find sections in the chapter and commit to reading and taking notes on one section at a time. Maybe you only do one section in a sitting, maybe you do two. Find the limits that seem to work for you.
If you succeed in your goals (such as doing two sections of a chapter in one sitting), give yourself a real reward. Perhaps it’s saying, “I’ll treat myself to some good dessert tonight at dinner,” or “I can buy a new tune online,” or “I can spend an extra 30 minutes gaming for every 2 sections of a book chapter I read.” The point is to find a reward that is small but real, and to stick to it. Some may view this as absurd, since you’re setting limits you can easily ignore. But by setting these limits on your behavior, you’re actually teaching yourself discipline, which will be a handy skill to have throughout life.
9. Keep healthy and balanced
It’s hard to live a balanced life while in school, I know. But the more balance you seek out in your life, the easier every component in your life becomes. If you spend all of your time focusing on a relationship or a game, you can see how easy it is to be out of balance. When you’re out of balance, the things you’re not focusing on – such as studying – become that much harder. Don’t spend all of your time studying – have friends, keep in touch with your family, and find interests outside of school that you can pursue and enjoy.
Finding balance isn’t really something that can be taught, it’s something that comes with experience and simply living. But you can work to try and keep your health and body balanced, by doing what you already know – exercise regularly and eat right. There are no shortcuts to health. Vitamins and herbs might help you in the short-term, but they’re not substitute for real, regular meals and a dose of exercise every now and again (walking to class is a start, but only if you’re spending an hour or two a day doing it).
Look at vitamins and herbs as they are intended – as supplements to your regular, healthy diet. Common herbs – such as ginkgo, ginseng, and gotu kola – may help you enhance mental abilities, including concentration, aptitude, behavior, alertness and even intelligence. But they may not, either, and you shouldn’t rely on them instead of studying regularly.
10. Know what the expectations are for the class
Different professors and teachers have different expectations from their students. While taking good notes and listening in class (and attending as many of the classes as you can) are good starts, you can do one better by spending some time with the instructor or professor’s assistant. Talking to the instructor early on – especially if you foresee a difficult course ahead – will help you understand the course requirements and the professor’s expectations. Maybe most students in the class are expected to get a “C” because the material is so difficult; knowing that ahead of time helps set your expectations, too.
Pay attention in class. If the instructor writes something on the whiteboard or displays it on the screen, it’s important. But if they say something, that’s important too. Copy these things down as they’re presented, but don’t zone out completely from what the instructor is also saying. Some students focus on the written materials without regard for what the instructor is saying. If you write down only one aspect of the professor’s instructions (e.g., just what they write down), you’re probably missing about half the class.
If you get a particularly bad grade on a paper or exam, talk to the instructor. Try and understand where things went wrong, and what you can do in the future to help reduce it from happening again.
Don’t forget to learn!
Studying isn’t just about passing an exam, as most students look at it as. Studying is an effort to actually learn things, some of which you might actually care about. So while you’ll have to take your share of classes that have little or nothing to do with your interests, you should still look for interesting things to take away from every experience.
By the time you’ll realize what a great opportunity school is, you’ll be well into the middle of your life with a lot of responsibilities – children, mortgages, career pressures, etc. Then most people have neither the time nor energy to go back to school. So take the time to learn some stuff now, because you’ll appreciate the opportunity later on.
• 10 Great Study Habits To Improve Your Performance
(Grace Fleming)
It is never too late to develop great study habits. If you 're starting a new school year, or you just want to improve your grades and school performance, take a look at this list of good habits and start making some changes in your routine.
1. Write Down Every Assignment
The most logical place to write down your assignments is in a planner, but you might prefer to keep a to-do list in a simple notebook or in your cell phone note pad. It doesn 't really matter what tool you use, but it is absolutely essential to your success to write down every single assignment, due date, test date, and task.
2. Remember to Bring Your Homework to School
It sounds simple enough, but many F 's come from students forgetting to bring a perfectly good paper to school with them. Does your homework have a home? Is there a special place where you always put your paperwork each night? To avoid forgetting your homework, you must establish a strong homework routine with a special homework station where you work each night. Then you must get in the habit of putting your homework where it belongs right after you finish it, whether this is in a special folder on your desk or in your backpack.
3. Communicate With Your Teacher
Every successful relationship is built upon clear communication. A student-teacher relationship is no different. Miscommunication is another one of those factors that can cause bad grades, despite good efforts on your part. At the end of the day, make sure you understand every assignment that 's expected of you. Imagine getting a bad grade on a 5-page paper because you didn 't understand the difference between an expository essay and a personal essay.
Be sure to ask questions and find out what format you should use when you write a paper or what type of questions might appear on your history exam. The more questions you ask, the more prepared you 'll be.
4. Organize With Color
Devise your own color-coding system to keep your assignments and your thoughts organized. You may select a single color for each class (like science or history) and use that color for your folder, your highlighters, your sticky notes, and your pens. You 'll be surprised to discover how much strong organization skills can change your life!
Color-coding is also a tool to use when conducting research. For example, you should always keep several colors of sticky flags on hand when you 're reading a book for school. Assign a specific color the every topic of interest. Place a flag on a page containing information you will need to study or to cite. It works like magic!
5. Establish a Study Zone at Home
Take the time to assess your individual style and your real needs and plan for the perfect study place. After all, if you can’t concentrate, you certainly can’t expect to learn very well. Students are different. Some need a completely quiet room free from interruptions when they study, but others actually study better listening to quiet music in the background or taking several breaks.
Find a place to study that fits your specific personality and learning style. Then stock your study space with school supplies that will help you avoid last-minute emergencies.
6. Prepare Yourself for Test Days
You know that it 's important to study for test days, right? But there are other things you should consider in addition to the actual material that the test will cover. What if you show up for test day and the room is freezing cold? For many students, this would cause enough of a distraction to interrupt concentration. That leads to bad choices and bad answers. Plan ahead for heat or cold by layering your clothing.
And what happens when you spend so much time on one essay question that you don 't have enough time to finish the exam? Another way to prepare for test day is to take a watch and be mindful of time management.
7. Know Your Dominant Learning Style
Many students will struggle in a subject without understanding why. Sometimes this is because students don 't understand how to study in a way that matches their brain style.
Auditory learners are those who learn best through hearing things. Visual learners retain more information when they use visual aids, and tactile learners benefit by doing hands-on projects.
Every student should examine and evaluate their habits and their natural tendencies and decide how they might be able to improve their study habits by tapping into their personal strengths.
8. Take Fabulous Notes
There are a few tricks to taking fabulous notes that really help when it comes to studying. If you’re visual person, you should make as many doodles on your paper as you can. Useful doodles, that is. As soon as you realize that once topic relates to another, comes before another, is the opposite of another, or has any kind of connection to another—draw a picture that makes sense to you. Sometimes the information will not sink in until and unless you see it in an image.
There are also certain code words to look out for in a lecture that can indicate that your teacher is giving you the relevance or the context of an event. Learn to recognize key words and phrases that your teacher deems important.
9. Conquer Procrastination
When you put things off a lot, you end up putting things off until it 's too late from time to time. It 's that simple. When you procrastinate, you take the chance that nothing will go wrong at the last minute--but in the real world, things do go wrong.
So how can you battle the urge to put things off? Start with trying to recognize that a feisty little voice that lives inside every one of us. It tells us it would be more fun to play a game, eat, or watch TV when we know better. Don’t fall for it!
10. Take Care of Yourself
Some of your personal habits might be affecting your grades. Are you feeling tired, achy, or bored when it comes to homework time? You can change your grades by practicing a few healthy homework habits. Change the way you feel by taking better care of your mind andyour body.
For example, between text messaging, Sony PlayStations, Xbox, Internet surfing, and computer writing, students are using their hand muscles in all new ways, and they 're growing increasingly susceptible to the hazards of repetitive stress injury. Find out how to avoid pain in your hands and neck by changing the way you sit at your computer.
• Most Common Bad Study Habits
(Jason Ladock) Different people like to study in different ways. While some people like reading aloud, others cannot imagine learning anything that way. Some people like to write down notes; others like to listen to music while studying and the like. But, not all study habits are good. Some habits take up a lot of time and attention that would otherwise be diverted towards study. Here are a few common bad study habits and their solutions:
Studying in groups – This is a great way to share ideas and exchange information, but the problem is that there are chances of diverting from the subject. What started as a discussion of Newton’s law may end up as a discussion on the latest trends in hairstyles. Don’t make group study your primary way of studying. Engage in group discussions and don’t hesitate to help those who are struggling with a particular subject, and don’t also hesitate to ask for help either. But after that, spend time going through your notes and you should also study alone in your own way.
Studying in places with lots of distractions – Your environment determines how well you can concentrate on a particular subject. Don’t study in rooms which are too hot or too cold. Don’t use chairs which are uncomfortable. Don’t choose to study in rooms which are situated in noisy and active locations. The library or a quiet spot in your home or garden is a good place to get some serious studying done.
Eating and drinking alcohol while studying – If you tend to feel hungry while studying, snack on something light and healthy. Eating heavy and fat filled meals makes you lethargic and sleepy, not to mention the unhealthy calories you will be piling up. Alcohol is a strict "No-No" while studying. But stay hydrated by drinking lots of water or fresh juice.
Playing music while studying – Music has been known to soothe and relax. As a matter of fact, some people feel that they can concentrate better when they listen to music. But music may interfere with your concentration. If you absolutely must listen to music, play it on low volume and go in for plain music without lyrics. That won’t distract you as much as music with lyrics.
Leaving things for the last minute – You may tend to put off studying something in the hope of cramming up later. But last minute studying is not effective. You will not be able to grasp the subject matter nor will you be able to retain it. Being flooded with a truckload of information at the last minute adds to your stress levels too. After you return from school or college, go through the day’s notes and finish assignments regularly. This way, you won’t have to rush at the last minute.
Doing several things simultaneously – Are you the kind who makes breakfast and goes through your notes at the same time? This is a bad study habit. You will be distracted and nothing you read is going to register in your brain. Set aside some time each day exclusively for studying. Don’t engage in anything else during this time. Other tasks can be attended to do later.
These are few common bad study habits. They interfere with retention and processing of information. So, if you fall into one of these categories, it is up to you to do something about it. Bad study habits need to be broken. Only then will you be able to make the most of your time and efforts at studying.
Local Literature
Using SQ3R:
Here’s an idea; many assignments involve reading. Even difficult reading assignments can be completed successfully if you use the right study method. One such method is called SQ3R. SQ3R includes five steps: Survey, Question, Read, Recite and Review.
Survey:
Look over the reading material. Get a general idea of its content. Notice titles, subtitles and illustrations. Read the introduction and summary.
Question:
Make a list of study questions. Include any questions you think you should be able to answer after reading the material. Also include any study question in the book and any given to you by your teacher. Use titles, headings, pictures, maps or charts as sources of question.
Read:
Read the assignment closely. Look for answers to your questions. Also look for main ideas and supporting details. Make notes. Pay attention to the definitions, topic sentences and chapter headings.
Recite:
Say the answers to your questions to yourself. Make notes to help you remember the answers.
Review:
Try to answer your original questions without looking at your notes. If necessary, look over the selection again to find the answers. Read your notes over several times to help you remember.
Taking notes:
Here’s an idea: When you take notes, you make a simple record of something you have heard, or seen, or read. You should take notes when you listen in class or do assigned readings. You should also take notes when you do research or conduct interviews. Note can be used to review for test and quizzes. They can also be used to record information for a composition or report. The following guidelines will help you.
1. Keep a notebook. For each class, use separate section of a notebook. Whenever you begin a page of notes, write the date and the name of the class at the top of the page.
2. Take notes as you read. Include in your note the questions and answers you write while using the SQ3R study method. Also include key words, definitions and ideas from your reading.
3. Take notes as you listen. Listen for clues that tell you what information is important. Such clues may be phrases like most importantly, remember thisand in summary. Clues may also be found in the speaker’s delivery. For instance, a speaker may emphasize a point with gesture, or by pausing or slowing down.
4. Write neatly. Make sure you will be able to read your notes.
5. Use a rough outline form. Record main ideas and supporting details. Write main ideas with a capital letter. Under each main idea, write any supporting examples or details.
6. Use phrases, abbreviations and symbols. Do not write complete sentences. Instead, save time by using short phrases, abbreviations and symbols.
ADJUSTING YOUR READING RATE
Here’s the idea. When you read, you must choose the right tools. The tools you have to choose from are the different types of reading. The types of reading include in-depth reading, skimming and scanning. Each type of reading is used for different purposes.
In-depth Reading use in-depth reading for studying new or difficult material. Follow the steps of the SQ3R study method.
• Survey the material
• Make a list of study questions
• Move your eyes slowly across every line
• Look for main ideas
• Look for supporting details
• Note definitions, topic sentences, key words, titles and headings
Fast Reading use fast reading when you want to survey or review written material. Two useful types of fast reading are skimming and scanning.
Skimming is used to gain a general overview of material. When you skim a selection, do not read every word. Instead, glance at titles, subtitles, headings, pictures and graphic aids. Also look at the first and last sentences in the paragraphs. If you are skimming a book, glance at the table of contents. Use skimming to survey materials as the first step in the SQ3R study method. Also use skimming when you need to get a general idea of the content of a selection .When doing a research, for example, you will sometimes need to find out whether a source contains information on your topic. You can use skimming to do this.
Scanning is used to find specific information. To scan, move your eyes quickly across each line or down each page. Again, do not read every word. Instead look for only words or phrases that relate to the specific information you need. Once you spot a key word or phrase, stop scanning and start to read more slowly.
• Keep only the healthy habits
Habits (Bob Garon) you cannot live without them. They make life easier for us because they pretty much regulate our behavior. Habits are ingrained learned ways of doing things. Watch a little child try to brush his teeth. We say he isn’t used to it. In reality, he has not acquired the skill nor the habit. Even when he knows lion, he will have to be reminded until he has the habit. Then, he will be set for life. When he goes to school, he must eventually acquire good study habits in order to actualize his full potential. He might be intelligent, but unless he has study habits he might even flunks or barely pass. If you are able to be successful, you will need a lot of good habits to keep you steady as you go through life. A virtue is a habitual way of thinking. The honest man who cannot be corrupted has a habit of thinking integrity. It is so deeply in grained in his mind that he can easily walk away from an attempt bribe. Like what Bob Garon said habits made our life easier because they pretty much regulate our behavior. If we have a good study habits it will improve our lives because we do thing in the right way.
• The society is one of the factors that influence one’s educational background. The main function of the society is to influence the patterns of behavior and aspects of one’s personality. (Lardizbal, 1988)
Foreign Studies
• 10 Tips for Good Study Skills
One of the main things that kids struggle with during their school years are proper study habits. Developing a habit can take a couple of weeks, so be consistent, and implement these ten tips to help them study better.
1. A consistent time and place is best. If your child has a desk, have them use it to study, and they should study at a regular time each day. If no desk is available, establish a "study place" to use each time.
2. Studying should begin immediately when your child sits down. Don 't let them fall into other distractions, like answering emails from friends or doodling. They can do those things later, as a reward for themselves, when they get their studying done!
3. Help your child plan what they need to accomplish. At the beginning of the study session, help them write down exactly what they want to get done (complete two pages of an essay, finish a paper, write a short story, answer ten math questions, learn a new computer function, etc.).
4. Large tasks should be broken down into smaller ones. For example, if an essay is to be written, the tasks might include coming up with a thesis, writing a solid first paragraph, planning out the points that need to be covered, researching those points, writing each section, etc.
5. Keep a "log book" or record of needs to be accomplished in each study section. Your child can look over it later and be impressed with themselves!
6. Keep studying supplies in a handy place, like in a shoe box. Have your child organize them so they can grab what they want quickly, without having to rummage around.
7. Be aware of when your child starts to daydream, and stop them right away. Help them concentrate for blocks of time, but be sure to allow them regular breaks to refresh their brain. Have them try studying for 45 minutes, then resting for 15 minutes.
8. Getting enough sleep is important for effective studying and remembering. Be sure your child has an established bedtime at a reasonable time each night. Avoid caffeine a few hours before bedtime so sleep is uninterrupted.
9. Eating well gives your body and brain the fuel it needs. Children should eat three good meals a day and should not skip breakfast. Try to have them eat a balanced diet of good healthy foods and not too much junk.
10. Exercise will increase memory and study stamina, as well as making you feel generally more confident. Older children should aim for three to four exercise sessions a week, doing 20 or more minutes in each workout session. Always consult your child 's physician before beginning any exercise program.
As children grow into young adults, it 's important that we as parents provide the skills and habits they will need for life. Establishing good study habits now, will set them up for success in the future!
• 7 Bad Study Habits A College Student Must Not Have
Poor Attendance. For any subject, especially accounting, attendance is really a must. Unless, of course, you’re a genius who can just scan your teacher’s or classmates’ notes and you can readily understand the lesson. If you’re not, the next best thing is to hear firsthand what your teacher has to say and to read through your own eyes everything written on the board. If you do not attend classes, your chance of understanding the subject is almost nil plus your points for attendance go down as well.
No Assignments. Let’s face it. Basic Accounting is still a numbers game and the only way a student can learn this subject is through practice. And practicing the subjects / topics means diligently doing the exercises and the assignments all on your own. I noticed some of my students (even those who passed) depend on their classmates for their assignments. So who learns the subject? The ones who did the assignments. The ones who didn’t, good luck.
Failing to Take Down Notes. I know, I know, the student can always photocopy the classmates’ notes. But, personally, I don’t think this really works for those students who do not take down notes and just depend on their classmates. Taking down notes mean you are listening and are focused on the subject. A student who doesn’t take down notes is either somebody who has a photographic memory or just plain lazy or is not concentrating on the subject at hand. The first reason is a good one but is quite rare. The second reason may be okay if the student is intelligent in the first place (but this is still not an excuse). The third reason may be the worst because the student is really not absorbing anything from the class. And when this happens, your grades are bye-bye.
Poor Time Management. There’s this one time I gave a major exam for my students. Imagine my surprise when I saw some of them were not taking the exams (and they were just hanging around the school!). Their reason for not taking the exam? They were not able to study on my subject. Gee, but they were able to study for the other subjects huh? Needless to say, I got hopping mad and told them to take the exam or I won’t give a make-up exam for them. I mean I know that they have a lot on their plates what with their subjects, case studies, thesis, exams, etc., etc. But hey, they have to know how to manage their time and accommodate everything. That’s part of a student’s life. And to think their schedule of exams were announced right from the start, so they should have properly prepared and planned their time to coincide with the official school schedule. Okay, ranting a little bit here. Next!
Procrastination. This one can follow poor time management skills, but it’s a habit that can be left on its own. Let’s put it in another word – cramming (which was common when I was in college, still is apparently). What’s worse right now is that a lot of students have more distractions than when I was in college. These distractions (like Facebook, online games, play stations, texting / chatting) make cramming or procrastination a more dangerous bad habit now than it was before.
Not Following Teacher’s Instructions. Okay, here’s comes the exam. The students are asked to write T for True and F for False. What do they do? Write the whole word (what the…?). Or worse, give entirely different answers (had a student like that, thought immediately of recommending her to a psychiatrist, j/k). Failing to follow instructions like in the first case means deductions from me. Failing to follow instructions like in the second case means a failed grade in the exam or worse, in the subject itself.
Negative Thinking. This one bad habit can wipe out all the student’s good study habits. I mean if the student perennially thinks he or she does not understand the subject or that the subject is just too hard for him or her, no amount of studying or copying notes or doing assignments can really make up for this one bad habit. It will just simply block everything because the student is setting himself or herself up for failure. Accounting is already a difficult subject as it is, adding to this one’s resistance to learning and everything will just really be for nothing. I’m a strong believer of mind over matter when it comes to this subject and if the student thinks he or she cannot understand the subject, chances are, he or she will never understand it. This is what one of my students did and she, needless to say, failed my subject.
And that’s it. I’m flexing my fingers here. There are actually more but these are the ones I saw from my former (and even my present) students. I guess I ranted a little bit but I do hope I managed to get my message across. I know there’s no such thing as a perfect student but, hey, I don’t think there is also a thing as a bad student with a bad study habit passing a subject. Or am I wrong? What are your thoughts on this? Leave me a message. Thanks and cheers!
Local Studies
• Healthy Habits Build Better Study Habits Sonata said in her study that there are many pupils who often practice good study habits; there are also a lot who show little consistency in observing good study habits. This was particularly evident in the aspect of finding study materials work planning and reviewing for examination showing that these areas need to be given emphasis by the researcher in collaboration with the pupil’s parents. Julianda made a study wherein she found a significance positive relationship between study habits and attitudes of college freshmen both male and female and their scholastic achievement. Lee, he assumed that pupils who regularly comply with assigned homework are likely to develop good study habits than pupils who do not exhibit interest in accomplishing assigned school tasks. A number of local studies have contended that all things being equal a child who has positive or good study habits would probably achieve higher academic performance than a child who has no study habits at all. Quinto made a study of the study habits of the intermediate pupils of the Guaga National College. He found out that majority of the pupils did not follow a definite schedule for studying each subject area at home as their home environment situations were not favorable.
• Poverty is one of the drastic problems in our country, a single problem that causes dilemmas in our society, much in the aspect of education and in the social being of the person (Geronimo and Lagadi, 2006). This research was designed to determine the socio-economic status of the out of school youth. Likewise, it aimed to distinguish the effects of the respondent’s socio-economic condition to their everyday living and their own prospect about life.
Based on the study of Columnas, Cristian B. regarding to John Keller’s Model of Motivation Applied to Freshmen Students are very motivated in terms of attention, satisfaction, and relevance and only the confidence got motivated ring.
Their study habits also affected in terms of instructor’s enthusiasm, relevance of material, organization of course, appropriate difficulty level of the material , active involvement of students , variety, rapport between teacher and students, use of appropriate , concrete understandable example, goals, motivational tools.
• Motivational Factors:
Family - The Family has a great influence i8n the students to realize and appreciate the opportunities that they have.
Initiative - Students that has the initiative to learn helps them to improve their study habits.
Teacher Strategies and Teaching Styles - has the capability to motivate the students to improve their study habits.
Administration - who look to the strategies of the teachers that makes the students motivated in focusing to improve the Academic Achievement.
Incentives – incentives include privileges and receiving praise from the instructors. The instructor determines an incentive that is likely motivating an individual in a particular time.
Internal Motivation – (have a little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the participle that learning occurs more effectively when the student experience feeling of satisfaction.
Chapter III
Research Methodologies and Procedures
Research Methodology
This chapter presents the method of research used: the research utilizes to obtain the needed data and information including its preparation validation and administration on the respondents, other research techniques employed and the statistical treatment applied to the data.
Research Design
This research study used the descriptive research method.
Description of the Respondents
The respondents of the study were a sample of the freshmen students of PUPQC for school year 2012-2013. According to the statistical data provided by the Registrar’s Office of PUPQC, as of the second semester SY 2012-2013 record showed that there were 498 freshmen students were enrolled. The sample size needed to represent the entire freshmen students is 222 or 45 % of the total population. The sample size was determined by using a quota sampling
Table 1
Percentage Distribution of Respondents Drawn out of a Population
COURSE POPULATION SAMPLE (%)
BBTE 1-1 55 23 10.36 %
IT 1-1 53 22 9.9 %
MM 1-1 56 22 9.9 %
MM 1-2 51 23 10.36 %
HRDM 1-1 55 22 9.9 %
HRDM 1-N 53 22 9.9 %
ENT 1-1 42 22 9.9 %
ENT 1-2 39 22 9.9 %
DOMT 1-1 46 22 9.9 %
DOMT 1-2 48 22 9.9 %
TOTAL 498 222 99.99 %
Figure 2 Data Gathering Procedures
To gather data on the effects of study habits of freshmen students in PUPQC, the researcher adopted a study habits form from the study to asses’ student’s capability.
Research Methodology
The study habit’s test was divided into 2 parts. Part 1 gathers the data on the respondent’s name, gender, age, parent’s occupation, course, religion, civil status, type of school graduate and types of residency. Part 2 was divided into 6 categories. The first one is time management which contains 8 items. The second one is about study environment which also contains 8 items. The third one is test taking skill which also includes 8 items. The fourth one is note taking skill which contains 5 items. The fifth one is reading skill which also contains 5 items. The sixth and the last category is writing skill which also contains 5 items.
Each statement in every category has corresponding equivalents, where each respondent‘s value select his/her response which could be always, sometimes, seldom and never.
The weighted average had the following interpretation
Table 2
SCALING
RANGE INTERPRETATION
4-3.1 Always
3-2.1 Sometimes
2-1.1 Seldom
1-0 Never
The criteria set up for each of the four values in the rating scale were explained as follows:
• Always- means the situation is met in the subject indicated.
• Sometimes- means the situation is met occasionally in the subject indicated.
• Seldom- means the situation is almost not met
• Never - means the situation is not met in any case.
Statistical Treatment of Data The following describes and inferential statistical tools were used in the treatment5 of the data for analysing and interpretation.
To obtain a more scientific determination or the sample size, the Sloven formula was used. Selecting as 95% coefficient or as 5% margin of error (e). This was a given by the following: n=N/ (1+Ne2) n- number of samples
N- number of total population e- error tolerance
CHAPTER IV
Presentation, Analysis and Interpretation of Data
The data gathered through the survey questionnaire were presented this chapter through the table and figures. The interpretation and analysis were placed just below each presentation for the better understanding of the readers.
Table 3. Percentage Distribution of the Respondents according to Gender
GENDER BTE1-1 IT 1-1 ENT1-1 ENT 1-2 HRDM
1-1 HRDM
1-N MM 1-1 MM 1-2 DOMT
1-1 DOMT
1-2 TOTAL
F % F % F % F % F % F % F % F % F % F % F %
FEMALE
16 7.2 10 4.5 14 6.3 15 6.8 16 7.2 13 5.9 16 7.2 13 5.9 15 6.8 15 6.8 143/222 64.4
MALE
7 3.1 12 5.4 8 3.6 7 3.1 6 2.7 9 4.1 6 2.1 10 4.5 7 3.1 7 3.1 79/222 35.6
TOTAL
23 10.3 22 9.9 22 9.9 22 9.9 22 9.9 22 10 22 9.9 23 10.4 22 9.9 22 9.9 222 100
Figure 3 Figure 3 shows the percentage distribution of the respondents according to the gender of the selected 1st year students. We have 64.4 % of female respondents and 3.2 male. Based on the findings, it simply shows that the majority of the female respondents have the greater percentage distribution on the conducted research. The female respondents got the total 64.4% while the male respondents got the total of 35.6%
Table 4. Percentage Distribution of the Respondents according to Age
AGE BTE1-1 IT 1-1 ENT1-1 ENT 1-2 HRDM
1-1 HRDM
1-N MM 1-1 MM 1-2 DOMT
1-1 DOMT
1-2 TOTAL
F % F % F % F % F % F % F % F % F % F % F %
16 y/o 5 2.3 7 3.2 7 3.2 4 1.8 5 2.7 6 2.3 4 1.8 5 2.3 5 2.3 5 2.3 53 24.2
17 y/o 9 4.1 8 3.6 13 6.3 11 5 11 5 11 5 16 7.2 13 5.9 11 5 10 5 113 52.1
18 y/o 5 2.3 7 3.2 0 0 7 3.2 4 2.3 5 1.8 0 0.5 4 1.8 5 2.3 5 2.3 43 19.7
19 y/o 0 0 0 0 2 0.5 0 0 2 0 0 0.9 1 0.5 1 0.5 1 0.5 1 5 8 3.4
20 y/o 1 0.5 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 2 0.5
21 y/o 2 0.9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0.9
23 y/o 1 0.5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0.5
TOTAL 23 10.6 22 10 22 10 22 10 22 10 22 10 22 10 23 10.6 22 10 22 10 222 100
Figure 4 Figure 4 shows the percentage distribution of the respondents according to the age of the selected 1st year students. Based on the findings, it simply shows that the majority of the respondents are 17 years old having 52.1 percent.
Table 5. Percentage Distribution of the Respondents according to Religion
RELIGION BTE1-1 IT 1-1 ENT1-1 ENT 1-2 HRDM
1-1 HRDM
1-N MM 1-1 MM 1-2 DOMT
1-1 DOMT
1-2 TOTAL
F % F % F % F % F % F % F % F % F % F % F % ROMAN CATHOLIC 16 7.2 19 8.6 13 5.9 14 6.3 12 5.4 16 7.2 18 8.1 17 7.7 12 5.4 13 5.9 150 67.5
CHRISTIAN 6 2.7 2 0.9 7 3.2 6 2.7 6 2.7 3 1.4 3 1.4 5 2.3 7 3.2 7 3.2 52 23.4
JEHOVAH
WITNESS 0 0 0 0 1 0.5 0 0 1 0.5 1 0.5 1 0.5 1 0/5 0 0 0 0 5 2.3
I.N.C
1 0.5 1 0.5 1 0.5 1 0.5 3 1.4 0 0 0 0 0 0 0 0 2 0.9 9 4.1
AGLIPAYAN
0 0 0 0 0 0 1 0.5 0 0 2 0.9 0 0 0 0 3 1.4 0 0 6 2.7
TOTAL
23 10.4 22 10 22 10 22 10 22 10 22 10 22 10 23 10.4 22 10 22 10 222 100
Figure 5
Figure 5 shows the percentage distribution of the respondents according to the religion of the selected 1st year students. Based on the findings, it simply shows that the majority of the respondents are Roman Catholic with a 52.1 percent.
Table 6
Percentage Distribution of the Respondents according to Types of Residency
TYPE OF RESI-
DENCY BTE1-1 IT 1-1 ENT1-1 ENT 1-2 HRDM
1-1 HRDM
1-N MM 1-1 MM 1-2 DOMT
1-1 DOMT
1-2 TOTAL
F % F % F % F % F % F % F % F % F % F % F %
OWNED
19 8.6 18 8.1 15 6.8 17 7.7 16 7.2 15 6.8 18 8.1 17 7.7 15 6.8 16 7.2 166 75
RENTAL
4 1.8 4 1.8 7 3.2 5 2.3 6 2.7 7 3.2 4 1.8 6 2.7 7 3.2 6 2.7 56 25
TOTAL
23 10.4 22 10 22 10 22 10 22 10 22 10 22 10 23 10.4 22 10 22 10 222 100
Figure 6 Figure 6 shows the percentage distribution of the respondents according to the types of residency of the selected freshmen students. Based on the findings, it simply shows that majority of the respondents owned their house with a 75 %, and only 25% of our respondents just rent the house they are living.
Table 7
Percentage Distribution of the Respondents according to Types of Residency
Table 8. Frequency distribution of the Respondents according to Time Management
TIME MANAGEMENT RANGE INTERPRETATION
• I make a Master Schedule for each semester 2.5 Sometimes
• I update it weekly or daily 2.4 Sometimes
• I stick to it 2.5 Sometimes
• I time for exercise and socializing with friends 3.2 Always
• I get at least 6 hours of sleep each night 3 Sometimes
• I study at least 2 hours for every hour in class 2.9 Sometimes
• I get assignments done on time 3 Sometimes
• I regularly attend my classes 3.5 Always
The table shows that most of our respondents make a Master Schedule for each semester which has a 2.5 mean and has an interpretation of sometimes. For the question no. 2 most of our respondents updates their Master Schedule weekly or daily which has a 2.4 mean that fall under the sometimes. For the question no. 3 most of our respondents can stick to their Master Schedule which has a 2.5 mean that fall under the sometimes. For the question no. 4 most of our respondent’s answered that they have time for exercising and socializing with their friends that has a 3.2 mean that fall under always. For the question no. 5 most of our respondents answered that they have atleast 6 hours of sleep each night which has a 3.0 mean that fall under sometimes. For the question no. 6 most of our respondents answered that they study at least 2 hours for every hour in class which has a 2.9 mean that fall under the sometimes. For the question no. 7 most of our respondents answered that they get their assignments done on time which has a 3.0 mean that fall under the sometimes. For the question no. 8 most of our respondents answered that they regularly attend their classes which has a 3.5 mean that fall under the always.
Figure 8
This graph shows that majority of the answer of our respondents fall under “sometimes” in terms of time management and only 2 questions got “always”. Overall our respondents have a good study habits in terms of time management.
Table 9. Frequency distribution of the Respondents according to Study Environment
YOUR STUDY ENVIRONMENT RANGE INTERPRETATION
• I regularly study at the same time 3 Sometimes
• I have an area where you always go to study 3 Sometimes
• My study area is free from noise and distractions 2.9 Sometimes
• I have all my supplies near in my study area 2.8 Sometimes
• I have a comfortable area 3 Sometimes
• I study for at least a half hour without getting up, walking about or taking phone break 2.8 Sometimes
• My friends leave me alone when they know I want to study 2.5 Sometimes
• I use my time between classes to study 2.8 Sometimes
The table shows that most of our respondent in question no. 1 regularly study at the same time which has a 3 mean and has an interpretation of sometimes. For the question no. 2 most of our respondents answered that they have an area where they always go to study which has a 3 mean that fall under the sometimes. For the question no. 3 most of our respondents answered that their study area is free from noise or distractions which has a 2.9 mean that fall under the sometimes. For the question no. 4 most of our respondent’s answered that they have all their supplies near in their study area which has a 2.8 mean that fall under sometimes. For the question no. 5 most of our respondents answered that they have a comfortable area which has a 3.0 mean that fall under sometimes. For the question no. 6 most of our respondents answered that they study for at least half hour without getting up, walking about or taking phone break which has a 2.8 mean that fall under the sometimes. For the question no. 7 most of our respondents answered that their friends leave them alone when they know I want to study which has a 2.5 mean that fall under the sometimes. For the question no. 8 most of our respondents answered that they use their time between classes to study which has a 2.8 mean that fall under the always.
Figure 9
This graph shows that majority of the answer of our respondents fall under “sometimes” in terms of study environment and none of the questions got “always”. Overall our respondents have a good study habits in terms of study environment.
Table 10. Frequency distribution of the Respondents according to Preparation Skills
TEST TAKING/ PREPARATION SKILLS RANGE INTERPRETATION
• I study for each class every day 2.9 Sometimes
• I start reviewing for major exams at least 3 days in advance 2.6 Sometimes
• I belong to a study group 2.6 Sometimes
• I attend extra hep sessions or office hours provided by the instructor 2.5 Sometimes
• I know what kind of test you will take, ex: essay, multiple choices, and how to prepare for different types of test 2.9 Sometimes
• I can predict what types of questions will be on the test 2.7 Sometimes
• I can be able to finish my test in the allowed period of time 3.1 Always
• If I do not do well on a test, I review it with the instructor and/or analyse it too see where I had problems 2.9 Sometimes
The table shows that most of our respondent in question no. 1 studies which has a 2.9 mean and has an interpretation of sometimes. For the question no. 2 most of our respondents answered that they start reviewing for major exams at least 3 days in advance which has a 2.6 mean that fall under the sometimes. For the question no. 3 most of our respondents answered that they belong to a study group which has a 2.6 mean that fall under the sometimes. For the question no. 4 most of our respondent’s answered that they attend extra hep sessions or office hours provided by the instructor which has a 2.5 mean that fall under sometimes. For the question no. 5 most of our respondents answered that they know what kind of test will they take and how to prepare for different types of test which has a 2.7 mean that fall under sometimes. For the question no. 6 most of our respondents answered that they can predict what types of questions will be on the test which has a 2.7 mean that fall under the sometimes. For the question no. 7 most of our respondents answered that they can be able to finish their test in the allowed period of time which has a 3.1 mean that fall under the always. For the question no. 8 most of our respondents answered that if they do not well on a test, they review it with the instructor or analyse it to see where they had problems which has a 2.9 mean that fall under the sometimes.
Figure 10
This graph shows that majority of the answer of our respondents fall under “sometimes” in terms of test taking and only one of the questions got “always”. Overall our respondents have a good study habits in terms of test taking
Table 11. Frequency distribution of the Respondents according to Note Taking
NOTE-TAKING SKILLS RANGE INTERPRETATION
• I can be able to take notes in class, keep up with the instructor, and understand the concepts at the same time 3.1 Always
• I have an efficient time of note-taking 3 Sometimes
• I review my notes after each class, preferably right after class? 2.7 Sometimes
• I know what the “important stuff” to write down and what are the cues that this is important stuff 3.2 Always
• In addition to highlighting, I make notes as you read class materials; I can put class notes or notes from texts into your own words? 3 Sometimes
The table shows that most of our respondents can be able to take notes in class, keep up with the instructor and understand the concepts at the same time which has a 3.1 mean and has an interpretation of always. For the question no. 2 most of our respondents have an efficient time of note taking which has a 3 mean that fall under the sometimes. For the question no. 3 most of our respondents answered that they review their notes after each class or right after the class which has a 2.7 mean that fall under the sometimes. For the question no. 4 most of our respondent’s answer that they know what the “important stuff” to write down and what are the cues of the important things which has a 3.2 mean that fall under always. For the question no. 5 most of our respondents answered that in the highlighting, they make notes as reading materials they can translate in to their own words which has a 3.0 mean that fall under sometimes.
Figure 11
This graph shows that majority of the answer of our respondents fall under “sometimes” in terms of note taking and only 2 of the questions got “always”. Overall our respondents have a good study habits in terms of note taking.
Table 12. Frequency distribution of the Respondents according to Reading
READING SKILLS RANGE INTERPRETATION
• I can read and learn at the rate of 12-15 pages per hour for history-type materials 2.7 Sometimes
• I can keep up with the readings for all my classes and have the material read before lecture 2.8 Sometimes
• I can concentrate and understand the material you read without re-reading a second or third time 2.8 Sometimes
• When reading a text, I read the headings and chapter outline first 3.1 Always
• I adjust my reading styles when you are reading for literature, social science, or science classes 3 Sometimes
The table shows that most of our respondents can read at the rate of 12-15 pages per hour for history-type material which has a 2.7 mean and has an interpretation of sometimes. For the question no. 2 most of our respondents can keep up reading for all their class before the lecture which has a 2.8 mean that fall under the sometimes. For the question no. 3 most of our respondents can concentrate and understand the materials they are reading without re-reading it which has a 2.8 mean that fall under the sometimes. For the question no. 4 most of our respondent’s answer that when they are reading a text they usually read the chapter and the heading that has a 3.1 mean that fall under always. For the question no. 5 most of our respondents answer that they adjust their reading style when reading literature, social studies which has a 3.0 mean that fall under always.
Figure 12
This graph shows that majority of the answer of our respondents fall under “sometimes” in terms of reading skills and only a one question got “always”. Overall our respondents have a good study habits in terms of reading skills.
Table 13. Frequency distribution of the Respondents according to Writing
WRITING SKILLS RANGE INTERPRETATION
• I am comfortable with your command of English grammar, Punctuation and spelling 2.9 Sometimes
• I have a clear idea of what the instructor requires for a writing assignment 3 Sometimes
• I make an outline of my paper, starting with the thesis statement and outlining how the subsequent paragraphs will support your thesis 2.9 Sometimes
• If I were assigned a research paper, I know how to use the library or internet to research your topic? 3.2 Always
• In writing essays or any poetic art, I used to have a first draft before re-writing it 3.1 Always
The table shows that most of our respondents answered that they are comfortable with the command of English grammar, punctuation and spelling which has a 32.9 mean and has an interpretation of sometimes. For the question no. 2 most of our respondents have a clear idea of what the instructor requires for a writing assignment which has a 3 mean that fall under the sometimes. For the question no. 3 most of our respondents answered that they make an outline of their paper, starting with the thesis statement and outlining how the subsequent paragraphs will support their thesis which has a 2.9 mean that fall under the sometimes. For the question no. 4 most of our respondent’s answered that if they were assigned on a research paper, they know how to use the library or internet to research their topic which has a 3.2 mean that fall under always. For the question no. 5 most of our respondents answered that in writing essays or any poetic art, they used to have a first draft before re-writing it which has a 3.1 mean that fall under always.
Figure 13
This graph shows that majority of the answer of our respondents fall under “sometimes” in terms of writing and only 2 questions got “always”. Overall our respondents have a good study habits in terms of writing.
CHAPTER V
Summary, Conclusion and Recommendations
This chapter presents the summary of findings of educational research based on the indicate data interpretation and the conclusion were drawn for further recommendation.
Summary This study aimed to explain and prove that study habits is related to the scholastic performances of the first year students of the Polytechnic University of the Philippines, Quezon City Campus. The respondents of this study were the selected bonified 1st year students of the PUPQC. The descriptive research was used in the study. The researchers used the diagnostic
Summary of the findings
On the light of the data presented in Chapter IV the following findings was revealed.
1. The study shows that the most of the respondents are female with a 64.4% of the total respondents, and the male with 35.6% with the total of 100%.
2. The study shows that most of the respondents are 16-17 years of age with 76.3% of the total percentage; 18-19 years old with 23.1%; 20-21 years old with 1.4% and the 22 years and up with a 0.5% of the total respondents.
3. The study shows that both female and male have their own way of studying which affect their scholastic performance.
4. This study revealed that majority of the respondents is in the average level of having good study habits because majority of them fall under the interpretation of “sometimes”.
Conclusion
Based from the summary of findings, the researchers arrived at these conclusions:
That the following variables truly affect the Student’s Study Habits
• Socio-Economic Status
• Study Environment
• Study Tools
• Time Management
• School System
• Motivational Factors
• To achieve goals
• Scholarship Program
Recommendations
Based on the findings that have reveal. The researchers came up with the following recommendations:
This research would be valuable to the following people for the reasons stated there.
• Parents- as guardian and steward of their children, they have the responsibility, job to know if their children possess a good study habits.
• Students- they should practice interest and act of strategies to learn the worth of their studies.
• Teachers- they should serve as a model to their students. It’s their responsibility to select the method and techniques towards the effective learning and also a guide to other students in teaching the benefits of the study habits.
• Administration/ Faculty- they are responsible for ascertaining students with knowledge that they should have. They would be able to make some better alternatives on adjustment in the education process for improvement.
References
• "Brief History". PUPQC.net. Divinista Corporation. Retrieved 17 October 2011.
• Astin, A. W. (1968). The college environment. Washington, DC: American Council on Education.
• Astin, A. W. (1982). Minorities in American higher education. San Francisco: Jossey-Bass.
Bibliography
• http://www.healthguidance.org/entry/11432/1/Most-Common-Bad-Study-Habits.html
• http://library.thinkquest.org/C005172/study_habits.htm
• http://www.scribd.com/doc/24002413/%E2%80%9CTHE-EFFECT-OF-STUDY-HABITS-ON-THE-ACADEMIC-PERFORMANCE-OF-FRESHMEN-EDUCATION-STUDENTS-IN-XAVIER-UNIVERSITY-CAGAYAN-DE-ORO-CITY-SCHOOL-YEAR-2008-20
• http://www.academictips.org/acad/literature/establishinggoodstudyhabits.html
• (http://www.scribd.com/doc/24002413/%E2%80%9CTHE-EFFECT-OF-STUDY-HABITS-ON-THE-ACADEMIC-PERFORMANCE-OF-FRESHMEN-EDUCATION-STUDENTS-IN-XAVIER-UNIVERSITY-CAGAYAN-DE-ORO-CITY-SCHOOL-YEAR-2008-2009)
• (http://homeworktips.about.com/od/studymethods/tp/studyhabits.htm)
• (http://psychcentral.com/lib/2006/top-10-most-effective-study-habits/all/1/)
• (http://www.bookrags.com/articles/16.html)
• (http://fit.webmd.com/kids/move/article/good-study-habits)
• (http://homeworktips.about.com/od/studymethods/tp/5-Bad-Study-Habits.htm)
References: • Astin, A. W. (1968). The college environment. Washington, DC: American Council on Education. • Astin, A. W. (1982). Minorities in American higher education. San Francisco: Jossey-Bass.
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