LPPP 1113: FOUNDATION OF EDUCATION 1 SEMESTER II 2015/2016
TITTLE OF ASSIGNMENT:
ASSIGNMENT 3 STUDY SKILL AND HABIT AMONG POSTGRADUATE STUDENT OF UNIVERSITI TEKNOLOGI MALAYSIA
NAME OF LECTURER:
DR.BAHARIN ABU
STUDENT NAME:
NURMALA BINTI JAMALUDIN I/C: 85045!0!50"# MATRIC NO: MPP 50# NO TEL: 0#!$"%"$$ DATE: % M&'( #0"
CONTENT
NO
TITTLE
ABSTRACT CHAPTER 1
- INTRODUCTION - STATEMENT OF PROBLEM - RESEARCH QUESTIONS - RESEARCH OBJECTIVES - HYPOTHESIS CHAPTER 2
-DEFINE THE TERMS -LITERATURE REVIEW -THEORETICAL FRAMEWORK -CONCEPTUAL FRAMEWORK CHAPTER 3
-METHOD -SUBJECT -INSTRUMENT -DATA COLLECTION PROCEDURE -DATA ANALYSIS CHAPTER 4
-CONCLUSION -RECOMMENDATION FOR FURTHER RESEARCH
REFERENCES APPENDICES
PAGE
Abstract
Chapter one A. Introducton
Educati! i" #$%$##$d t a" t&$ '#c$"" % ($a#!i!) a!d *tai!i!) +!,($d)$ at "c&( It *$)i!" at &.$ ,&$! t&$ 'a#$!t "ta#t$d t )i/$ +!,($d)$ t t&$ c&i(d T&i" ,i(( *$ %((,$d u' *0 t&$ $ducati! t$ac& *0 t&$ t$ac&$#" T&u"1 $ducati! a((," '$'($ t ./$ u' i! t&$ ,#(d1 t "$$+ *$tt$# 2*"1 a!d "ucc$$d %u((0 i! (i%$ I! $ducati!1 it i!/(/$" "tud0 &a*it" a!d "+i(( i! ,&ic& t&i" i" t&$ ,a0" t&at ,$ "tud0 Stud0 &a*it" a!d "+i((" a#$ 'a#ticu(a#(0 i.'#ta!t %# c(($)$ "tud$!t" i!c(ud$ &$a(t& &a*it"1 c!c$ c!c$!t !t#a #ati ti!1 !1 atti attitu tud$1 d$1 acad$ acad$.i .icc "t#$ "t#$"" ""11 )a( )a( "$tt "$tti! i!)1 )1 '#$' '#$'a# a#at ati i! ! a!d a!d %(( %((, , u'1 c.'#$&$!"i!1 "$($cti!) .ai! id$a1 u"$" % #$"u#c$"1 $3a. '#$'a#ati!1 $3a. ,#iti!) a" ,$(( a" ti.$ .a!a)$.$!t It ca! *$ i! t$#." % )d !$"1 # *ad !$" 4d "tud0 &a*it" "uc& a" *$i!) #)a!i5$d1 +$$'i!) )d !t$"1 #$adi!) 0u# t$3t*+1 (i"t$!i!) i! c(a""1 a!d ,#+i! ,#+i!) ) $/$#0 $/$#0 da0 da0 F# *ad "tud0 "tud0 &a*it" &a*it" i!c(ud i!c(ud$$ "+i''i "+i''i!) !) c(a""1 c(a""1 !t di!) di!) 0u# ,#+1 ,atc&i!) TV # '(a0i!) /id$ )a.$" i!"t$ad % "tud0i!)1 a!d ("i!) 0u# ,#+ T&$#$ a#$ #$"$a#c& *$$! d!$1 %# $3a.'($ t&$ "tud0 % M$#cad 6788891 t&$ t&i#d 0$a# a!d %u#t& 0$a# "tud$!t" i! t&at 'a#ticu(a# 0$a# % t&$ "tud0 #$/$a($d t&at t&$ "tud$!t" did !t
&a/$ a %i3$d "tud0 ti.$ a!d &ad '# a!d i.'#'$# "tud0 &a*it" A" ,$(( a" t&$ R$)i!a( Sci$!c$ Hi)& Sc&( 6RSHS91 4u"a1 Ca)a0a! d$ O# Cit0 i! "c&( 0$a# :;;8-:;7; $3'$#i$!c$d a(" t&$ "a.$ '#*($. *$cau"$ acc#di!) t t&$ "tud0 % Vict#ia Ta! 6:;7;91 -=? i! t&$i# .a2# "u*2$ct" Hi)&(i)&ti!) t$3t a!d .$.#i5i!) a#$ t&$ ."t $%%$cti/$ d$/ic$" u"$d %# #$/i$,i!) T&$"$ d$/ic$" a#$ t&$ $%%$cti/$ i!"t#u.$!t" i! "tud0i!) ($""!" Stud$!t" !(0 "tud0 t&$i# ($""!" 7 &u# a da0 A(."t &a(% % t&$ #$"'!d$!t" ,$#$ ta+i!) a !a' a%t$# "tud0i!) t&$i# ($""!" T&$#$%#$1 acti/iti$" t&at t&$0 d!$ "uc& a" c&atti!)1 t$3ti!)1 !-(i!$ )a.i!)1 ,atc&i!) ./i$" a!d uti!) a%%$ct t&$ "tud0 &a*it" % t&$ "tud$!t i! R$)i!a( Sci$!c$ Hi)& Sc&(@ F# t&$ "c&( t&at (cat$d at t&$ #u#a( a#$a" (i+$ t&$ Ba(ua#t$ E($.$!ta#0 Sc&( &a/$ di%%$#$!t #$"u(t i! ,&ic&1 t&$0 ,$#$ i! a '(ac$ t&at "cia( !$t,#+i!) a!d t&$# t$c&!()i$" ,$#$ !t $a"i(0 a/ai(a*($ # acc$""i*($ T&u"1 t&$ %act#" a%%$cti!) t&$ "tud0 &a*it" *$t,$$! t&$ "c&(" (cat$d at t&$ #u#a( a!d u#*a! a#$a" di%%$#$!c$ T&$ t'ic ,a" c&"$! i! #d$# t id$!ti%0 t&$ "tud0 &a*it a!d "+i(( a.!) '"t)#aduat$ "tud$!t T&$ #$"$a#c&$#" &ad c&"$! t&$ '"t)#aduat$ "tud$!t" % %acu(t0 $ducati! a" t&$ #$"'!d$!t" %# t&$ #$a"! t&at t&$0 a#$ a&$ad1 .atu#$1 a!d #$"'!"i*($ "tud$!t" T&$0 a(" "$$. t ca'a*($ i! .a!a)$d t&$i# "tud0 &a*it" " i! t&i" ca"$1 i% $/$# t&$0 !$$d a! i.'#/$.$!t t&$0 ca! '#*a*(0 d$/$(' it t&#u)& t&$ %i!di!)" % t&i" #$"$a#c& "tud0 Stud0 &a*it" &$(' "tud$!t" .a"t$# t&$i# a#$a" % "'$cia(i5ati!
!tate"ent o# the Prob$e"
R$"$a#c& !$$d t *$ d!$ *$cau"$ .a!0 "tud$!t" did !t +!, t&$i# "tud0 &a*it a!d "+i(( .i)&t i!%(u$!c$ "tud$!t acad$.ic '$#%#.a!c$ t&$#" t&a! $!/i#!.$!ta( %act#" T&i" "tud0 ,i(( att$.'t t id$!ti%0 t&$ "tud0 &a*it a!d "+i(( t&at *$$! u"i!) *0 t&$ '"t)#aduat$ "tud$!t % %acu(t0 $ducati! i! #d$# t +!, t&$i# "t#$!)t& a!d ,$a+!$""$". Research %uestons
T&$#$ a#$ t, #$"$a#c& u$"ti!" i!/(/$d i! t&i" "tud0 7 I" t&$#$ a!0 "i)!i%ica!t di%%$#$!c$" i! "tud0 "+i(( a!d &a*it *$t,$$! .a($ a!d %$.a($ "tud$!t" : I" t&$#$ a!0 "t#$!)t& a!d ,$a+!$"" i! t&$i# "tud$!t &a*it Research Ob&ect'e
T&$ )a( % t&i" "tud0 i" t id$!ti%0 t&$ "tud0 "+i(( a!d &a*it t&at u"$d *0 t&$ '"t)#aduat$ "tud$!t *$t,$$! .a($ a!d %$.a($ %#. %acu(t0 % $ducati! H(pothess
Conceptua$ )ra"e*or+ ),ure 1 sho*s the conceptua$ #ra"e*or+ o# the stud(. IN-EPEN-ENT ARIA/LE!
Stud0 Ha*it Stud0 S+i(("
-EPEN-ENT ARIA/LE
P"t)#aduat$ "tud$!t %acu(t0 $ducati!
I!d$'$!d$!t /a#ia*($" a" it i!%(u$!c$ t&$ d$'$!d$!t /a#ia*($ % t&i" #$"$a#c& a#$ ! t&$ *a"$" % '"0c&()ica( a!d $ducati!a( t&$#i$"1 '#i!ci'($" a!d c!c$'t" Di/$#"$ "tud0 t$c&!iu$"1 $/$! %# t&$ i.'#/$.$!t % .$.#0 "t#$"" t&$ i.'#ta!c$ % i..$diac0 i! #$.$.*$#i!) a!d ($a#!i!) T&#!di+$" La, % E3$#ci"$ %u#t&$# "u''#t" t&i" +i!d % '#i!ci'($ a""$#ti!) t&at1 t&$# t&i!)" *$i!) $ua(1 t&$ .#$ %#$u$!t a .di%ia*($ c!!$cti! *$t,$$! a "ituati! a!d #$"'!"$ i" u"$d1 t&$ "t#!)$# i" t&$ c!!$cti! W&$! a .di%ia*($ c!!$cti! *$t,$$! a "ituati! a!d a #$"'!"$ i" !t *$i!) u"$ /$# a '$#id % ti.$1 t&$ "t#$!)t& % t&at c!!$cti! i" ,$a+$!$d A *$&a/iu# t&at i" "ti.u(at$d /$# #$)u(a# '$#id" ,i(( t$!d t *$ #$'$at$d ($adi!) t &a*it %#.ati! A "tud$!t ,& &a" d$/$('$d t&i" +i!d % *$&a/iu#1 i! t&i" ca"$1 i! t$#." % &a/i!) #$)u(a# a!d "c&$du($d "tud0 '$#id" a!d %((," c$#tai! .$t&d" i! "tud0i!) '#/$" t &a/$ *$tt$# '$#%#.a!c$
Theoretical framework Va#iu" #$"$a#c&$#" '#/$d t&at t&$#$ i" a "i)!i%ica!t #$(ati!"&i' *$t,$$! "tud$!t" "tud0 &a*it" t,a#d" t&$i# acad$.ic '$#%#.a!c$ 6Ma!c&a(a1 :;;9 W&$t&$# t&$ "tud0 &a*it i" "0"t$.atic # u!"0"t$.atic1 $%%ici$!t # t&$#,i"$ t&$#$ cu(d a(,a0" *$ a! i.'act t "tud$!t" acad$.ic '$#%#.a!c$ Acc#di!) t MTV Na)a#a2u 6:;;9 t&at "tud0 &a*it "$#/$" a" t&$ /$&ic($ % ($a#!i!) a!d '# "tud0 &a*it" c#$at$ a!3i$t0 i! t&$ "tud$!t" H$ a(" $3'(ai!$d t&at i% t&$ "tud$!t" &a/$ a )d "tud0 &a*it it .a+$ t&$. t &a/$ a )d '$#%#.a!c$ H,$/$#1 *$&i!d t&i" " ca(($d <"tud0 &a*it@ $it&$# )d # *ad t&$#$ a#$ %act#" # #$a"!" *$&i!d % ,&at +i!d % "tud0 &a*it t&$ "tud$!t" '#duc$ T&$ t&$#$tica( %#a.$,#+ % t&i" "tud0 i" a!c&#$d ! t&$ "$(%-d$t$#.i!ati! t&$#0 *0 Ed,a#d L D$ci a!d Ric&a#d M R0a! *$cau"$ t&$ ($a#!$# &i."$(% a!d t&$ i!d$'$!d$!t
/a#ia*($" &a/$ a )#$at #($ i! "&a'i!) t&$ ($a#!$#" "tud0 &a*it S$(%- d$t$#.i!ati! i" i!!at$ t a! i!di/idua( a!d t)$t&$# ,it& t&$ '"0c&()ica( !$$d" T&i" t&$#0 $.'&a"i5$" ! t&$ i!di/idua(" .ti/ati! a!d &, $3t$#!a( %act#" a%%$ct" ! t&$ i!di/idua( '$#%#.a!c$ T&$ t$#. .ti/ati! a" "tat$d i! t&$ "tud0 % Ru)$"& Ra)&u,a!"&i 6:;;=9 i" t&$ #$"u(t % '#c$""$"1 i!t$#!a( # $3t$#!a( t t&$ i!di/idua(1 ,&ic& ,i(( a#u"$ $!t&u"ia". a!d '$#"i"t$!c$ t 'u#"u$ a c$#tai! cu#"$ % acti! Mti/ati! i" i.'#ta!t i! a! i!di/idua( t d !c$ ta"+ a!d i% !$ i" !t .ti/at$d it i" i.'""i*($ t c.$ u' a )d #$"u(t T&i" .ti/ati! cu(d *$ '""i*($ i% t&$#$ i" a '"iti/$ "ti.u(u" t&at ,u(d *#i!) ut t&$ '"iti/$ *$&a/iu# i! t&$ (i%$ % t&$ ($a#!$#" I! "uc& t&i" 'a'$# 'ut i!t c!"id$#ati! t&$ "cia( $!/i#!.$!t t&at !u#tu#$" t&$ ($a#!$#" i!&$#$!t 't$!tia(" It i" i.'#ta!t t c!"id$# t&$ "tud0 &a*it" % t&$ "tud$!t" ! &, t&$0 .a!a)$ t&$i# ti.$ $%%ici$!t(01 a!d &, t &a/$ $%%$cti/$ /a#i$d "tud0 t$c&!iu$" t +$$' t&$. a%(at T&$"$ t&i!)" a#$ i.'#ta!t %# t&$. t %#. a )d "tud0 &a*it T&$"$ t&i!)" a#$ i.'#ta!t i! #d$# t u!d$#"ta!d &, t&$"$ "tud$!t" #$"'!d t t&$ d$.a!d" % acui#i!) )d )#ad$" a" $3'$ct$d *0 'a#$!t" a!d "c&( aut&#iti$" I! "uc& t&$ c'$#ati! % t&$ 'a#$!t" a!d t$ac&$#" a#$ !$$d$d *$cau"$ t&$0 a#$ )i!) t ta+$ a!t&$# "t$' i! ($a#!i!) '#c$"" ,&ic& i" t&$ "$c!da#0 ($/$( # &i)& "c&( I! additi! t t&at &i)& "c&( i" t&$ t#ai!i!) )#u!d %# c(($)$ i% "tud$!t" "ta#t$d a '# "tud0 &a*it t&$0 ,i(( '#*a*(0 &a/$ a &a#d ti.$ t c'$ u' i! c(($)$ T&$#$ a#$ *+" ,#itt$! % ".$ aut&#" t&at ,i(( &$(' "tud$!t" &, t &a/$ a! $%%$cti/$ "tud0 &a*it Acc#di!) t T4 Da,d 6:;;9 t&at ti.$ .a!a)$.$!t "+i((" a#$ /$#0 i.'#ta!t a" it &$('" t i!c#$a"$ "tud$!t" '#ducti/it0 M#$/$# "tud$!t" ($a#! t '#i#iti5$ i.'#ta!t ta"+ a!d *a(a!c$ t&$i# ti.$ $%%ici$!t(0 Stud0 t$c&!iu$" a#$ .$t&d" ,&ic& i!/(/$ t&$ a''(icati! % a )#u' % t$c&!iu$" t ac&i$/$ a '#c$"" #$"u(t 6Vi2a0 S&$t& :;;?9 I! additi! it i" !$ ,a0 % #$a(i5i!) t&$ *$"t .$t&d % '$#%#.i!) a ta"+ ,&ic& ca! *$ $%%$cti/$ i! "tud0i!) Acc#di!) t t&$ #$"$a#c& "tud0 % Eu! C&u! S$u( 678889 "&$ ut$d %#. M#)a! a!d D$$"$ 678>9 t&at "tud0i!) i" #$a((0 a! a((-ut $%%#t a!d ($a#!i!)1 a!d it i" !(0 '#actic$d "ucc$""%u((0 ,&$! !$ #$a((0 ($a#!" It .$a!" t&at "tud0i!) ta+$" a (t % ti.$ t '#actic$1 it i!/(/$" "ac#i%ic$" %# ($i"u#$" i! #d$# t .a+$ it a &a*it Fu#t&$#.#$ ! !$ ca! ($a#! %# 0u1 ($a#!i!) i" "($(0 c!t#(($d *0 t&$ ($a#!$# it"$(% I! additi! ,it& t&i" t&$ "$c#$t % $%%$cti/$ "tud0 i" %u!d i! t&$ "tud$!t" %i#. d$t$#.i!ati! a!d d$"i#$ t ($a#! I! additi! "tud$!t" .u"t &a/$ a )$!ui!$ i!t$#$"t t ($a#! a!d d$"i#$ t "tud0 i! t&$ *$"t '""i*($ ,a0
Term definition: 1) Time management
Time management has also been characterized as a habit developed only through determination and practice (Simpson,1978), as prioritizing and respecting those priorities, setting priorities and scheduling tass (!ordan et al., 1989). Time management can also be considered as the process, by "hich an individual is more
e##ectively accomplishes tass and goals (Schuler,1979), a process by "hich an individual obtains control over the timing and the content o# "hat he$she does and as "hat can be accomplished "ith time (%nacen & 'ass, 198).
2) Study habit
manner "hich you consistently use to study #or school or college or even #or the net day lesson. *t also can be re#ers to the "ays o# studying on a particular sub+ect
3) Study skill 4) Postgraduate student
*t can be describe as one "ho directs zeal at a sub+ect. Student is used #or anyone "ho is learning Chater 2 !"#$"% &' !"(T"* !"(T"* ($T"!T+!" , ST+*$"S
ccording ccording to -alm each /ommunity /ommunity /ollege (-/, 08), they recommend that student2s student2s study should have at least three hours out o# class #or every hour spent in class. They also said that a student must have a special place to study study "ith plenty plenty o# room to "or. nd students students should should not
be cramped. cramped. They They
presupposes that study time "ill go better i# a learner tae a #e" minutes at the start to straighten things up. des and straight3baced chair is usually best. 4 5on6t get too com#ortable33a bed is a place to sleep, not to study as "hat they said. student must must have have everyt everythi hing ng clos close e at hand hand (boo (boo,, penc pencils ils,, pape paperr, co## co##ee, ee, dicti dictiona onary ry,,
computer, calculator, tape recorder, etc.) be#ore starting to study. Students are not sugge suggeste sted d to
spen spend d on
time time +umping +umping up and and do"n do"n to get thing things. s. The The -// -//
suggests also that that distracting distracting noise noise should should be minimized minimized ho"ever ho"ever they said said that that there are
some people people need need sound and some lie silence. silence. *n this this case, a learner learner
must #inds "hat "ors #or him or her. /ulprits are #amily and #riends. consider a do not disturb sign and turning on your ans"ering machine is the "ay also to have better study habits according to the -/..
ran -ogue(0) did a research pro+ect to determine "hy students #ail. 'hat he #ounds to be true in that study habits survey "as that more than : years ago still rings true today33students #ail because they do not no" ho" to study .The best advice he can give is to develop sound study sills. ;e said that a student should mae sure that he$she has a good study environment, a good des, a sturdy chair, good light, com#ortable room temperature and a
to be improving because o# the advent and "ide use o# the *nternet, hypertet, and multimedia resources "hich greatly a##ects the Study ;abits (>iu, 0). =arim and ;assan (0?) also note the eponential gro"th digital in#ormation, "hich changes the "ay students perceive studying and "ith printed materials that are to be use in #acilitating study. >iu (0) and @amirez (0:) report that students print material #rom the *nternet in order to study and read later on. *gun (0) also #ound that Aigerians study #rom materials do"nloaded #rom the *nternet. @eading is an attempt to absorb the thought o# the author and no" "hat the author author is conveyi conveying ng (>eedy (>eedy 19?). 19?). Studyin Studying g is the interpre interpretati tation on o# reading reading materials. Study habits and sills are particularly important #or college students, "hose needs include time management, note taing, *nternet sill, the elimination o# distractions, and assigning a high priority to study. ielden (0B) states that good study habits help the student in critical re#lection in sills sills outcome outcomes s such such as selectin selecting, g, analyzin analyzing, g, criti. Craven (08) on the relationship relationship bet"een an individual6s amount o# ca##eine consumption during his$her study session and the individual6s study habits sho"ed that the main e##ect o# drining ca##eine on eam preparatio preparation n "as not signi#ica signi#icant nt There There "ere "ere particip participants ants,, 0 male and 8 #ema #emale le coll colleg ege e
stud studen ents ts (AD7 (AD78) 8),,
ans" ans"er ered ed
sel# sel#3r 3rat atin ings gs on thei theirr
pers person onal al
consumption o# ca##eine as "ell as their study habits "hen preparing #or a test$eam. *t "as hypothesized that the more ca##eine a student consumes "hile studying, the
more accurately his or her study habits "ould be labeled as 6unhealthy6, as determined by the researchers. Enhealthy study habits "ere operationally de#ined as lo" scores on amount o# time per study session, time(in days) "hen preparation began, and amount o# in#ormation the participants believed they had retained. ;igh scores on aniety level "ere included in 6unhealthy6 study habits. -earson correlation indicated no relationship bet"een amount o# ca##eine consumed "hile studying and the individual6s e##ectiveness o# studying and preparation. Farcus /redG and Aathan @. =uncel (08) in their research at the Eniversity o# lbany said that Study habit, sill, and attitude inventories and constructs "ere #ound to rival standardized tests and previous grades as predictors o# academic per#ormance, yielding substantial incremental validity in predicting academic per#ormance. The meta3analysis eamined the construct validity and predictive validity o# 1 study sill constructs #or college students. They #ound that study sill inventories and constructs are largely independent o# both high school grades and scores on standardized admissions tests but moderately related to various personality constructsH these results "ere
inconsistent "ith previous
theories. Study motivation and study sills ehibit the strongest relationships "ith both grade point average and grades in individual classes. They also said that cademic speci#ic aniety "as #ound to be an important negative predictor o# per#ormance. *n addition, signi#icant variation in the validity o# speci#ic inventories is sho"n. Scores on traditional study habit and attitude inventories are the most predictive o# per#ormance, "hereas scores on inventories based on the popular depth3o#3processing perspective are sho"n to be least predictive o# the eamined
criteria. %verall, study habit and sill measures improve prediction o# academic per#ormance more than any other noncognitive individual di##erence variable eamined to date and should be regarded as the third pillar o# academic success. ccording to the ho"3to3study.com (09), students "ho are very success#ul in their desired career have good study habits. *t is stated in the "ebsite that students apply these habits to all o# their classes.
The "ebsite also
recommends some tips in improving study habits. The "ebsite also suggests that the student should try not to study all the sub+ects in +ust a period. The "ebsite also added that i# you try to do too much studying at one time, you "ill tire and your studying "ill not be very e##ective. Space the "or you have to do over shorter periods o# time. Taing short breas "ill restore your mental energy. study conducted by Eniversity o# =entucy "as to determine i# the college success can be improved "ith the Student ttitude *nventory (S*). The inventory "as developed in ritain and contains B7 items "hich attempt to identi#y students in higher education on the basis o#I (1) motivation, (0) study methods, (:) eamination techni
ccording to Far /rilly (0), Success#ul students are able to balance social activities "ith good study habits. diversion #rom studies "ill alleviate stress and help prevent #rom becoming #atigued. ;e said that a student should mae sure that he must tae a brea #or an hour a#ter studies to meet "ith #riends, to play some cards, "or out at the gym, or to gab "ith a ne" ac
CHAPTER 4 0ETHO-
!ub&ects
T&$ #$"$a#c&$# u"$d "i.'($ #a!d. "a.'(i!) t c&"$ t&$ "u*2$ct" E/$#0 "u*2$ct &a" $ua( c&a!c$ t *$ "$($ct$d a" a "a.'($ S1 $ac& 'a#tici'a!t i! t&$ %acu(t0 $ducati! c(a"" a#$ )i/$! a *3 a!d t&$ *3 c!tai! a !u.*$# W&$! $ac& % t&$ "u*2$ct" a(#$ad0 ta+$! t&$i# !u.*$# %#. t&$ *31 t&$ #$"$a#c&$# ,i(( !(0 c&"$" t&$ $/$! !u.*$# t *$c.$ t&$i# "u*2$ct T&$ ta#)$t ''u(ati! i" t&$ '"t)#aduat$ "tud$!t" T&$ attac&a*($ ''u(ati! i" t&$ '"t)#aduat$ "tud$!t i! %acu(t0 $ducati! A(( % t&$ "u*2$ct" a#$ t&$ "$c!d
0$a# '"t)#aduat$ "tud$!t % %acu(t0 % $ducati! T&$ #$"$a#c&$# c&"$" >; "tud$!t" t&at i!c(ud$ 7? .a($ a!d 7? %$.a($ %#. di%%$#$!t *ac+)#u!d % "cia( c(a"" a!d #$(i)i! lso,
the researchers had read and eplained each
Instru"ents T&$ #$"$a#c&$# u"$d "tud0 "+i(( a!d &a*it u$"ti!!ai#$" t&at c!"i"t % ?> it$." T&$ "u*2$ct !$$d" t a!",$# it ,it&i! 7; .i!ut$" Su*2$ct" a#$ $!cu#a)$d t #$"'!d t t&$ u$"ti! at t&$i# ,! ,i(( T&i" u$"ti!" i" *a"$d ! ? (i+$#t "ca($ t&at i!dicat$ 7 .$a!" #a#$(0 # !$/$# (i+$ .$1 : i" !t %t$! (i+$ .$1 > i" ".$ti.$" (i+$ .$1 i" % ai#(0 (i+$ .$ a!d ? i" a (t # a(,a0" (i+$ .$ It i" )i/$! i! #d$# t id$!ti%0 t&$ #$"'!d$!t "tud0 &a*it a!d "+i(( ."t(0 u"$d *0 t&$ '"t)#aduat$ "tud$!t *a"$d ! t&$ )$!d$# .a($ a!d %$.a($
-ata Co$$ecton Procedures At %i#"t1 t&$ #$"$a#c&$# ,i(( a"+ i!%#. c!"$!t %#. t&$ "u*2$ct" $it&$# t&$0 a)#$$ t %i(( i! t&$ u$"ti!ai#$ -ata Ana$(ss
T&i" "tud0 u"$d ua!titati/$ a''#ac& F# ua!titati/$ a''#ac& t&$ #$"$a#c&$# u"$d *t& d$"c#i'ti/$ "tati"tic" a!d i!%$#$!tia( "tati"tic" t $3a.i!$ t&$ data T-t$"t ,a" u"$d t $3a.i!$ t&$ "i)!i%ica!t di%%$#$!c$ *$t,$$! di%%$#$!t "cia( c(a"" .t&$#" i!'ut T&$!1 c##$(ati! a!a(0"i" ,a" u"$d t d$t$#.i!$ i% t&$#$ ,a" a "i)!i%ica!t di%%$#$!c$ *$t,$$! .t&$#" /$#*a( i!'ut a!d c&i(d#$! ut'ut
Significance of the Study
The administration is the nucleus o# the e##ective organization basically #or the school. *t is important to gain insight about the #actors regarding the poor study habit o# the students #or the #ollo"ing reasons. The result o# this thesis "ill bene#it the school, teachers, students, to the parents o# the students, and to the researchers as "ell. or in this study, the school "ill no" the reason "hy their students had a poor study habits so that they can mae a possible action to"ards this concern. *n this "ay, the school "ill certainly be given an idea on ho" do they "ere going to #ace the #act that their students "ere eperiencing a decreasing academic per#ormances at school "hich "as the most concerned problem raised by the teachers, and the #indings "ill provide them some basis in planning more e##ective educational guidance that geared to"ards the #ormation o# the students2 character as a person. To the dministrators- "ho are the policies maing body o# the school.
Through the #indings o# the study, they can #ormulate various policies, rules and regulations that "ill help emphasize not only the importance o# good education, and the "ay to achieve it, but also on the value on good study habits that bring good results in their school per#ormances. To the Teachers- the teachers are the #acilitators o# learning and the students
are the active participants o# it and so both elements are needed #or the learning process to tae place. nd this study "ill provide them in#ormation to their concern regarding the poor study habits o# their students enrolled in Crade K and Crade K*, aluarte Jlementary School. Through this study, they can thin o# a "ay on ho" they can increase the interest o# the students upon studying especially "hen taling
about their academic per#ormances. They can also properly motivate and guide their students to"ard ac
selves and on ho" they are going to determine their study habits so they can improve it #or the better. *n this "ay, it is not +ust their study habits "ill change but also to their school per#ormances. To the Parents- one o# the reasons "hy the students "ill attend their classes
is their parents2 motivation to them. *n this study, the parents "ill be able to no" their role upon improving their children2s study habits "hich then can help their children in attaining a per#ect mar #or their academic or curricular per#ormances. To the !esearchers- the #indings o# this study may provide them in#ormation
about the study habits in "hich they can possibly mae use in real li#e situation. urthermore, this study "ill not only give bene#its to the #ollo"ing mentioned above but also to the other #actors that can a##ect each components o# bene#iciaries "hich could be internally or eternally.
Scoe and *elimitation of the Study This study "as #ocused only to the independent and dependent variables
createdH the independent variables are the students2 pro#ile such as parental involvement, #amily monthly income, learning styles, and academic per#ormances o# the students in the : rd
Fathematics)H and teacher2s personalityH "hile the dependent variable is the study habit o# the students in terms o# their time management and study techniearning Styles, #or Teacher2s -ersonality, #or Time Fanagement and #or Student2s Study Techni
*efinition of Terms cademic Performance re#ers to the grades o# the students they get in school
every end o# the
its most com#ortable "ay. This identi#ies the uni
o# their children in school by monitoring their grades and behaviour in school. The value o# time they spent "ith their children to revie" things #or their progress such as
assignments,
does not thin o# the eternal #actors to a##ect his$her duty. The student is intrinsically motivated despite o# any constraints and thus practices mastery over things as a result. Study habit re#ers to the student2s "ay o# carrying out the tas o# studying by using
varied techni
This chapter presented the aims at providing a strong #oundation to this study and literature or re#erences gathered by the researchers that "ere anchored on. *t covers a revie" o# eisting relevant literatures "hich "as eplained according to its concern. Such are presented as to connect the varied #indings and theories in relation to the independent and dependent variables. Study habit is the daily routine o# students "ith regards to their academic duties and responsibilities. Jach student has his o"n study habits varying on his pre#erences "ith the place and time o# studying, techni
the problem that the parents #aced along these levels o# learning "ere the "ays on ho" they2re going to let their children develop a study habit "hich can help their children in learning as "ell. The parents let their children #ollo" the rules in the house and let them have their study habits in studying their lessons even a #e" hours, but the students must study their lessons regularly. Fe /omb et al (199) suggested that students learning achievement depends on their attitude, motivation per#ormance #or success, and study habit or sills that people employ to pursue the desire outcome. Foreover, there "ere some #actors lie the parental involvement, socio3economic status o# the learner, and teacher2s personality or approach to students that can a##ect the learning and as "ell as their study habits. *t has a big #actor o# a student2s learning the involvement o# their parents in their learning process. 'henever the parents get involved in the study3li#e o# their children, there "as a great #actor that urges the child to learn and be interested in schooling. *n this "ay the child "ill #eel supported in any "ay as much as he can do #or his studying. *# the parents "ill al"ays be there to urge their children in their study habit, then the child "ill respond to it positively. Thus, having the parents2 child al"ays on their side "ill have the tendency #or a child to al"ays lean onto their parents every time and not standing anymore on their o"n. So, the advantages and the disadvantages o# this #actor revealed. urthermore, the socio3economic status can also a##ect the study habit o# the learner. *n #act, this #actor places a big challenge to the learners because this sho"s their social strati#ication "hether they belong to the upper, middle, or lo"er class. *t can a##ect to their study habits #or some time they can2t continue their studying
because tae this eample, i# they don2t have an electricity in their place, they can2t study their lessons especially during night time, so it really hinders to their learning. nother thing is #inancial, "hen this aspect "ill be opened, everyone #elt do"n. They "ill come to thin to a point that because o# this #inancial problem they can2t continue to buy the necessary things needed #or school and so there "ere no reason #or them to study since they don2t have the materials to be used. *n this case, the level o# their interest in learning decreases. ccording to the -rinciples o# Teaching 1 boo, the teacher serves as the primary mover o# the educational "heel "hile the learners are the ey participants in the learning process. The teacher is the role model, the manager, the counsellor, leader, parent surrogate, #acilitator, instructor, and a lot more. The students "ill learn best also depends on the ind o# teacher do they have. The teacher has the greatest #actor in the learning process and so his attitudes or personality in approaching the students a##ect on them as "ell. *n addition, aare (197) opines that intelligence accounts #or little variance in academic per#ormance. There#ore, more emphasis had shi#ted #rom intellectual #actors to non M intellectual #actors such as some personality variables lie sel# concept and study habit.
ased on the #indings o# %this (199), e##ective study sills usually come do"n to t"o #actorsI motivation and style.
Fotivation is the enthusiasm o# a person to do something. >earning style is the method used by a certain student$person to study much easier and more e##iciently. These t"o #actors also have a role to play in the learning process o# a student. Fotivation serves as the #uel that eeps the child moving on their studying and learning process. ecause o# this, aside #rom gaining incentives, they also gain no"ledge. 'hile the learning styles o# the student "ill also help him upon learning #or it gives him a reason to learn the things in the "ay he "ill learn. There "ill be no pressure #or a child to understand things i# only he "ill learn everything through the "ay he "anted to, #or instance, i# the student is a visual learner, then he can study the lesson through seeing it "ith the eyes or "atching videos that contained related topics to the lesson presented. *# a student is an audio learner he can learn his lesson through listening to it attentively or let the other person discuss to him the topic or lesson taled about by the teacher. >astly, i# a student is a inaesthetic learner, he can learn his lessons through doing it on his o"n #or eample in a laboratory session. ;ence, learning sills re#er to the sills that mae learning possible. Cenerally, learning is central to all our behaviour. Jach learner is uni
learning strategies. To study e##ectively the students should be a"are o# learning process. Aonetheless, success in school is not so much determined by sheer intelligence as no"ing ho" to study. Studying is a sill. eing success#ul in school re
better academic per#ormance. Study habits tend to be #ormed in the early
grades and in the most instances, do not materially improve a#ter elementary school. Some students o#ten complain about mental inability or strain or lac o# interest in studies. %ther thins they are not capable. *n some cases, ielden (0B) stated that good study habits help the student in critical re#lection in sills outcomes such as selecting, analyzing, criti. Craven (08) on the relationship bet"een an individual6s amount o# ca##eine consumption during his$her study session and the individual6s study habits sho"ed that the main e##ect o# drining ca##eine on eam preparation "as not signi#icant. Enhealthy study habits "ere operationally de#ined as lo" scores on amount o# time per study session, time (in days) "hen preparation began, and
amount o# in#ormation the participants believed they had retained. ;igh scores on aniety level "ere included in 6unhealthy6 study habits. -earson correlation indicated no relationship bet"een amount o# ca##eine consumed "hile studying and the individual6s e##ectiveness o# studying and preparation. 'hile in 5umayag2s (09) point o# vie", 4the e##ective study sills are associated "ith positive outcomes across multiple academic content areas and #or diverse learners. This is to describe an in#ormation3processing perspective on the contribution o# study sills to academic competence, and to identi#y evidence3based strategies that are e##ective in helping students to improve their study sills. Study habit, sill, and attitude inventories and constructs "ere #ound to rival standardized tests and previous grades as predictors o# academic per#ormance, yielding substantial incremental validity in predicting academic per#ormance. cademic speci#ic aniety "as #ound to be an important negative predictor o# per#ormance. %verall, study habit and sill measures improve prediction o# academic per#ormance, more than any other non cognitive individual di##erence variable eamined to date and should be regarded as the third pillar o# academic success. The substantive aim o# the study "as to eamine the e##ect o# study habit on students. *n #act, the "ebsite in ho"3to3study.com (09) recommended some tips in improving study habits and suggested that the student should try not to study all the sub+ects in +ust a period. *t also added that i# you try to do too much studying at one time, you "ill tire and your studying "ill not be very e##ective. Space the "or you have to do over shorter periods o# time. Taing short breas "ill restore your mental energy.
dditionally, Far J. Thompson (0) undoubtedly a##irmed to Far /rilly2s (0) study that other students are able to balance social activities "ith good study habits. diversion #rom studies "ill alleviate stress and help prevent #rom becoming #atigued. ;e said that a student should mae sure that he must tae a brea #or an hour a#ter studies to meet "ith #riends, to play some cards, "or out at the gym, or to gab "ith a ne" ac
S. Jd"ards (0?) said that learning to study is lie learning to ride a bie3 once you get it you have the sills #or li#e. Feaning that in steps to learning there are bumps and bruises along the "ay because the process o# learning is sometimes pain#ul. *n addition to that learners "ho ecel in school is not an eemption in creating a good study habit because learning is a li#etime process, it does not stop. Foreover study habit is important to all learners to per#orm "ell in school. There are many #actors to be considered in discussing the reasons behind the #ormed study habit o# the learners especially in the adolescent period. This is the
stage "here critical period begin "hen they "anted to go out under the custody o# their parents. *n such it is important to consider the parental involvement o# the parents and its in#luence to the learners. The #amily monthly income is also one #actor to be considered because no" a day there is no such thing as #ree. This means that you don2t get something "ithout anything or "ithout money. *n addition, it doesn2t mean that students that are enrolled in a public school are absolutely #ree #rom any epenses. side #rom the pro+ects and assignment it cannot be missed at school that there are biological needs o# a man to be #eed. *n one "ay or another, everybody "ill spend an ample amount #or the desired learning. >earners2 academic per#ormance must be considered also because it is interrelated to students2 study habit. ;o"ever, one o# the important considerations is the attitude o# students to"ards studies and these #actors serve as a stimulus in motivating them to do certain responses depending on ho" they perceive the actions o# the mentioned #actors. The development o# positive attitude to"ards studies must be considered seriously by both parents and teachers. Their actions are important in motivating the learners2 per#ormance to"ards their study habit. Time .anagement
Time management can be also the #actor that can a##ect the study habit o# the student #or the reason that a one2s study habit is also connected "ith ho" a student manage his time in accordance to its desired study time. Time management has been described using many di##erent terms including spontaneity, balance, #leibility, and having control over time (>aein, 197:). Time management has also been characterized as a habit developed only through determination and practice
(Simpson,1978), as prioritizing and respecting those priorities, setting priorities and scheduling tass (!ordan et al., 1989). Time management can also be considered as the process, by "hich an individual is more e##ectively accomplishes tass and goals (Schuler,1979), a process by "hich an individual obtains control over the timing and the content o# "hat he$she does and as "hat can be accomplished "ith time (%nacen & 'ass, 198). *n order to utilize time e##ectively, individuals must #irst be able to predict or plan ho" much time is needed #or the activity (=elly, 00). n individual "ill become e##ective in using their time only "hen the individual clearly no"s "hat they "ant to do, "hat they need to do, and #or "hich speci#ic target date (Soucie, 198?). *ndividuals need to become more disciplined in their use o# time by respecting their established priorities "hile minimizing distractions #rom others as "ell as #rom situations that have the ability to displace priorities in terms o# time and energy (Soucie, 198?).
ccording to /rutsinger (199B), time management involves determining "hat one should do by setting goals, deciding "hich events are the most important and realizing that other activities "ill have to be scheduled around them (prioritizing), maing decisions about ho" much time to allo" #or certain tass (time estimation), ad+usting to the unepected (problem solving), reconsidering goals and priorities on a regular basis (evaluation), and observing patterns and trends in behavior. Fanages your time can help you study your lesson in a desired time and doing it every time can be a habit #or everyone2s study habit. Study Techni0ues
Study techni
The >earning style o# a student contributes to its study habit #ormation because there are #actors that their learning styles in#luences their "ay o# studying. 5i##erent theorists and educationists have de#ined learning styles in their o"n "ay. They believe that this is an important concept to be studied. The concept o# style helps to understand ho" the learners are same "ith each other, and ho" they di##er in terms o# learning. There are three basic types o# learning styles, the three most common are visual, auditory, and inesthetic. To learn, "e depend on our senses to process the in#ormation around us. Fost people tend to use one o# their senses more than the others. ;o"ever, Some theorists or practitioners eplained that the learning styles sho" ho" one particular individual "ill react to a speci#ic situation and ho" he or she "ill behave in a uni
1998). Thus, learning styles are taen as stable individual pre#erences #or receiving and processing in#ormation by many o# the theorists. >earning styles are the di##erent approaches and "ays o# learning. irst, the Kisual >earners, they learn through seeing. These learners need to see the teacher6s body language and #acial epression to #ully understand the content o# a lesson. They tend to pre#er sitting at the #ront o# the classroom to avoid visual obstructions (e.g. people6s heads). They may thin in pictures and learn best #rom visual displays includingI diagrams, illustrated tet boos, overhead transparencies, videos, #lipcharts and hand3outs. 5uring a lecture or classroom discussion, visual learners o#ten pre#er to tae detailed notes to absorb the in#ormation. Second, the uditory >earner, they learn through listening. They learn best through verbal lectures, discussions, taling things through and listening to "hat others have to say. uditory learners interpret the underlying meanings o# speech through listening to tone o# voice, pitch, speed and other nuances. 'ritten in#ormation may have little meaning until it is heard. These learners o#ten bene#it #rom reading tet aloud and using a tape recorder. >astly, the Tactile or the =inesthetic >earners, they learn through moving, doing and touching. Tactile$=inesthetic persons learn best through a hands3 on approach, actively eploring the physical "orld around them. They may #ind it hard to sit still #or long periods and may become distracted by their need #or activity and eploration.
Parental $n/ol/ement
-arental involvement is needed in adolescent stage in monitoring the per#ormance o# their students at school and in home. -arental involvement is the number one reason o# the student2s motivation and i# student "ill see that their parents pay less attention in their academic per#ormance a usual response o# the student is an attitude o# procrastination. ccording to the 1 st stage o# Jri Jrison2s theory the parents are the basic source or #oundation o# trust an individual can create to his$her environment. -arent involvement in school is needed because according to the study o# /havin et.al. (199:) that parent involvement M or school and #amily connections M is a component o# e##ective schools that deserves special consideration because it contributes to success#ul #amily environments and more success#ul students. *n addition parental involvement are the stimuli that serves so as student "ill avoid procrastination and contributes to e##icient time management, learning sills and study techni
'amily .onthly $ncome
Socio3economic status as de#ine by @iegelman @ichard (09) is the #amily income, educational level or parents2 educational level and pro#essional status or parents2 pro#essional status. *n this study, it #ocuses mainly on the #amily monthly income o# the parents or the other children o# the #amily. This is #act that in our society, to observe the di##erence "ell o## #amily and to "hich is not. *t is also
believed that a student2s interest in studies and academic per#ormance are also a##ected by the #amily2s socio3economic status lie the income that the #amily is consuming in a day, month or year, (Jun /hul Seo 1999). *n terms o# the school pro+ects and assignment, students need to spend ample amount on the materials needed lie paper, ball pen etc. these things cannot be ac
cademic Performance
Student2s previous academic per#ormance "ill also contribute motivation to their study habit i# they got high scores in their previous grades conse
Teachers Personality
-ersonality #actor o# values and #eelings according to the study o# Aatalie @asmussen (0?) is concerned "ith the a##ective domain that includes maintaining
a positive attitude, believing one has control over "hat happens to onesel# in school, and e##ectively managing stress and aniety. This #actor is important in the part o# the teacher since teachers are the second parent o# the students in school. *n such maintaining a positive attitude "ill become a motivation to the students to learn "ell. urthermore the statement believing one has control over "hat "ill be going to happen means that the teacher can in#luence the behaviour o# their student and thus result into a positive response that "ill not cause stress and aniety to everyone. Teachers are in#luencing #actor to students study habit through motivation and encouragement. The study #ocuses on the #actors that a##ect the study habit o# the students. *n line "ith this, the researchers "ould lie to no" the e##ect o# the study habit to their academic per#ormances. Sills or study strategies are approaches applied to learning. ;uman beings constantly in one learning process a#ter the other and it is there#ore important to be understand that "hat might "or #or others do not necessarily have to "or #or others as "ell. ;o"ever, it is still important that students should be consistent along "ith their studies. ccording to the theories o# study habits, there are broadly t"o types o# students. The #irst category is o# the students "ho study #or a shorter duration, have a good concentration and are able to get good scores "ithout much e##ort. The second category includes students "ho have a rather poor concentration, and need a lot o# hard "or to get good scores. 'ith a regular study habit you "ill #ind that the child "ill study at a time that it is deemed normal to study.
To conclude, study habits may vary #rom student to student perspective because not everyone achieve the style o# learning process lie "hat other can achieve #or their selves. There may be a lot o# #actors that can a##ect the study habit o# one student but it2s all depend to him on ho" he can manage to do his studies "ithout minding the hindrances and ac
Chater 3 !"S"!C ."T&*&(&
This chapter presented the methodology utilized in this study. *ncluded here "ere the discussions o# the subtopicsH namelyI (1) research design (0) research setting, (:) respondents and sampling procedure, (B) data gathering and instrument procedure, () scoring guidelines and (?) statistical instrument$procedure. !esearch *esign
The study used descriptive survey design in its attempt to determine, described and analysed the study habit o# the students at aluarte Jlementary School. This study tried to #ind out the study habit o# the Crade K and K* students in aluarte Jlementary School according to their -arental *nvolvement, >earning Style, -arents Fonthly *ncome and cademic -er#ormances.
!esearch Setting
This study "as conducted among the Crade K and grade K* students o# aluarte Jlementary School. -resently, the ==- (=ristohanong =atilingbanon sa -agpaabana) collaborated "ith the Navier Eniversity3 School o# Jducation that aimed to develop good umbia, /agayan de %ro /ity. This "as a public school consisted a total number o# nine (9) rooms including their school library and principal2s o##ice having one (1) teacher in each year level. The school environment has a "ide garden and #ield #ronting the school gate. Jach classroom can accommodate #i#teen to #i#ty (13) students depending on the grade level. Their rooms "ere "ell3ventilated and also have complete materials needed #or the students. s a matter o# #act, the school came up "ith di##erent concerns #or their school but the researchers chosen the problem regarding the poor study habit among grade #ive () and grade si (?) students. !esondents and Samling Procedure
Thirty #our (:B) respondents "ere given a survey earning Style, #or study techni
This study had used the Purosi/e Samling .ethod5 this method purposively gathered the pro#ile in#ormation o# all the students under grade K and grade K* in aluarte Jlementary School. Table 36 Students Poulation of rade # and rade #$ in 7aluarte "lementary School !*" ("#"( AEFJ@ % @JS-%A5JATS -@JSJAT$ T%T> AEFJ@ % STE5JATS
!*" #
!*" #$
T&T(
11$17
0:$0
:B$B0
*ata athering $nstruments and Procedure
The researchers prepared a sel#3developed survey
The data that had been gathered by the researchers "as analysed using the #ollo"ing toolI 're0uency and Percentage *istribution6 These techni
the percentage observation that eist #or each data parts. *t is particularly use#ul method o# epressing the relative #re
0. Socio-Economic Status
elo" ,-hp , 3 9,999-hp 1, 3 19,999-hp 0, 3 09,999-hp :, M bove
:. Academic Performance
'amily .onthly $ncome /ode 1 0 : B
5escription Kery >o" elo" verage verage bove verage Kery ;igh
cademic Performance
Crade *nterval 931 8389 838B 7379 ?37B
5escription dvance -ro#icient pproaching3-ro#iciency 5eveloping eginning
B. Learning Styles ("!9$9 ST(" /ode 1 0 : B
C&*" 5escription Kisual (K) uditory () =inaesthetic (=) Kisual, uditory (K)
Kisual, =inaesthetic (K=)
?
uditory, =inaesthetic (=)
7
K, , =
. ormula #or the -ilot Testing (@eliability test) Cronbach reliability coe##icient alphaI
'here
is the number o# components (=3items or test lets),
the variance o# the observed total test scores, and component i #or the current sample o# persons.
the variance o#
Chater 4 P!"S"9TT$&9 9* 9(S$S &' *T
This chapter presents ho" the gathered data "as collected, organized, presented and analyzed. The researcher2s #inal respondents "ere lo"ered into thirty #our (:B) #rom the epected number o# #orty t"o (B0) due to the absence o# some respondents upon data gathering.
The Table 1.1 presents the distribution o# respondents2 pro#ile according to their characteristics "hen grouped according to their amily Fonthly *ncome, cademic -er#ormance, and >earning Styles. Problem 1: 'hat are the -ro#ile o# the respondents in terms o# theirI
1.1 -arental *nvolvement 1.0 amily Fonthly *ncome 1.: >earning Styles 1.:.1 Kisual 1.:.0 uditory 1.:.: =inaesthetic 1.B cademic -er#ormance in their #irst grading gradeI 1.B.1 Science 1.B.0 Fath 1.B.: Jnglish 1.B.B ilipino Table 161 *istributions of !esondents Profile ccording to their Characteristics in 'amily .onthly $ncome- (earning Styles and cademic Performance6
These tables "ere illustrated as one #or these are the variables "hich do not have indicators in the study. Thus, in a amily Fonthly *ncome group o# Table 1.1, more than hal# (?1.7) o# the respondents "ere said to belong in a #amily that have a
monthly income o# ,-hp and belo". ;o"ever, in an cademic -er#ormance, the respondents are said to have an --@%/;*AC3-@%*JA/O average description "hich is consistent to the overall mean o# 8.1B, to their #our ma+or sub+ects such as Fathematics, Jnglish, Science, and ilipino. >astly, regarding the respondents2 >earning Styles, nearly hal# o# them having a B1.18P (1B) "ere said to be a K*SE> >J@AJ@S and net to it "ere the :0.:P (11) respondents "ere said to be an E5*T%@O >J@AJ@S. @espondents2 amily Fonthly *ncome, di##erent results "ere come up upon gathering the data because there "ere also di##erent statuses that a certain student has. %thers have a high income o# the #amily "hile others have the opposite. *n the area "here the aluarte Jlementary School "as located, many o# the respondents have a parents "oring as #armers and earning a lo" income. 'ith the ups and do"ns o# the national economy, everyone needs to manage their money care#ully. Though more than hal# o# them belonged to a #amily "ho have a very lo" monthly income, still many o# them are sent to school by their parents #or educationH poverty is not a hindrance #or them actually. Foreover, those respondents "ho belonged to a KJ@O >%' #amily income are said to have a lo" per#ormance in school. That "as supported by the study o# Jun /hul Seo (1999), that a student2s interest in studies and academic per#ormance are also a##ected by the #amily2s socio3economic status lie the income that the #amily is consuming a day, month, or year. Jven on a lo" income, there are al"ays a "ay to survive economically. This may be true #or many people, but current research sho"s that a #amily6s income a##ects all aspects o# a child6s li#e.
%n the other hand, the respondents2 cademic -er#ormance, the Table 1.1 summarizes the respondents2 #reearning Styles, the Table 1.1 sho"s nearly hal# o# the students resulted to be a K*SE> >J@AJ@. This is because the students are used to learn by seeing the instructional materials used by their teachers and$or understanding the lesson through "riting or anything that involves vision. study o# @ichard F. elder, a -ro#essor in Aorth /arolina State Eniversity, asserted that 4Kisual learners remember best "hat they see33pictures, diagrams, #lo" charts, time lines, #ilms, and demonstrations. Kerbal learners get more out o# "ords33"ritten and spoen eplanations. Jveryone learns more "hen in#ormation is presented both
visually and verbally. Thus, this "as implicated by Terry ar"ell on his study that "as intended #or the teacher and he stated that 4a teaching strategy #or visual learners should include the use o# demonstrations and visually pleasing materials, and should mae an e##ort to paint mental pictures #or learners.
The Table 1.0 presents the distribution o# respondents2 according to their parental involvement. Fore than hal# o# the respondents (7?.B8P) have a C%%53 *@ parental involvement and "hich are consistent to their overall mean o# 0.7 that describes as a Cood parental involvement. Table !" Distribu#ons of the $espondents According to their Parental In%ol%ement &n'()*
P!"9T( $9#&(#"."9T Kery Cood (:.03 B.) Cood (0.3 :.0B) air (1.73 0.B9) -oor (1.3 1.7B) T&T( &/erall .ean: 26;<
'!"+"9C
P"!C"9T"
7
0.9
1:
:8.0B
1:
:8.0B
1
0.9B
:B
1.
*escrition: ood
*A5*/T%@S
S*= >6?>
Fean
5escription
0.88
Cood
-arental *nvolvement 1. Fy parents participate every time the
0.
:. B. .
school calls #or a -T meeting. Fy parents pay attention to my
0.?8
Cood
0.?0
Cood
0.?
Cood
:.
Cood
26;<
ood
Fa+ority o# the parents there #airly involve their selves to"ards their children2s activities in school especially in their study habits because there are some #actors that resulted #or the good and$or parental involvement. *t can be a problem in parents2 educational attainment, interest in child2s learning, or the status o# the #amily. This "as supported in the study according to 'anat (1990, p.B7), Schools must understand that lac o# participation by parents does not necessarily mean they are neglecting their responsibilities. They simply may not have the time, resources, or no"3ho" to help out. These are some o# the #e" reasons "hy many o# the parents do have a #air or +ust good parental involvement. *n connection "ith the ma+or table results, the indicators sho" the good parental involvement "hich is consistent to the overall mean. This implies that despite the #act that there are many #actors that mae a good$#air parental involvement, more than hal# o# the respondents do still have parents that supports them in any "ay. *n such, Kandergri#t and Creene (1990, p.7) mentioned that there are t"o ey elements that "or together to mae up the concept o# parental involvement. %ne o# these is a level o# commitment to parental support. This
includes such things as encouraging the student, being sympathetic, reassuring, and understanding. The other element needed is a level o# parental activity and participation, such as doing something that is observable. This combination o# level o# commitment and active participation is "hat maes an involved parent.
Table 0.1
is hypothesis #ree and presents the 5istribution o# the
@espondents2 ccording to their Teacher2s -ersonality "ith an overall mean result o# (:.B9) that #alls into the description o# Kery Cood, "hich implies that the respondents have a good recognition regarding in their Teacher2s -ersonality.
Problem 2: 'hat are the respondents2 perceptions to their Teacher2s -ersonalityQ Ta*($ :7 Di"t#i*uti! % t&$ R$"'!d$!t" Acc#di!) t t&$i# T$ac&$#" P$#"!a(it0 6!G>9
T"C"!S P"!S&9($T '!"+"9C Kery Cood (:.03B.) 0 Cood (0.3:.0B) 8 air (1.730.B9) 1 -oor (1.31.7B) :B T&T( &/erall .ean: 364@ *escrition: #ery ood
*A5*/T%@S
P"!C"9T" 7:.: 0:.: 0.9B . 1. S*= >644
Fean
5escription
:.71
Kery Cood
:.:
Kery Cood
:.:
Kery Cood
:.09
Kery Cood
Teacher2s -ersonality 1. Fy teacher uses varied instructional materials so that she can provide my learning needs. 0. Fy teacher shares techni
school. . Fy teacher is consistent in establishing good rapport "ith us. &#"!(( ."9
:.9
Kery Cood
364@
#ery ood
The indicator sho"s that the highest mean o# (:.71) obtained the description o# Kery Cood "hich implies that the teacher uses varied instructional materials so that she can provide the respondents2 learning needs. The respondents appreciate the management o# instruction o# their teacher "hich sho"s in the result that turn out to be very good. Esing varied instructional materials in that area is very applicable to gain the interest o# the students along the discussion. Since student in rural area are not eposed to di##erent media, i# teacher use di##erent instructional materials, her student "ill really pay attention to any interesting instructional aides she "ill use. 'hether rural or urban they have di##erent learning needs to be cater this is supported by the study o# Fc5avid (09) "hich states that 4 The students usually have di##erent abilities, sills tas, and learning styles, so teachers must modi#y instruction to #it each student2s need. Foreover, this applies to the sel#3 determination theory o# Jd"ard 5eci and @ichard F. @yan catering the psychological needs o# the individual "ill promote autonomy, competence, and relatedness "hich "ill result into a "ell determined individual. The indicator2s lo"est mean o# (:.09) though the description remains Kery good ho"ever the least thing that the respondents observed in their teacher "hich is the teacher2s encouragement on them to do "ell in school. @espondents may thin though the results are very good that their teacher has lesser encouragement "or because their parents do more than the teacher encourages them. ccording to the study o# Sheridan et. al.
(01) that there "as a high percentage o# ratings among student "hen as about ho" their parents encourage them to do "ell in school.
Table :.1 presents the distribution o# the respondents2 study habit according to their time management "ith an overall mean o# (:.?) that #alls into the description o# Cood, "hich implies that the respondents are good in their Study ;abits in terms o# managing their time.
Problem 3I 'hat are the study habits o# the respondents in termsI
:.1 Time Fanagement :.0 Study Techni
Table (! Distribu#on of the $espondent+s Study ,abit according to their Time anagement &n'()*
T$." .9"."9T Kery Cood (:.03B.) Cood (0.3:.0B) air (1.730.B9) -oor (1.31.7B) T&T( &/erall .ean: 36>?
*A5*/T%@S Time Fanagement
'!"+"9C 10 0 0 :B *escrition: ood
Fean
P"!C"9T" :.09 8.80 .88 . 1. S*= >643
5escription
1. * am spending enough time planning on academic matters. 0. * #ind time to study my lesson. :. * do tas in order o# their importance. B. * am maing to do list on the things *2m going to do #or a month, "ee or day. . * organize my time to meet deadline.
:.07
Kery Cood
:.10 :.9 0.:
Cood Cood Cood
:.:0
Kery Cood
&#"!(( ."9
36>?
ood
The indicator sho"s that the highest mean o# (:.:0) obtained the description o# Kery Cood "hich implies that the respondents agreed on the #i#th statement that they organize their time to meet deadline. The students "ere practiced to meet deadlines because that is ho" their teacher "anted them to do "hen it comes to the submission o# their school "ors and assignments. The teacher2s creates a supporting relationship bet"een her students so that she can monitor the student2s overall progress this is supported in the study o# ncess (0:) that says 4Teacher advisors #ollo" up on assignments re
the parents and teachers encouragement to the respondents to give importance to their studies serve as an encouragement to the respondents to plan more on academic matters considering that most o# them belong to lo" #amily monthly incomes. They are motivated to give their best to their studies because that is one "ay they believed that "ill alleviate their living in the near #uture. urthermore students "hether in rural and urban setting could plan enough time #or academic matters i# their parents and teachers put on emphasis on this by encouraging the students this is supported in the study o# @esearch & Jducation ssociation (0) that says 4teachers, parents and other members o# the community are playing an increasingly important role in setting school policies and goals. Feaning i# lac o# these goal setting there "ould be a possibility to have poor result in the respondents2 spending o# time planning on the academic matters. The rest o# the indicators "ere +ust Cood such as #inding time al"ays to study, doing their tas according to their importance and maing o# to do list "as due to their #amily situation, although they are good in planning but not on eecuting "hat has been planned because some parents allo"ed their children to help in #inding their living the reason "hy results sho"ed a good description on mean.
Table :.0 presents the distribution o# the respondents2 study habit according to their study techni
Table (!" Distribu#on of the $espondents+ Study ,abit According to their Study Techni.ues &n'()*
ST+* T"C9$+"S Kery Cood (:.03B.) Cood (0.3:.0B) air (1.730.B9) -oor (1.31.7B) T&T( &/erall .ean: 26@2
'!"+"9C 9 18 7 :B *escrition: ood
*A5*/T%@S
P"!C"9T" 08.B7 0.9B 0.9 . 1. S*= >644
Fean
5escription
1. * tae do"n note during the discussion. 0. * use initials and acronyms "hen * am studying. :. * mae a list o# "hat * intend to study. B. * highlight "ords that seem to be important. . * love to play rather than studying.
:.:8 0.?0
Kery Cood Cood
:.9 :.9
Cood Cood
0.B1
air
&#"!(( ."9
0.90
Cood
Study Techni
The indicator sho"s that the highest mean o# (:.:8) obtained the description o# Kery Cood "hich implies that the respondents al"ays practices taing do"n notes during their teacher2s discussion. ;o"ever, respondents perhaps thought copying the teacher2s "riting on the board is the same as note taing since Jlementary students are more on copying the "ritings o# the teacher2s on the board. ccording to =uhlthau et.al (07) that many students have di##iculty in deciding eactly "hat to tae do"n in their notes and yes this true to the researchers2 observations that most o# the students in aluarte Jlementary School "ill have a hard time "hat to tae do"n notes #or the very reason that even simple spelling o# the "ords they do not no", you need to "rite it on the board #or them to get the eact spelling. %n the
other hand the lo"est mean among the indicator is (0.B1) "hich states that students love to study that playing because they no" that studying is more important that spending too much in playing. ccording to Ceorge Scarlett (0B) that 4ll children "ant to per#orm and demonstrate their ne" sills during the elementary school years. ;o" they do so may vary depending on the values most cherished and encouraged in their culture. *n such "e cannot say that merely studying "ithout playing is doing "ell because it does not carry the same meaning in all #amilies, in all communities and all times. Jven i# there are various studies that proves that studying "ithout playing is imbalance because every individual has its o"n belie# and principle in "hich they stand, "e cannot super impose "hat is the right thing to do ho"ever "e can share the bene#it o# playing in the respondents lives.
The Table B.1.1 sho"s the distribution o# test o# statistics o# the signi#icant di##erences in the respondents2 study habits "hen grouped according to their -arental *nvolvement.
Problem 4: re there signi#icant di##erences in their study habits "hen grouped
according to the #ollo"ingI B.1 Student2s -ro#ile B.1.1 -arental *nvolvement B.1.0 amily Fonthly *ncome B.1.: >earning Styles B.1.B cademic -er#ormance B.0 Teacher2s -ersonality
Table )!! Test of Sta#s#cs on the Signi/cant Di0erences in the $espondents+ Study ,abits 1hen grouped according to their Parental In%ol%ement &n'()*
ST+* 7$TS
P!"9T( $9#&(#"."9T KJ@O C%%5 C%%5 *@3-%%@ (:.03B.) (0.3:.0B) (131.7)
desc. Kery :.? :.10 Cood Kery :.09 0.98 Cood Kery :.BB :. Cood (""9*: A BSignificant x
Time Fanagement Study Techni
x
desc.
x
desc.
Cood
0.7B
Cood
Cood
0.?7
Cood
Cood
0.7
Cood
3value 01.97 (RR) ?.:1 (R) 17.7 (RR)
AAB ighly Significant
The table presented the very good description to the parental involvement o# the respondents to"ards their study habits o# KJ@O C%%5 group "hich is consistent to the overall mean o# :.BB and a very good description. The same as to the respondents group #rom C%%53-%%@, it resulted to have a good description to"ards their study habits that is consistent to the overall mean and description illustrated above. *t sho"s that the respondents2 parental involvement reached the overall mean o# 0.7 "hich indicates as Cood. Oet, still there2s a need #or improvement because the highest is Kery Cood. The table presents those students "ho have a very good parental involvement got the mean o# :.? "hich indicates very good time management. %n the other hand, those students "ho have good M poor parental involvement got only good time management as "ell as their study techni
strong, positive e##ect on students2 achievement. There#ore, students2 study habits do depend on their parental involvement. There#ore, those respondents "ho have very good parental involvement also do have a very good overall result to"ards their study habits, in consistent to their mean. This implies that "ith parents that give attention to their children2s need resulted to have a very good study habits because since the parents are al"ays there #or them, they "ill be guided upon the #ul#ilment o# their goals, i# ever. 'hile those respondents "ho do have a poor3good parental involvement resulted to have a good results to"ards their study habits, that is consistent to their means. This implies that even that their parents #airly involve their selves in their children2s school matters, still the parental spirit o# a parent prevails in the end. *n result, a highly signi#icant data "as gathered. nd this result to the re+ection o# the null hypothesis stated in the #irst chapter o# this study. The Table B.1.0 sho"s the distribution o# test o# statistics o# the signi#icant di##erences in the respondents2 study habits "hen grouped according to their amily Fonthly *ncome.
Table )!!" Test of Sta#s#cs on the signi/cant di0erence on the respondent+s Study ,abits according to their 2amily onthly Income &n'()*
ST+* 7$TS
Time Fanagement Study Techni
'.$( .&9T( $9C&." :, above 0,309,999 19,999 belo" x
desc.
x
desc.
x
desc.
:.00
Cood
0.8
Cood
0.81
Cood
:.:
Cood
0.?:
Cood
0.8:
Cood
3value B.B? (R) 0.01 (ns)
&#"!(( !"S+(TS
:.1B
Cood
0.70
(""9*: A BSignificant
Cood
0.80
Cood
B.B1 (R)
AAB ighly Significant
*t sho"s that those students2 study habits in the aspect o# time management "hen group according to #amily monthly incomeI very high, above average, and average, belo" average, very lo" have a good time management. Time management does not matter on the students2 #amily class standing. Oet, study habit in the aspect o# time management has a signi#icant di##erence "hen group according to #amily monthly income. The result "as supported by 5uncan, et al (1998), according to them that the poor per#ormance "as caused by #inancial resources to purchase educational materials. ut these "as contradicted by the study o# /onger et al 1990., Cuo and ;arris, 0., they said that economic hardship causes emotional distressed in parents "hich, in return, causes to be less attentive and less interested in their children2s education. There#ore, the students although they are eager to go to school they eperience laced o# sel#3 determination to go to school, because their parents do not support them about their school matters. Those students2 "ith parents "ho are emotionally distressed "ere discouraged. Foreover, students2 study habits in the aspect o# study techni
techniearning Styles.
Table )!!(! Test of Sta#s#cs on the signi/cant di0erence on the respondent+s Study ,abits according to their Learning Styles &n'()*
("!9$9 ST("S ST+* 7$TS
Kisual x
desc.
uditory x
desc.
=inaesthetic, audio3visual, inea3 visual, udio3inae, =inae3audio3visual x
desc.
3value
Time Fanagement Study Techni
0.98
Cood
:.1?
Cood
:.7
Cood
0.87
Cood
:.
Cood
0.89
Cood
0.9:
Cood
:.8
Cood
0.98
Cood
(""9*: A BSignificant
.? (ns) .08 (ns) . (ns)
AAB ighly Significant
Kisual group, auditory group, and the group o# inaesthetic, audio3visual, inaesthetic3visual,
audio3inaesthetic,
and
audio3inaesthetic3visual
groups
represent the C%%5 time management as "ell as study techniearning styles are di##erent approaches and "ays o# learning. The result "as supported by the study o# Cordon (1998), he said that 4to learn, "e depend in our senses to process the in#ormation around us. >earning style sho"s ho" one particular individual "ill react to a speci#ic situation and ho" he "ill behave in a uni
The Table B.1.B sho"s the distribution o# test o# statistics o# the signi#icant di##erences in the respondents2 study habits "hen grouped according to their cademic -er#ormance. Table 461646 Test of Statistics on the significant difference on the resondents Study abits according to their cademic Performance n=34)
ST +* 7$TS
Time Fanagement Study Techni
C*".$C P"!'&!.9C" dvance 5eveloping (931) and pproaching3 (7379) and -ro#icient -ro#iciency eginning (8389) (838B) (?37B) x
desc.
x
desc.
x
desc.
0.8
Cood
:.0
Cood
:.1
Cood
0.B7
air
0.98
Cood
:.B
Cood
0.??
Cood
:.0
Cood
:.9
Cood
(""9*: nsB 9ot Significant
3value
1.1? (ns) B.7B (R) :.01 (R)
A BSignificant
@espondents "ith an average o# 931 and$or 8389 "hose academic per#ormance is advance and pro#icient pro#iciency sho"s good time management, but #air in their study techni
emphasize the techni
T"C"!S P"!S&9($T -oor3Cood Kery Cood (0.3:.0BH 1.730.B9H (:.03B.) 1.31.7B)
ST+* 7$TS x
desc.
x
desc.
Time Fanagement
:.1?
Cood
0.78
Cood
Study Techni
:.:
Cood
0.?
Cood
&#"!(( !"S+(TS
:.1
Cood
0.?9
Cood
T3stat value 0.B9 (R) 0.7? (R) :.7 (RR)
(""9*: A BSignificant
AAB ighly Significant
range o# :.03B. o# a very good teacher2s personality sho"s good time management and the ranges #rom 1.3:.0B are the group #or a good3poor teacher2s personality sho"s also a good time management. Oet, there2s still a need #or improvement. Thus, there "ere signi#icant di##erences in study habits in the aspect o# time management and study techni
Chater <
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION This chapter "ill present the summary, the conclusion and recommendations based on the #indings o# this study. Summary
The study "as conducted to #ind out the study habits o# grade K and K* students o# aluarte Jlementary School SOI 010301:. Speci#ically, it sought to ans"er the #ollo"ing problemsI The respondents consisted o# :B composed o# grade K and K* students o# aluarte Jlementary School. These students "ere o##icially enrolled as elementary student o# aluarte elementary school SOI 010301:. These students comprised the total number o# present during the survey "as conducted.
The tool that "as used to gather the data "as a survey
The data "ere classi#ied in di##erent tables and grouped together in relation to #our problems posed in this particular studyH thus, the researchers came up "ith the #ollo"ing #indingsI 1. *t "as #ound that out o# the :B respondents, there "ere more male students as compared to #emale students. 0. There "ere :8.0BP o# the respondents population claimed that their parents are good in any active school activities and also help them in their studies. nother set o# students composed o# :8.0BP o# students
population claimed that their parents are #air enough in any active school activities and also help them in their studies. :. Fany o# the respondents belonged to the very lo" class "ith an income bracet o# belo" , #amily monthly incomes. Si o# the respondents belonged to elo" verage /lass "ith the #amily2s income #rom ,13 9,999. ive students belonged to verage class "hose #amily monthly income is #rom 1,319,999. Oet, there "as only one student "ho belonged to a class o# bove verage "hose #amily monthly income is 0,30B,999, and one student "ho belong to a Kery ;igh class "hose monthly income reaches #rom :, and above. B. lmost hal# o# the respondents2 population are #ound to be visual learners. nd :0.:P consisted o# 11 students "ere classi#ied as uditory >earners. . @egarding their academic per#ormance, hal# o# the total number o# the respondents had a grade o# 7379. The highest rating is Fathematics, #ollo"ed by Science, ilipino, and Jnglish got the lo"est rating. ?. Fost o# the respondents ma+ority time spent in studying "ere 03:mins. 7. *t "as #ound out that in mathematicsH ?BP o# the total number o# the respondents spent their time in studying #or this sub+ect "as 03: minutes, P in Jnglish, B7.?P in Science, and 8.80P in ilipino. 8. Fa+ority o# the respondents2 population that reached 7:.:P considered that their teachers2 personality "as considered as Kery Cood. 9. *n terms o# the respondents2 time management, 8P o# students "ho reached 0.3:.0B "hich means Cood. 10 students are at :.09P "as Kery Cood, and 0 students "ere air at .88P.
1.*t can be gleaned #rom the study that 0.9BP o# the students2 have good study techni
C&9C(+S$&9S:
ased on the #indings o# the study, the #ollo"ing conclusions "ere dra"nI There is need to consider the >earning Style to be assess by the teacher so that Students "ill no" "hat ind o# learner he$she to #it "hat ind o# Study Techni
*n general, the results o# the study implies that the #actors that a##ects the study habit o# the students in aluarte elementary School are the very lo" #amily monthly income o# the students that hinders to them to do "ell in School and not so #ull *nvolvement o# the -arents in monitoring their child in their Study habit in terms o# Fanaging their time to study.
!"C&.."9*T$&9S
ased on the #indings o# this study, the #ollo"ing recommendations are givenI
To the parents, "hose still need #or improvement on ho" involve they are on their children2s2 school matters, it may be help#ul to continue monitoring their children2s2 academic per#ormance considering right time management to support the students study techni
students improve
their
academic per#ormance
considering
their
time
management and study techni
7$7($&!P
7ooks
ncess, !. (0:). 4 Beating the Odds: High Schools as Communities of Commitments”. Teachers /ollege -ress. -age 80 /ruicshan, 5.@., !enins, 5.. and Fetacal#, =.=.(0:). “The Act of Teaching”. :rd ed. FcCra"3;ill. 5emarest, J.!., @eisner, J.@., nderson, >.F., ;umphrey, 5./., ar. (00). 4 A new wave of evidence: The im#act of school* famil)* and communit) connections on student achievement” . ustin, TNI South"est Jducational 5evelopment >aboratory. ;o Sui3/hu, J. (199?). 4 +ffects of #arental involvement on eighth grade achievement”. Sociolog) of +ducation , ?9(0), 10?31B1. =uhlthau et.al. (07). “,uided -nuir): 'earning in the /0 st Centur)”. Creen"ood -ublishing Croup. -age 89 Fanchala, /. (07). 4 Achievement of B.+.1. Students”. 5iscovery -ublishing ;ouse. Fc5avid, S.J. (09). “Career O##ortunities in +ducation and Related Services” . *n#obase -ublishing. -age :1 FcCregor, 5. (07). “1evelo#ing !laces* 1evelo#ing 'earning”. JnglandI %pen Eniversity -ress Aagara+u, F.T. K. (0B) 4Study ;abits o# Secondary School Students.
5iscovery -ublishing ;ouse. @.J.. (0). “Careers for the 2ear /333 and Be)ond”. @esearch & Jducation ssociation. -age :B Sheridan, S. F. (01). “Schools and "amilies: Creating +ssential Connections for learning” .The Cuil#ord -ress. -age Tulio, 5. (08). “"oundation of +ducation /”. Fandaluyong /ityI Jchanis -ress
Kandergri#t, !., & Creene, . (1990, September). +ducational 'eadershi# , (1), 739 Kandergri#t, !., & Creene, . (1990,). >eadership, (1), 739.
Rethin%ing #arent involvement.
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