Study Habits - Academic Performers

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy

STUDY HABITS OF ACADEMIC PERFORMERS IN TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES – MANILA

A Research Paper Presented to the Faculty of Business Education Technological Institute of the Philippines - Manila

In Partial Fulfillment of the Requirements in Management Consultancy (ACCTG 533) For the Degree of Bachelor of Science in Accountancy under the advisory of Mr. Froilan S. Labausa

Foz, Jan Carlo C. Gomez, Johana Carla T. Luz, Angela M. Miron, Feldar M. Zarate, John Mark E.

October 2016

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy ABSTRACT This research identified the study habits of academic performers in Technological Institute of the Philippines – Manila. Out of the total population of 105 scholars taken from the Excellence Roll for the second semester, Academic Year 2015-2016, only 76 respondents were subjected to the study using the incidental sampling approach and were tasked to answer the survey questionnaires. The study also showed that the academic performers considered the factors such as time management, learning techniques, and study environment as part of their study habits. These academic performers create a “to do” list by importance and allot time for recreation and fun but still work under pressure. In terms of learning techniques, the study showed most of the respondents sought other reference materials other than the prescribed books and have a practice of taking down notes. When it comes to the preparation for the examinations, only few admitted that they review at least a week before the exam day. On the other hand, the preferable environment to study among the academic performers was with classmates or group, at home, where must be quiet and no distraction and during until dawn.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy ACKNOWLEDGEMENT First of all, the researchers thank the Almighty God for the strength and ability to accomplish this study. Moreover, we would like to express our deepest gratitude to the persons who assisted and guided us in the process of completing this thesis. To Mr. Froilan S. Labausa, Chair of College of Business Education and our adviser, for the initiation of this study and for his inputs and suggestions for the betterment of this research. To Mrs. Shirley Espino and Mr. Eric Buen, the professors who validated our instrument and gave additional tips for the improvement of the questionnaires. To C/E Mert Crisologo of the College of Maritime Education, who corrected our lapses in the survey. To all the College deans, Program Chairpersons and their respective secretaries. To the following students, Louie James O. Walet, Aleanna Ree D. Ramos and Jennie P. Antaran, who helped the researchers in locating the respondents of the study. And to the academic performers who gave their time in answering our questionnaire despite their hectic schedules.

The Researchers

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy LIST OF TABLES AND GRAPHICAL PRESENTATIONS A. Figure 1.1: Research Paradigm B. Graph 4.1: Percentage Distribution of Gender of Academic Performers in Technological Institute of the Philippines – Manila C. Graph 4.2: Percentage Distribution of Age of Academic Performers in Technological Institute of the Philippines – Manila D. Graph 4.3: Percentage Distribution of Department of Academic Performers in Technological Institute of the Philippines – Manila E. Graph 4.4: Percentage Distribution of Year Level of Academic Performers in Technological Institute of the Philippines – Manila F. Graph 4.5: Percentage Distribution of Academic Scholarship of Academic Performers in Technological Institute of the Philippines – Manila G. Table 4.1: Mean Distribution and Ranking of the Study Habits of Technological Institute of the Philippines – Manila Academic Performers as to Time Management H. Table 4.2: Mean Distribution and Ranking of the Study Habits of Technological Institute of the Philippines – Manila Academic Performers as to Learning Techniques I.

Table 4.3: Mean Distribution and Ranking of the Study Habits of Technological Institute of the Philippines – Manila Academic Performers as to Study Environment

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy TABLE OF CONTENTS Abstract ----------------------------------------------------------------------------------------------

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Acknowledgement -------------------------------------------------------------------------------- ii List of Table and Graphical Presentations ----------------------------------------------- iii Table of Contents --------------------------------------------------------------------------------- iv Chapter 1 – The Problem and Its Background ------------------------------------------ 1 Introduction -------------------------------------------------------------------------------- 2 Background of the Study --------------------------------------------------------------- 3 Statement of the Problem -------------------------------------------------------------- 5 Conceptual Framework ----------------------------------------------------------------- 6 Scope and Delimitation ----------------------------------------------------------------- 7 Significance of the Study --------------------------------------------------------------- 7 Definition of Terms ----------------------------------------------------------------------- 8 Chapter 2 – Review of Related Studies ---------------------------------------------------- 10 Local Literature --------------------------------------------------------------------------- 11 Foreign Literature ------------------------------------------------------------------------ 11 Local Studies ------------------------------------------------------------------------------ 12 Foreign Studies --------------------------------------------------------------------------- 14 Chapter 3 – Methodology ----------------------------------------------------------------------- 16 Method of Research Used ------------------------------------------------------------- 17 iv

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Population and Sampling -------------------------------------------------------------- 17 Research Instrument ------------------------------------------------------------------- 18 Validation of the Instrument ---------------------------------------------------------- 18 Data Gathering Procedure ------------------------------------------------------------ 19 Statistical Treatment of Data --------------------------------------------------------- 20 Chapter 4 – Presentation, Analysis, and Interpretation of Data ------------------ 22 Problem 1 --------------------------------------------------------------------------------- 23 Problem 2 --------------------------------------------------------------------------------- 28 Chapter 5 – Summary, Conclusions, and Recommendations --------------------- 34 Summary of Findings ------------------------------------------------------------------- 35 Conclusions ------------------------------------------------------------------------------- 38 Recommendations ---------------------------------------------------------------------- 40 BIBLIOGRAPHY APPENDICES A. Appendix 1: Mean Distribution of Study Habits as to Time Management, Learning Techniques, and Study Environment per Department B. Appendix 2: Frequency Distribution of Study Habits as to Time Management, Learning Techniques, and Study Environment C. Letter of Intent D. Survey Questionnaire E. Curriculum Vitae v

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Chapter 1 The Problem and Its Background Introduction A student’s academic performance occupies a significant place in education as well as in the learning process. It is considered as a key criterion to judge one’s total potentialities and capacities which are frequently measured by the examination results. It is used as a basis to render judgment on the quality of education being offered by academic institutions. Numerous studies have been carried out which focused on the cognitive factors as predictors of academic success. Recently, there has been a growing interest on the non-cognitive factors. A number of researchers have examined the role of non-cognitive variables such as study skills, study motivation, study behavior, study habits and attitudes on academic achievement. Some argued that these factors have strong relationship with academic performance of students while others concluded that it was the combination of the different factors that could explain students’ academic performance. A growing number of studies also show that students’ study habits have a positive relation with their academic performance. This reflects that if a student has the proper study habits, the assignment marks and the examination results will be of the superior level. Experts agree that great success in the field of knowledge is attributable to good and consistent study habits. Like any other activity, skill and dedication are the key points for learning how to learn.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy In a more recent study, Crede and Kuncel found that non-cognitive factors like study habits, skill and study motivation among others accounted for incremental variance in academic performance beyond standardized tests and previous grades. Moreover, a literature review by Nagaraju pointed out that, for good academic success, good study habits and attitudes are important. Hence, it is imperative and desirable that a probe into the pattern of study habits and attitudes of students be made.

Background of the Study Technological Institute of the Philippines (T.I.P.) is a private, non-sectarian higher education institution established by Engr. Demetrio A. Quirino Jr. and his wife Dr. Teresita U. Quirino. Since its founding in 1962, it has been recognized as one of the leading engineering institutions in the Philippines. In order to respond to the needs of the time, it offered other programs in Information Technology Education, Business Education, Maritime Studies, and Teacher Education. Through the years, T.I.P. has been very dedicated to transform students into graduates with full competence in their fields of study and who also possess Filipino, industry-desired, and global values. In support of its objectives to maintain a high standard of education, promote academic excellence, and cooperate with the government in the implementation of its economic and social programs, it has undertaken a proactive plan by implementing a great quantity of strategies and

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy policies like its Core Values and Competencies, Academic and Quality Policies, and supported the Outcomes-Based Education. As an aid to its commitment to bring within the reach of the masses the blessings of higher education, an array of scholarship grants and discounts are catered to help meet the needs of those who are of outstanding intellects and excellent performance but are not financially capable of providing for their education— namely, For incoming freshmen: a. Engr. Demetrio A. Quirino Scholarship Grant for Engineering and Architecture programs; b. Dr. Teresita U. Quirino Scholarship Grant for Accountancy and Education programs; c. Grants for Valedictorians and Salutatorians; and d. Partial Scholarship Grants based on the high school general average For existing students: a. President’s List that requires a 1.00 to 1.25 General Weighted Average (GWA); b. Vice President for Academic Affairs’ List that requires a 1.26 to 1.50 GWA; and c. Dean’s List that requires a 1.51 to 1.75 GWA For the past years since its establishment, T.I.P. has been a home for underdogs and dark horses and it produced business tycoons, engineers, technocrats, educators, and many others in different fields of expertise that are fully competent and also possess Filipino industry-desired, and global values. 3

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy How these students of excellent academic performance maintain their academic standing and the factors influencing their study habits as to their time management, learning techniques, and study environment were the main purpose of this research.

Statement of the Problem This study aimed to determine the Study Habits of Academic Performers in Technological Institute of the Philippines - Manila. At the end of this study, the following questions were answered: 1. What is the profile of the academic performers in terms of: 1.1 Gender 1.2 Age 1.3 Program 1.4 Year Level 1.5 Academic Scholarship

2. What are the study habits of these academic performers as to: 2.1 Time Management 2.2 Learning Techniques 2.3 Study Environment

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Conceptual Framework

INPUT

PROCESS

•Student Profile

•Survey •Data gathering •Documentation •Statistical analysis

•Study Skills: • Time management • Study techniques • Learning enviroment

OUTPUT

•Study Habits

Figure 1.1 - Research Paradigm The primary focus of this study was on the factors that affect the study habits of students, specifically academic performers in Technological Institute of the Philippines - Manila as of the 2nd Semester of Academic Year 2015-2016. Figure 1.1 shows the inputs the researchers sought for the profiles of the academic performers: age, gender, year level, program, and scholarship. Also, it includes the study habits of these students as to: time management, learning techniques, and study environment. Inputs were obtained through the utilization of survey questionnaires, documentation, and analysis. The output of this study is the study habits.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Scope and Delimitation This research aimed to have a thorough understanding of the study habits of academic performers and how these study habits contributed to their success as students. This research was delimited only to the all the students of Technological Institute of the Philippines - Manila from first year to fifth year holding at least one scholarship as of the Second Semester, Academic Year 2015-2016. This research considered only the academic performers in Technological Institute of the Philippines - Manila. However, some of the results and findings obtained may nevertheless be also applicable to the academic performers of other schools.

Significance of the study A number of studies have already pointed out the impact of study habits to the academic success of the students. Hence, it is imperative and desirable that a probe into the pattern of study habits and attitudes of academic performers be made. The researchers believed that the result of this study will be of great importance to students since it will provide them with a better understanding of how their current study habits affect their academic performance. Consequently, this understanding gave them a much deeper understanding of their selves as students considering that the college life is typically beset of developmental adjustment demands.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy More specifically, this study seeks to provide: School administrators a basis for developing programs that will aim at improving students’ study habits to help the students improve their academic performance and their overall outlook on learning. Professors and instructors a basis for establishing effective methodologies in teaching that will match the preferred method of learning of students, so as to maximize their learning capacity. Students a profound understanding of the value of having proper study habits in improving their academic performance, and assist them in creating their own study habits that will be suited to their learning needs. Future researchers a guidance which will serve as a basis for their further studies regarding this topic.

Definition of terms Academic Achievement - refers to a student's success in meeting short-term or long-term goals in education. Academic Performance - a term used for students based on how well they are doing in their studies and classes.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Academic Performers – students who possess a general weighted average within the 1.75 threshold as of Second Semester, Academic Year 2015-2016 Cognitive factors - refer to characteristics of the person that affect performance and learning. These factors involve cognitive functions like attention, memory, and logical reasoning. Learning Techniques – a student’s unique way of approaching his/her studies. Non-cognitive factors - factors not measured by cognitive tests including skills, behaviors, strategies, beliefs and attitudes that isn’t content knowledge or core academic skills, but that matters for school performance. Scholarship - a grant or payment made to support a student's education, awarded on the basis of academic excellence. Study Environment – an environment that is conducive for learning as selected by the student based on his own needs and his understanding of his/her own self. Study Habits - a well-planned and deliberate pattern of study, which has attained a form of consistency on the part of the students towards understanding academic subjects and passing examinations. Time Management – refers to the one’s ability to use one's time effectively or productively.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Chapter 2 Review of Related Literature Local Literature Study habit is defined as the regular tendency and practice that one depicts during the process of gaining information through learning. According to Giniely Venturina (2014), a teacher from Mariveles, Bataan, establishing a proper and efficient study habit will make one’s school life meaningful and challenging. In addition, it is a pre-requisite on attaining a successful and prosperous life in the near future. But, if the students do not have the proper study habits, this could be a reason for them to get low grades or failing the subject or dropping out of the school. And that constitutes one of the major problems of majority of the schools and even in the entire country. A person cannot learn all things all by himself. Facilitators, simply teachers, play a very huge and important role in molding one’s attitude, developing someone’s skills, and enhancing the knowledge of every school child. In short, a teacher is essential in putting up a brighter future for someone.

Local Studies In a study conducted by Marie Jean Mendezabal (2013) of University of Saint Louis in Tuguegarao City, Cagayan, she concluded that academic success requires not only high cognitive ability but also sound study habits and attitudes (SHAs). A significant correlation between students’ 9

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy study habits and attitudes and their performance in licensure examinations was clearly shown in the present study. Thus, to enhance the quality of education, there is a need to improve the study habits and attitudes of the students. This could be done through provision of developmental programs that will help students build efficient and effective study habits and positive attitudes towards learning, in an early stage of their studies. Engaging students in educationally purposeful activities that will result in high levels of learning and personal development for all students is likewise suggested.

Foreign Literature A review of literature highlighted the importance of students study habits and attitudes in their academic performance. According to Menzel, cited by Rana and Kausar (2011), many students fail not because they lack ability but because they do not have adequate study skills. Students who have difficulty in college frequently do not have adequate study habits that affect their academic achievement. A central problem noted was that many of these students had not learned how to take effective notes and manage time for studying (cited by Mutsotso S.N. & Abenga E.S., 2010). Moreover, a study by Nagaraju (2004) found that students usually do not devote sufficient time to their studies and seldom have proper study habits. Efficient study habits are associated with a favorable attitude toward learning in general. As cited by Otto (1978), beliefs in the value of intellectual pursuits and in the importance of education are positively related to academic performance. An important aspect of a student’s attitude toward 10

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy education is the value he sees in what he has to learn. In the study of Sarwar et. al (2010), it was discovered that a significant relationship between student attitudes and academic performance exists. Another research found discrepancy between the study attitudes of high and low-achieving students. High-achieving students had a more positive attitude toward study in that they detected and reacted positively to the favorable aspects of the situation they found themselves in, while the low-achieving students tended to be fault-finders, reacting to the negative aspects of study such as distractions and minor annoyances. The high-achieving students found tertiary work an interesting challenge, accepted the restrictions and conformed to the demands made upon them more readily, while the low achievers appeared to lack high-level motivation. The more successful group was also found to be more realistic and discriminating in their assessment of those situations which were highly relevant to scholastic achievement, such as discipline and work priorities, and they were better organized in both their work and leisure activities. In terms of attitude towards teachers, the high achievers generally have a positive attitude towards teachers. For instance, as compared to low achievers, the high achievers more often say that their teachers are competent, impartial, and interested in their duties (Sarwar, M., Bashir, M., Khan, M.N., & Khan, M.S., 2009). Yu (2011) in his study revealed that among the SHSA factors examined, student perception of teacher effectiveness influence accounting performance.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Foreign Studies Many researchers have discussed the different factors that affect the student’s academic performance. There are two types of factors that affect the student’s academic performance – the internal and external classroom factors. Both factors influence one’s academic performance. Internal classroom factors include student’s competence in class communication, classroom environment, complexity of course material, learning facilities, teachers role in class, technology used in class and exams system, class schedules, class size and class test results. External classroom factors include extra-curricular activities, family problems, work and financial, social and other problems. According to Karemera (2003), he found that students’ performance is significantly correlated with satisfaction with academic environment and the facilities of library, computer lab and other facilities in the institution. A study effort from the student and the proper use of the facilities provided by the institution to student, a good match between students’ learning styles positively affect the students’ performance. Noble (2006), students’ academic accomplishments and activities, perceptions of their coping strategies and positive attributions, and background characteristics were indirectly related to their composite scores through academic achievement in school. Students face a lot of problems in developing positive study attitudes and study habits. In Hussain’s study of students’ academic performance (2006), he found that guidance is of factor through which a student can improve his study attitudes and study habits and is directly proportional to 12

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy academic achievement. The students who are properly guided by their parents have performed well in exams. The guidance from the teacher also affects the students’ performance. A study conducted by University of Kentucky determined that college success can be improved with the Student Attitude Inventory or SAI. The inventory was developed in Britain and contains 47 items which attempt to identify students in higher education on the basis of: (1) motivation, (2) study methods, (3) examination technique, and (4) lack of distractions toward academic work. Students in six Kentucky community colleges were asked to express their attitudes toward study habits on the Student Attitude Inventory. There were 996 students in the sample population (413 males and 583 females). A measure of ability (composite American College Test score) and academic performance (cumulative grade-point average) were obtained for each student sampled. The Student Attitude Inventory did contribute a statistically significant amount of variance beyond an ability measure for males and females. (Mark E. Thompson, 2005) According to how-to-study.com (2009), students who are very successful in their desired career have good study habits. It is stated in the website that students apply these habits to all their classes. The website also recommends some tips in improving study habits. The website also suggests that the student should try not to study all subjects in just a period. The website also added that if you try to do too much studying at once, you will get tired and your studying will not be effective. Space the work you have to do over shorter periods of time. Taking short breaks will restore your mental energy.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Chapter 3 Methodology This chapter presents the methodology utilized in this study. Included here are the discussions of the subtopics namely: (1) research method used (2) the sources of data for population and sampling, (3) the research instrument used, (4) the validation of the instrument, (5) the data gathering procedures, and (6) the statistical treatment of data.

Method of Research Used The researchers employed the use of descriptive survey method to determine, describe and analyze the demographic profile of the academic performers in Technological Institute of the Philippines - Manila and their respective study habits as to time management, learning techniques and study environment.

Population and Sampling The sources of the data were drawn from the 105 students who are listed in the 2nd Semester, Academic Year 2015-2016 list of Excellence Roll who garnered at least 1.75 Grade Point Average (GPA). It includes the Dr. Teresita U. Quirino scholars, Engr. Demetrio A. Quirino scholars, Vice President for Academic Affairs listers, Dean’s listers, Valedictorians and Salutatorians. 14

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Incidental sampling was used where the data are gathered from the most available academic performers. Out of 105 academic scholars 76 were taken as respondents representing 72% of the total population.

Research Instrument This study used a survey questionnaire with the application of Likert scale with four points ranging from (4) Very true of me, (3) True of me, (3) Untrue of me and (1) Very untrue of me. Unlike the usual format of the scale, the statements were divided into the three variables of study habits consisting of time management, learning techniques and study environment.

Validation of the Instrument Upon the approval of the research instrument, the researchers sought for comments and recommendations from the College of Business Education faculty members, Mrs. Shirley U. Espino and Mr. Eric Buen. Mrs. Shirley U. Espino had modified Study Techniques to Learning Techniques and Learning Environment to Study Learning Environment. Mr. Eric Buen had commented that the composition of each study habits in each variable must be more specific. The questionnaire had also been presented to C/E Mert Crisologo, Chairperson of College of Maritime Education to check the grammatical accuracy and statement composition of the survey form. 15

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Data Gathering Procedure The researchers prepared a survey questionnaire composed of 30 questions that will be used to determine the demographic profile of each academic performer and his/her respective study habits. The survey questionnaire contained questions that will show the study habits of these academic performers in terms of time management, learning techniques, and study environment. In the process of gathering the data, the researchers informed the respective chairperson of the respective program and department through a letter of intent. The letter stated that the researchers will be conducting a survey of the study habits of academic performers in T.I.P. Manila. The academic performers of each college were summoned to answer the questionnaire in order for the researchers to determine their demographic profile and study habits.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Statistical Treatment of Data The statistical method used are the percentage in distributing the profile of the respondents, weighted mean per statement, composite mean per variable, and four point scale. 1. Percentage It is used to express how large/small a quantity is, relative to another quantity. P = where: P = Percentage

= Total number of respondents

= Frequency

= Constant

2. Weighted Mean It is the set of values represented expressed as the sums of the values multiplied by their corresponding weights. The formula is: WM = where: WM = Weighted Mean = Weights of each column

= Frequency of each column = Total number of respondents

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy 3. Composite Mean The composite mean is the mean of weighted mean. To derive composite mean, this formula is used: CM = where: CM = Composite Mean

= Total number of statement

= Weighted Mean of each column

4. Four Point Scale This Four Point Scale is used to interpret the weighted mean of the study habit of academic performer as to time management, learning techniques and study environment. Four (4) is the highest and one (1) is the lowest. Point Value

Mean Scale

Verbal Interpretation

4

3.26 – 4.00

Very True of Me (VT)

3

2.26-3.25

True of Me (T)

2

1.76-2.25

Untrue of Me (U)

1

1.00-1.75

Very Untrue of Me (VU)

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Chapter 4 Presentation, Analysis, and Interpretation of Data This chapter presents, analyzes and interprets the data gathered in graph and table form to determine the study habits of academic performers in Technological Institute of the Philippines – Manila. For SOP 1, graphs are presented to determine the profile of the academic performers in terms of: 1.1 Gender 1.2 Age 1.3 Program 1.4 Year Level 1.5 Academic Scholarship

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy

Graph 4.1 Percentage Distribution of Gender of Academic Performers in Technological Institute of the Philippines – Manila

As shown in Graph 4.1, the percentage distribution of gender among academic performers is 50% male and 50% female consisting of 38 males and 38 females.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Graph 4.2 Percentage Distribution of Age of Academic Performers in Technological Institute of the Philippines – Manila

Graph 4.2 shows the percentage distribution of ages of academic performers which were the following: Ages ranging from 16-18 years old is 25% which consists of 19 scholars; 19-21 is 70% which consists of 53 scholars, 22-24 is 5% which consists of 4 scholars and no scholar falls in the age range of 25 and above. .

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Graph 4.3 Percentage Distribution of Department of Academic Performers in Technological Institute of the Philippines – Manila

Graph 4.3 shows the percentage distribution of the department where each academic performer belongs shows that 1% came from CITE Department comprising of 1 respondent, a Computer Science student in particular, 34% from CEA department comprising of 26 respondents from different programs: 1 in Chemical Engineering, 10 in Civil Engineering, 1 in Mechanical Engineering, 5 in Electronics Engineering and 9 in Architecture, 17% in College of Maritime Education comprising of 13 respondents consisting 12 Marine Transportation students and 1 Marine Engineering student. 7% in the College of Arts Department comprising of 5 respondents which were all AB English students, and 41% came from College of Business Education having the largest population of academic performers gathered comprising of 31 students consisting of 20 Accountancy students, 9 Marketing Management students, and 2 BS Accounting Technology students.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Graph 4.4 Percentage Distribution of Year Level of Academic Performers in Technological Institute of the Philippines – Manila

Shown in Graph 4.4 is the percentage distribution of year level of academic performers where the 2nd year is 20% of the population gathered comprising of 14 students, 3rd year is 17% comprising of 13 students, 4th year is 23% comprising of 18 students and 5th year having the largest population gathered which is 40% comprising of 31 students.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Graph 4.5 Percentage Distribution of Academic Scholarship of Academic Performers in Technological Institute of the Philippines – Manila

The Graph 4.5 shows the percentage distribution of academic performer according to the type of scholarship possessed where: 6% have the EDAQ grant comprising of 5 students, 3% have the DTUQ grant comprising of 2 students, 3% have Valedictorian grant comprising of 2 students, 4% have the Salutatorian grant comprising of 3 students, 13% are the VPAA Lister and 71% are the Dean’s Lister showing the largest population gathered comprise of 54 students. For SOP 2, data are presented in a tabular form to determine the study habits of the students as to following: 2.1 Time Management 2.2 Learning Techniques 2.3 Study Environment

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Table 4.1 Mean Distribution and Ranking of the Study Habits of Technological Institute of the Philippines – Manila Academic Performers as to Time Management

Table 4.1 shows the ten survey statements the researchers used in their survey questionnaire as to time management. As shown in the table, all the statements garnered a weighted mean ranging from 2.26 to 3.25, which can be conferred as True of Me under the verbal interpretation of the four point scale employed. Having a composite mean of 2.93, we may affirm that the academic performers consider a good time management in their study habits. It has also been shown that weekend is mostly allotted to do projects and homework being rated as first. Also, a 10-15 minutes break after an hour of study, and to-do lists, in the order of importance, are practiced, as they are rated second and third. Aside from doing projects and home works during weekends, some academic performers allot their weekends for recreation and fun. Furthermore, it can be noted that these academic performers 25

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy can handle pressure and are capable of performing well despite of it. Easy topics are given more consideration before the difficult ones. Moreover, home works are done after household chores. Lastly, extracurricular activities during weekends, studying the lessons before and after classes, and limiting the time spent online are considered least, as they have the smallest means among the ten statements.

Table 4.2 Mean Distribution and Ranking of the Study Habits of Technological Institute of the Philippines – Manila Academic Performers as to Learning Techniques

Table 4.2 has shown a composite mean under the learning techniques of 3.24 interpreted as (T) true of me that the study habits stated under it are being applied by the academic performers. 26

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Consulting other review/reference materials other than the prescribed books is mostly done being rated as first with a weighted mean of 3.43 interpreted as (VT) very true. Highlighting or underlining texts to emphasize key facts in lecture notes or books weighted 3.39 interpreted as (VT) very true is second mostly done, third is writing notes in own words for better understanding weighted 3.36 interpreted as (VT) very true, fourth is thinking of examples on how a particular topic might be applied or used weighted 3.33 interpreted as (VT) very true, fifth is taking notes when reading books or during class lectures weighted 3.32 interpreted as (VT) very true, sixth is asking help from a classmate or professor when they don't understand the topic weighted 3.28 interpreted as (T) true of me, seventh is anticipating the possible questions that may be asked on the tests weighted 3.26 interpreted as (T) true of me, eighth is reviewing the returned test papers and study the items got wrong weighted 3.21 interpreted as (T) true of me, ninth is reviewing for major exams at least a week before the examination day weighted 2.93 interpreted as (T) true of me and the last is answering test questions in the book after reading each chapter is weighted 2.91 interpreted as (T) true of me.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Table 4.3 Mean Distribution and Ranking of the Study Habits of Technological Institute of the Philippines – Manila Academic Performers as to Study Environment

Shown in Table 4.3 are the study habits under the study environment where it derived to a composite mean of 2.92 interpreted as (T) true of me that the environment stated under it are being preferred by the academic performers except for studying in the afternoon which weighted 2.22 and interpreted as (U) untrue of me means that studying in the afternoon is impracticable. Studying in a quiet place with no distraction and having a good lighting is the most preferred by respondent being rated as first, having a weighted mean of 3.43 interpreted as (VT) very true of me, secondly preferred is studying in a tidy place weighted 3.43 interpreted as (VT) very true of me, third is studying at night to dawn weighted 3.38 interpreted as (VT) very true of me which can be inferred that it is their peak time of energy where concentration level is high, fourth is studying at home weighted 3.32 interpreted as (VT) very true of me, fifth is making sure to have good sleep before studying weighted 3.13 interpreted as (T) true of me, sixth is studying in the morning weighted 2.79 interpreted as (T) true of me, seventh 28

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy is studying at school or library weighted 2.70 interpreted as (T) true of me, eighth is studying with classmates or peer group weighted 2.42 interpreted as (T) true of me, ninth is studying with music playing on the background weighted 2.33 interpreted as (T) true of me and last, with a negative result interpreted as Untrue of Me, is studying in the afternoon that had a negative result.

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Chapter 5 Summary, Conclusions, and Recommendations This chapter will present the summary, conclusions, and recommendations of this research based on the data gathered and analyzed in Chapter 4.

Summary of Findings This research aimed to have a thorough understanding of the study habits of academic performers in Technological Institute of the Philippines - Manila from first year to fifth year holding at least one scholarship as of the Second Semester, Academic Year 2015-2016. Specifically, this research sought to answer the following problems: 1. What is the profile of the academic performers in terms of: 1.1 Gender 1.2 Age 1.3 Program 1.4 Year Level 1.5 Academic Scholarship

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Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy As to the profile of the academic performers, half of the respondents are female while the other half is male. Majority of them are nineteen to twenty-one years of age while the remaining are of the ages sixteen to eighteen, and twenty-two to twenty-four. Mostly are from the College of Business Education followed by the College of Engineering and Architecture, College of Maritime Education, College of Arts, and, finally, College of Information Technology Education. A greater part is from the fifth year students followed by fourth year, second year, and third year.

2. What are the study habits of these academic performers as to: 2.1 Time Management 2.2 Learning Techniques 2.3 Study Environment Under the time management, we may affirm that the academic performers consider a good time management in their study habits, as evident by its composite mean of 2.93. It has also been shown that weekend is mostly allotted to do projects and homework being rated as first. Also, a 10-15 minutes break after an hour of study, and to do lists, in the order of importance, are practiced, as they are rated second and third. Aside from doing projects and home works during weekends, some academic performers allot there weekends for recreation and fun. Furthermore, it can be noted that these academic performers can handle pressure and are capable of performing well despite of it. Easy topics are given more consideration before the difficult ones. Moreover, home works are done after

31

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy household chores. Lastly, extracurricular activities during weekends, studying the lessons before and after classes and limiting the time spent online are least considered. As to learning techniques, consulting other review/reference materials other than the prescribed books is the most practiced study habit as it was rated first among the ten statements. Highlighting or underlining texts to emphasize key facts in lecture notes or books was rated second. Writing notes in own words for better understanding was rated third. Thinking of examples on how a particular topic might be applied or used was fourth. Taking notes when reading books or during class lectures was fifth. Asking help from a classmate or professor when they don't understand the topic, anticipating the possible questions that may be asked on the tests, reviewing the returned test papers and study the items got wrong, and reviewing for major exams at least a week before the examination day were rated sixth, seventh, eighth, and ninth. Finally, answering test questions in the book after reading each chapter was rated last. As to the study environment, studying in a quiet place with no distraction and having a good lighting is the most preferred being rated as first followed by studying in a tidy place. Studying at night to dawn, which can be inferred as their peak time of energy where concentration level is high, was rated third and studying at home was rated fourth. Making sure to have good sleep before studying was fifth and sixth was studying in the morning. Studying at school or library was seventh, studying with classmates or peer was eighth, and studying with music playing on the background was ninth. Lastly, studying in the afternoon had a negative result, which we can say that, for academic performers, afternoons aren’t the perfect time to study. 32

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy The researchers employed the use of descriptive survey method to determine, describe and analyze the demographic profile of the academic performers of Technological Institute of the Philippines - Manila and their respective study habits as to time management, learning techniques and study environment. This study used a survey questionnaire with the application of Likert scale with four points ranging from (1) Very untrue of me, (2) Sometimes untrue of me, (3) Sometimes true of me and (4) Very true of me. Unlike the usual format of the scale, the statements were divided into the three variables of study habits consisting of time management, learning techniques and study environment. Percentages, weighted mean, and composite mean were the statistical method that the researchers used for this research.

Conclusion The results of this study showed the profile of the academic performers of Technological Institute of the Philippines - Manila in terms of age, gender, program, year level and academic scholarship and their study habits of as to time management, learning techniques and study environment. The study showed that 70% or a number of 53 academic performers are at age ranging from 19 to 21 years old.

33

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy The result showed that College of Business Education is the department that has the largest population of academic performers which comprise of 31 students consisting of 20 Accountancy students, 9 Marketing Management students, and 2 BS Accounting Technology students. In terms of year level, most academic performers are in 5 th year. As to the academic scholarship, Dean’s Lister has the largest population among the scholarships being offered by the school. As to time management, the academic performers employ a good time management in studying. It has been shown that weekend is mostly allotted to do projects and homework being rated as first. The students’ also prefer having a 10-15 minutes break every after an hour of study. Having a “to do” list also helps students manage their time. The study also concludes that most students find it difficult to limit their time being spent online. Under the learning techniques, the academic performers prefer consulting other review/reference materials other than the prescribed books, being rated as first. Highlighting or underlining texts to emphasize key facts in lecture notes or book, taking notes and writing it in own words when reading books or during class lectures and thinking of examples on how a particular topic might be applied or used also helps students to properly understand the lesson. Students also try to anticipate the possible questions that may be asked on the tests. In the study environment, studying in a quiet place with no distraction and having a good lighting is the most preferred by the respondents, being rated as first. Studying in a tidy place helps 34

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy students to think and study well. Studying at home and at night to dawn, which can be inferred that it is their peak time of energy where concentration level is high, is also preferred by the students. Proper study habits will serve academic performance of the students. This study was mostly directed to study habits individually. Future research may examine common effects of study habits on academic performances.

Recommendation After analyzing and concluding the results of this study, the researchers recommended the following: To the school, encourage the students to participate in both curricular and extra-curricular activities especially on weekends since most of the classes are commenced during weekdays. Also, the schedule of the classes should be more concentrated in the afternoon regardless of the year level since academic performers do not usually study in that period of time. It will utilized the slack time of the student into studying instead of spending time online which consume some of their time. To the professors and instructors, provide more seat works and exercises to the students in order for them to fully understand the topic discussed which will contribute to their habit of studying. Also, provide pre-final examination or pre-major examination that will encourage the students to review more often instead of rushing before the day of examination. 35

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy To the students, participate in group study or peer review. It will help both the tutor and the reviewee since the subjects will be both mastered by them. Employ taking down notes because it will be beneficial not only for the current semester but also for review courses.

36

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy BIBLIOGRAPHY Scribd: "The Effect of Study Habits on the Academic Performance of Freshmen Education Students in Xavier University Cagayan De Oro City", 2008, Bangon, C. & Edpalina, C.R. < https://www.scribd.com/mobile/doc/24002413/THE-EFFECT-OF-STUDY-HABITS-ON-THEACADEMIC-PERFORMANCE-OF-FRESHMEN-EDUCATION-STUDENTS-IN-XAVIER-UNIVERSITYCAGAYAN-DE-ORO-CITY-SCHOOL-YEAR-2008-20> Open Science Repository: "Study Habits and Attitudes: The Road to Academic Success", February 15, 2013, Mendezabal, M.J.N < http://webcache.googleusercontent.com/search?q=cache:http://www.open-sciencerepository.com/study-habits-and-attitudes-the-road-to-academic-success.html> Develop Good Habits: "11 Good Study Habits for a Breakthrough Routine", 2016, S.J Scott < http://www.developgoodhabits.com/good-study-routine/> Science and Education Publishing: "Factors Contributing to the Students Academic Performance: A Case Study of Islamia Unviersity Sub-Campus", 2013, Ali, Shukat, et. Al < http://pubs.sciepub.com/education/1/8/3/> IJCA Online: "Study Habits of Higher Performing Engineering Students: A Survey", 2014, Chitkara, Singhal and Aggarwal < http://research.ijcaonline.org/volume97/number2/pxc3897029.pdf>

37

Technological Institute of the Philippines – Manila College of Business Education Bachelor of Science in Accountancy Academia: Study Habits of the Grade-V and Grade-Vi Students in Baluarte Elementary School, School Year 2012-2013, March 16, 2013, Amora, S.A.V., Bonote, P.Y., Dupende, D.A., Lopez, C.G., Retes, H.M., & Salapang, J.

38

Appendix 1 Mean Distribution of Study Habits as to Time Management, Learning Techniques, and Study Environment per Department CBE

1.8

PARTICULARS TIME MANAGEMENT I make a "to do" list and arrange it in order of importance. In studying, I study first the topics I consider easy before proceeding to the more difficult ones. I study the lessons before and after class. I answer my home work after doing some chores at home. I rest for 10-15 minutes after an hour of study. I schedule my extracurricular activities during weekends. I allot my weekends to do my projects or unfinished homework. I allot my weekends for recreation or fun.

1.9

I limit the time I spent on being “online” under control.

1 1.1 1.2 1.3 1.4 1.5 1.6 1.7

1.10

2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10

3

CEA

CME

COA

CITE

WM

VI

WM

VI

WM

VI

WM

VI

WM

VI

2.87

T

3.04

T

3.08

T

2.60

T

4.00

VT

2.81

T

2.92

T

2.85

T

2.00

U

4.00

VT

2.52

T

2.54

T

2.92

T

2.80

T

4.00

VT

2.61

T

2.58

T

3.54

VT

3.20

T

4.00

VT

3.03

T

2.96

T

3.08

T

3.20

T

3.00

T

2.61

T

2.73

T

2.62

T

3.00

T

4.00

VT

3.03

T

3.00

T

3.46

VT

3.00

T

4.00

VT

3.00

T

2.88

T

3.15

T

2.80

T

1.00

VU

2.62

T

2.46

T

3.40

VT

4.00

VT

2.35

T

I work better when under pressure.

2.71

T

2.92

T

3.08

T

3.60

VT

4.00

VT

COMPOSITE MEAN

2.75

T

2.82

T

3.02

T

2.96

T

3.60

VT

2.71

T

2.81

T

3.23

T

3.20

T

1.00

VU

3.03

T

3.27

VT

3.46

VT

2.60

T

4.00

VT

2.94

T

3.19

T

3.46

VT

2.80

T

4.00

VT

3.13

T

3.19

T

3.54

VT

3.80

VT

1.00

VU

3.26

VT

3.31

VT

3.38

VT

3.40

VT

1.00

VU

3.58

VT

3.15

T

3.00

T

3.20

T

4.00

VT

3.29

VT

3.08

T

3.46

VT

3.00

T

4.00

VT

2.97

T

2.65

T

2.92

T

2.60

T

4.00

VT

3.06

T

3.08

T

3.54

VT

3.60

VT

4.00

VT

LEARNING TECHNIQUES I start reviewing for major exams at least a week before the examination day. I anticipate the possible questions that may be asked on the tests. I review the returned test papers and study where I got wrong. I take notes as I read books or during class lectures. I write my notes in my own words for better understanding I highlight or underline texts to emphasize key facts in my lecture notes or books. I think of examples on how a particular topic might be applied or used. I answer test questions in the book after reading each chapter. When I don't understand the topic, I ask help from a classmate or my professor. I consult other review/reference materials other than the prescribed books. COMPOSITE MEAN

3.29

VT

3.23

T

3.46

VT

3.80

VT

4.00

VT

3.13

T

3.10

T

3.35

VT

3.20

T

3.10

T

3.42

VT

3.15

T

3.31

VT

3.60

VT

4.00

VT

3.58

VT

3.19

T

3.38

VT

3.20

T

4.00

VT

1.97

U

2.5

T

2.38

T

2.80

T

4.00

VT VT

STUDY ENVIRONMENT

3.3

I keep my study place tidy so that I can think and study well. I study in a quiet place with no distraction and having a good lighting. I study better with music playing on the background.

3.4

I prefer to study at school or library.

2.71

T

2.42

T

2.69

T

3.00

T

4.00

3.5

I prefer to study at home.

3.13

T

3.12

T

3.46

VT

3.40

VT

4.00

VT

3.6

I study with my classmates or peer group.

2.19

U

2.54

T

2.38

T

2.20

U

1.00

VU

3.7

I prefer to study in the morning.

2.77

T

2.62

T

2.38

T

3.60

VT

1.00

VU

3.8

I prefer to study in the afternoon.

2.06

U

2.08

U

2.46

T

2.60

T

1.00

VU

3.9

I prefer to study at night to dawn.

3.26

VT

3.12

T

3.38

VT

3.80

VT

4.00

VT

3.1

I make sure I got good sleep before I study.

2.97

T

2.88

T

3.46

VT

3.40

VT

3.00

T

2.81

T

2.76

T

2.93

T

3.16

T

3.00

T

3.1 3.2

COMPOSITE MEAN

Appendix 2 Frequency Distribution of Study Habits as to Time Management, Learning Techniques, and Study Environment 1

Time Management

4

3

2

I make a "to do" list and arrange it in order of importance. In studying, I study first the topics I consider easy before proceeding to the more difficult ones. I study the lessons before and after class. I answer my home work after doing some chores at home. I rest for 10-15 minutes after an hour of study. I schedule my extracurricular activities during weekends. I allot my weekends to do my projects or unfinished homework. I allot my weekends for recreation or fun. I limit the time I spend on being “online” under control. I work better when under pressure.

23

35

16

2

21 8 19 31 21 32 21 8 26

34 41 35 27 25 29 37 44 32

13 24 17 13 22 13 16 12 11

8 3 5 5 8 2 2 12 7

4

3

2

1

2.1

Learning Techniques I start reviewing for major exams at least a week before the examination day.

2.2

I anticipate the possible questions that may be asked on the tests.

2.3

I review the returned test papers and study where I got wrong.

2.4

I take notes as I read books or during class lectures.

2.5

I write my notes in my own words for better understanding I highlight or underline texts to emphasize key facts in my lecture notes or books. I think of examples on how a particular topic might be applied or used.

21 36 32 38 39

34 25 30 29 28

16 14 12 4 6

5 1 2 5 3

46

17

10

3

32 17

37 38

7 18

0 3

36

28

9

3

37

35

4

0

Study Environment

4

3

41

27

8

0

3.2

I keep my study place tidy so that I can think and study well. I study in a quiet place with no distraction and having a good lighting.

3.3

I study better with music playing on the background.

3.4


3.5


3.6


3.7


3.8


3.9


3.10


46 16 19 42 10 25 6 43 37

24 19 24 20 27 24 24 24 18

4 15 24 10 24 13 27 4 15

2 26 9 4 15 14 19 5 6

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 2

2.6 2.7 2.8 2.9 2.10 3 3.1

I answer test questions in the book after reading each chapter. When I don't understand the topic, I ask help from a classmate or my professor. I consult other review/reference materials other than the prescribed books.

2

1

Total

76 76 76 76 76 76 76 76 76 76

76 76 76 76 76 76 76 76 76 76

1

76 76 76 76 76 76 76 76 76 76

Technological Institute of the Philippines #363 P. Casal St., Quiapo Manila

September 13, 2016 Dear Participants, Good day! We, the 5th year BSA students, invite you to take part in a research study entitled: “Study Habits of Academic Performers in Technological Institute of the Philippines – Manila.” This research aims to determine the factors affecting the study habits of academic performers in T.I.P. – Manila as of the 2nd semester, S.Y. 2015-2016. Your participation in this survey is highly valued, but voluntary. Rest assured that your information will be kept in strict confidentiality and will be used only for this purpose. No one other than the researchers will know your individual answers to this questionnaire. If you agree to participate in this study, please answer the questions as honest as possible. There is no right or wrong answers in the survey just answers that are true to yourself.

Thank you for your assistance in this important endeavor.

Sincerely yours, Foz, Jan Carlo C. Gomez, Johana Carla T. Luz, Angela M. Miron, Feldar M. Zarate, John Mark E.


Dear Sir/Madam: Good day! The following undersigned are 5th year students taking up Bachelor of Science in Accountancy and presently conducting a research entitled “Study Habits of Academic Performers in Technological Institute of the Philippines – Manila,” and we need your help to realize our objectives. This research aims to determine the factors affecting the study habits of academic performers in T.I.P. – Manila as of the 2nd semester, S.Y. 2015-2016. Its respondents are the undergraduate students of your department namely: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Alvarez, Mitz Kathlyn Natividad Callanga, Herman Franco Corpuz, Vianney Lopez De Gulan, Melvin Elcano De Guzman, Jeanne Pauline Guevarra Dela Cruz, Hans Lawrence Eugenio Famorcan, Hazel Dawn Camille Yap Legaspi, Laurice Jean Dabu Llanto, Vianca Sison

10. 11. 12. 13. 14. 15. 16. 17. 18.

Oliquino, Charles Julius Santos Olleta, Benjamin Jay Delina Pelaez, Gabriel Pantoja Perez, Grant Gremor Mengote Proceso, Camille Anne Garcia Tan, John Chino Anquilo Tan, Joyce Ramos Tangalin, Keziah Reuel Balanza Vasquez, Rolls Grant Bendulo

Such study is a requirement for the completion of our Management Consultancy (ACCTG 533) course. We are therefore requesting you to give this questionnaire to the following students mentioned above and rest assured that the information derived herein will be treated with utmost confidentiality. Thank you very much and God bless!

Respectfully yours, Noted and Approved by: Foz, Jan Carlo C. Gomez, Johana Carla T. Luz, Angela M. Miron, Feldar M. Zarate, John Mark E.

_______________________ Froilan S. Labausa Department Chair, College of Business Education


Dear Sir/Madam: Good day! The following undersigned are 5th year students taking up Bachelor of Science in Accountancy and presently conducting a research entitled “Study Habits of Academic Performers in Technological Institute of the Philippines – Manila,” and we need your help to realize our objectives. This research aims to determine the factors affecting the study habits of academic performers in T.I.P. – Manila as of the 2nd semester, S.Y. 2015-2016. Its respondents are the undergraduate students of your department namely: 1. 2. 3. 4. 5. 6. 7.

Agriz, Harvy Luigie Pellazar Arevalo, Sherwin Bonsol Biag, Rainier Jan Crepa Ceros, Cloe Canete Ibana, Ronie Ben Galasinao Ignacio, Ezra Dave Calderon Llobrera, Robert Jr. Roncal

8. 9. 10. 11. 12. 13.

Manuel, Samantha Ordinario Mella, Mark Jay Robledo Molino, Jeff Evsen Bermejo Pacheco, James Aerol Sican Palma, John Marwin Dela Cruz Vasquez, Reggie Bendulo





Dear Sir/Madam: Good day! The following undersigned are 5th year students taking up Bachelor of Science in Accountancy and presently conducting a research entitled “Study Habits of Academic Performers in Technological Institute of the Philippines – Manila,” and we need your help to realize our objectives. This research aims to determine the factors affecting the study habits of academic performers in T.I.P. – Manila as of the 2nd semester, S.Y. 2015-2016. Its respondents are the undergraduate students of your department namely: 1. 2. 3. 4. 5. 6.

Arce, Christine Joy Elquiero Bredonia, Emmanuel Selda Colonia, Louise Nikki Salud Mendoza, Seth Ian Iguin Punto Jr, Eduardo Eneja Valenzuela, Reynaldo Jr. Vasco





Dear Sir/Madam: Good day! The following undersigned are 5th year students taking up Bachelor of Science in Accountancy and presently conducting a research entitled “Study Habits of Academic Performers in Technological Institute of the Philippines – Manila,” and we need your help to realize our objectives. This research aims to determine the factors affecting the study habits of academic performers in T.I.P. – Manila as of the 2nd semester, S.Y. 2015-2016. Its respondents are the undergraduate students of your department namely: 1. 2. 3. 4. 5.

Alarcon, Honey Jane Asuncion Corsado, Marian Gupong Gamurot, Ele Jon Ignacio Oh, Alain Aenas Buyco Stephens, Chynna Louise Matabang





Dear Sir/Madam: Good day! The following undersigned are 5th year students taking up Bachelor of Science in Accountancy and presently conducting a research entitled “Study Habits of Academic Performers in Technological Institute of the Philippines – Manila,” and we need your help to realize our objectives. This research aims to determine the factors affecting the study habits of academic performers in T.I.P. – Manila as of the 2nd semester, S.Y. 2015-2016. Its respondents are the undergraduate students of your department namely: 1. 2. 3. 4. 5. 6. 7.

Agnas, Jr., Rodel Batad Correa, Christian Earl Advincula Cudiamat, Sunshine Mendoza Clavite, Alfred Felices, Jonah Grace Tejada Ferrer, Mary Ann Kristine Tejada Guanzon, Patrick Vizcarra

8. 9. 10. 11. 12. 13.

Lope, Jackie Ericka Manao Nathan, Kharrel Anne Tajan Pangilinan, Michael Trinidad Ramil, Michelle Salabe Ramos, Aleanna Ree Dayrit Relox, Darille Chinel






Abarnas, Jovy Macasling Bondoc, Erika Ritzelle Patingo Echavez, Jonalyn Regis Macias, John Eddie Donalvo Naculangga, Vileser Tiolo






Bermiso, Vlady Marie Sulima Pableo, Arlyn Declaro Pernia, Kiarra Indra Zapanta Piape, Rachel Alberto Tibre, Jeanette Jalique





Dear Sir/Madam: Good day! The following undersigned are 5th year students taking up Bachelor of Science in Accountancy and presently conducting a research entitled “Study Habits of Academic Performers in Technological Institute of the Philippines – Manila,” and we need your help to realize our objectives. This research aims to determine the factors affecting the study habits of academic performers in T.I.P. – Manila as of the 2nd semester, S.Y. 2015-2016. Its respondents are the undergraduate students of your department namely: 1. 2. 3. 4. 5. 6.

Ballero, Heither Ann Enrile Bernabe, Glenwin Gonzalo Lopez, Jason Patrick Samson Napolis, Charlotte Penano Potestades, Joyce Ann Sta. Barbara Velarde, Janice Jean Reyes






Domondon, Jannel Lyn Fajardo Garcia, Rajan Paul Cifra Gepullano, Junalyn Asis Germanes, Jennyvie Santos Silvestre, John Louren Buan





Dear Sir/Madam: Good day! The following undersigned are 5th year students taking up Bachelor of Science in Accountancy and presently conducting a research entitled “Study Habits of Academic Performers in Technological Institute of the Philippines – Manila,” and we need your help to realize our objectives. This research aims to determine the factors affecting the study habits of academic performers in T.I.P. – Manila as of the 2nd semester, S.Y. 2015-2016. Its respondents are the undergraduate students of your department namely: 1. Destreza, Janine Esteban 2. Feliciano, Ronwald Dylan Bondoc Such study is a requirement for the completion of our Management Consultancy (ACCTG 533) course. We are therefore requesting you to give this questionnaire to the following students mentioned above and rest assured that the information derived herein will be treated with utmost confidentiality. Thank you very much and God bless!





Binbing, Jonalyn Sagmon Bonayon, Bernadette Lagbas Duyao, Jarwin Yumul Fillarca, Lear Anne Madali Marques, Jeanin Capangyarihan

6. 7. 8. 9.

Mulingbayan, Marinelle Malabanan Seco, Charles Kenette Parangalan Villanueva, Sabilyn Reyes Zuniga, Rozelle Mary Calica




“Study Habits of Academic Performers in Technological Institute of the Philippines – Manila” SURVEY QUESTIONNAIRE Name (Optional):___________________________________________ Gender: ( ) Female

( )

Male Age:

( ) 16-18 st

( ) 19-21 nd

Year Level:

( ) 1 year

( )2

year

Department:

( ) CEA

( ) CBE

( ) 22-24

( ) 25 and above

rd

th

th

( ) 3 year

( ) 4 year

( ) 5 year

( ) CITE

( ) CoA

( ) CME

Program: ___________________________________________________ Scholarship:

( ) DTUQ

( ) EDAQ

( ) President’s List

( ) VPAA’s List

( ) Valedictorian

( ) Salutatorian

( ) Dean’s List

Rate the following statements as to the following: (Check one only)

4 – Very True of Me 3 – True of Me

1

2 – Untrue of Me 1 – Very Untrue of Me

Time Management

4

3

2

1

1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 2

I make a "to do" list and arrange it in order of importance. In studying, I study first the topics I consider easy before proceeding to the more difficult ones. I study the lessons before and after class. I answer my home work after doing some chores at home. I rest for 10-15 minutes after an hour of study. I schedule my extracurricular activities during weekends. I allot my weekends to do my projects or unfinished homework. I allot my weekends for recreation or fun. I limit the time I spend on being “online” under control. I work better when under pressure. Learning Techniques

4

3

2

1

2.1

I start reviewing for major exams at least a week before the examination day.

2.2

I anticipate the possible questions that may be asked on the tests.

2.3

I review the returned test papers and study where I got wrong.

2.4

I take notes as I read books or during class lectures.

2.5

I write my notes in my own words for better understanding

1.1

2.6

I highlight or underline texts to emphasize key facts in my lecture notes or books.

2.7

I think of examples on how a particular topic might be applied or used.

2.8

I answer test questions in the book after reading each chapter.

2.9

When I don't understand the topic, I ask help from a classmate or my professor.

2.10

I consult other review/reference materials other than the prescribed books.

3

Study Environment

3.1

I keep my study place tidy so that I can think and study well.

3.2

I study in a quiet place with no distraction and having a good lighting.

3.3

I study better with music playing on the background.

3.4


3.5


3.6


3.7


3.8


3.9


3.10


4

3

2

1

JAN CARLO C. FOZ Bachelor of Science in Accountancy Technological Institute of the Philippines (TIP), Manila 2012-Present B8 L9 U-119 Seminary Road, Brgy. Bahay Toro, Project 8, Quezon City [email protected] 0920-963-6725

OBJECTIVE To establish a career in business education where I can demonstrate the learning outcomes of the Business Education program of the Technological Institute of the Philippines (TIP), a program accredited by the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA).

EDUCATIONAL ATTAINMENT Tertiary

Technological Institute of the Philippines – Manila Bachelor of Science in Accountancy 2012 - 2017

Secondary

Quezon City Academy 2008 – 2012

KNOWLEDGE, SKILLS AND ATTITUDE As a student from TIP with its orientation towards outcomes-based education, I have acquired and can demonstrate the following students acquired outcomes (knowledge, skills and attitude) necessary to the practice of accountancy profession:  Bookkeeping, Cost Accounting, Financial Accounting  Computer literate in Microsoft Word, Excel, e-mail & social media  Basic knowledge in SAP  Exceptional listener and communicator who effectively conveys information verbally and in writing  Ability to perform and complete work as instructed, effective at multi-tasking  Highly trustworthy, discreet and ethical

AWARDS AND RECOGNITIONS       

1st runner-up 1st PICPA Western Metro Manila Cup (July 20, 2016) De La Salle University - Manila VPAA Lister (2016) Technological Institute of the Philippines – Manila 1st place Accounting Quiz Bee (February 2016) Technological Institute of the Philippines - Quezon City Dean’s Lister (2012 - 2015) Technological Institute of the Philippines – Manila 3rd place SYNTAX: Unraveling the Codes of Tax World – Quiz bee (December 2015) R.G. Manabat & Co. and University of Santo Tomas 1st place 1st Academic Triathlon Jr. – Quiz bee (October 2015) R.G. Manabat & Co. and Philippine Women’s University 3rd place Accounting Quiz Bee (February 2015) Technological Institute of the Philippines - Quezon City

LEADERSHIP ACTIVITY 

Junior Philippine Institute of Accountants – TIP Manila Head of Logistics Committee S.Y. 2014 – 2015

WORK EXPERIENCE 

Phil-Nippon Kyoei Corporation Internship November 2015 – January 2016

SEMINARS AND TRAININGS ATTENDED     

SYNTAX: Unraveling the Codes of Tax World (2016) University of Santo Tomas “Let’s Talk about TAXATION” (2015) Technological Institute of the Philippines – Manila Accounting Symposium: “Embracing Responsibility in Adopting Business Trends For Attainment of Desired Outcomes” (2015) Technological Institute of the Philippines – Quezon City Grand Academic Congress: “Trying the Knot: Commitment to the Profession” (2015) Far Eastern University – Manila & University of the East – Manila PFRS for SMEs (2014) Rizal Technological University – Mandaluyong

REFERENCES Ms. Maricris Penamora, CPA Former Mentor #09985606178

Mr. Froilan Labausa, CPA Chair, College of Business Education #09175696843

Mr. Marco Subion Head, Office of Student Affairs #09178285977

I hereby certify that the above information is true and correct to the best of my knowledge and belief.

_______________________ Jan Carlo C. Foz

JOHANA CARLA TUYOR GOMEZ Bachelor of Science in Accountancy Technological Institute of the Philippines, Manila 2012-Present 1064 Amarillo St., Gate III, Pasay City [email protected] 0926-588-9088


KNOWLEDGE, SKILLS AND ATTITUDE Accounting Knowledge and Skills  Equipped with technical accounting skills and a practical understanding of how to apply accounting and business knowledge  Proficient in Basic Accounting Interpersonal Skills  Sensitive and works well with others  Supportive and motivates others  Cooperates and accepts responsibilities Organizational Skills  Handles details and coordinates tasks  Manages projects effectively  Sets goals and meets deadlines  Plans and arranges activities

SEMINAR/S AND TRAINING/S ATTENDED 

Converge: The 1st PICPA Western Metro Manila Chapter Cup Teresa Yuchengco Auditorium, De La Salle University, July 2016



Accounting Symposium “League of Ledgers: A Quest for Supremacy in the Accounting Field” Seminar Room, Technological Institute of the Philippines – Quezon City, February 2016



“SYNTAX: Unraveling the Codes of Tax World” AMV Multi-Purpose Hall, University of Sto. Tomas – Manila, December 2015



NFJPIA 2ND Academic Conference “ROAR: Seize the Blast of the Diversified World of Accountancy” Colegio de San Juan de Letran – Manila, December 2015



“Winning Mindset: - A Student Development Seminar Technological Institute of the Philippines – Manila, October 2015



“Let’s Talk About Taxation” Technological Institute of the Philippines – Manila, March 2015

EXTRA AND CO-CURRICULAR ENGAGEMENTS AND VOLUNTEER WORKS 



Technical Education and Skills Development Authority (TESDA) National Certificate III in Bookkeeping Manila, May 2015 Dean’s Lister College of Business Education Technological Institute of the Philippines – Manila



National Federation of Junior Philippine Institute of Accountants – Member National Capital Region June 2012 – Present



Junior Philippine Institute of Accountants – Member Technological Institute of the Philippines – Manila June 2012 – Present

..OTHER SKILLS     

Strong analytical and problem solving skills Well versed with MS office (MS Word, MS Excel, MS powerpoint) Motivated, determined, and consistent Highly trustworthy, discreet and ethical Quick learner, keen observer, flexible, and inquisitive

REFERENCES Mr. Froilan Labausa, CPA Department Chair, College of Business Education Technological Institute of the Philippines, Manila 0917-569-6843 Ms. Maricris Penamora, CPA Former Faculty Member, College of Business Education Technological Institute of the Philippines, Manila 0998-560-6178 Mr. Lyssander Rodan Dela Cruz, CPA Professor, College of Business Education Technological Institute of the Philippines 0917-871-2167


_______________________ Johana Carla T. Gomez

ANGELA M. LUZ Bachelor of Science in Accountancy Technological Institute of the Philippines (TIP), Manila 2012-Present 376 Lucas Cuadra St., Sta. Quiteria, Caloocan City [email protected] 0906-736-8034


ON-THE-JOB TRAINING/ PRACTICUM/ WORK EXPERIENCE/S Company: Department of Budget and Management Position: On-the-Job Trainee (Commission on Audit Department) Duration: November 27, 2015 – January 22, 2016 Company: Ace Health and Water Spa, Inc. Position: Office Staff Duration: March 28, 2016 – May 15, 2016

KNOWLEDGE, SKILLS AND ATTITUDE      

Highly trustworthy Well organized Computer Literate Good work ethics Able to work efficiently and effectively under pressure Have an exceptional aptitude of learning new things in a short period of time

LEADERSHIP ACTIVITY/IES 

Huwarang Mag-aaral ng Bayan(HMB) – Member Quezon City June 2012 – Present



National Federation of Junior Philippine Institute of Accountants – Member National Capital Region June 2012 – Present



Junior Philippine Institute of Accountants – Member Technological Institute of the Philippines – Manila June 2012 – Present



3rd Year Representative Department Student Council, Technological Institute of the Philippines – Manila June 2014 – March 2015


Converge: The 1st PICPA Western Metro Manila Chapter Cup Teresa Yuchengco Auditorium, De La Salle University, July 2016



Accounting Symposium “League of Ledgers: A Quest for Supremacy in the Accounting Field” Seminar Room, Technological Institute of the Philippines – Quezon City, February 2016



“SYNTAX: Unraveling the Codes of Tax World” AMV Multi-Purpose Hall, University of Sto. Tomas – Manila, December 2015



NFJPIA 2ND Academic Conference “ROAR: Seize the Blast of the Diversified World of Accountancy” Colegio de San Juan de Letran – Manila, December 2015



“Winning Mindset” – A Student Development Seminar Career Center Training Room, Technological Institute of the Philippines – Manila, October 2015



6th Students’ Congress with the Alumni: “A Learning Forum” Anniversary Hall, Technological Institute of the Philippines – Manila, January 2015




Technical Education and Skills Development Authority (TESDA) National Certificate III in Bookkeeping Manila May 2015



Scholarship and Youth Development Program (SYDP) Scholar Quezon City June 2012 – Present



Dean’s Lister College of Business Education Technological Institute of the Philippines – Manila



CBE Pautakan 2016 – General Information Quiz Bee Champion Technological Institute of the Philippines – Manila September 2016



Intra – Accounting Quiz Bee 5th place, Level III Technological Institute of the Philippines – Manila February 2015



Yellow and Black Festival Show-Up 3rd place Technological Institute of the Philippines – Manila July 2014

OTHER SKILLS Knowledgeable in software application    

SAP MS Word MS PowerPoint MS Excel

REFERENCES Ramon Anido, CPA College of Business Education, Professor Professor and Security Office Head Technological Institute of the Philippines (0917)-732-9466

Lyssander Rodan Dela Cruz, CPA College of Business Education, Professor Technological Institute of the Philippines (0917)-871-2167

Maricris Peñamora, CPA College of Business Education, Former Professor Technological Institute of the Philippines (0998)-560-6178


_______________________ Angela M. Luz

FELDAR M. MIRON Bachelor of Science in Accountancy Technological Institute of the Philippines (T.I.P.), Manila 2012-2016

2 x 2 picture

1128 Arlegui St., Quiapo, Manila [email protected] 0907-193-7553

OBJECTIVE To establish a career in business education where I can demonstrate the learning outcomes of the Business Education program of the Technological Institute of the Philippines (TIP), a program accredited by the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). ON-THE-JOB TRAINING/ PRACTICUM/ INTERNSHIP EXPERIENCE/S  On-the-Job Trainee Audit Department Macslink-Perez, Sese, Villa & Co.

Qualifications  Holder of NCIII in Bookkeeping Technical Education and Skills Development Authority May 24, 2015

KNOWLEDGE, SKILLS AND ATTITUDE         

Knowledge in Bookkeeping Knowledge in Bank Reconciliation Knowledge in Peachtree Accounting System Knowledge in Basic SAP Knowledge in Microsoft Office Application Communication Skills Critical Thinking and Problem Solving Skills Productivity Organized and efficient in fast-paced multitasking environments; able to prioritize effectively to accomplish objectives with creativity and enthusiasm


Junior Philippine Institute of Accountants- TIP Manila Finance Head Committee S.Y. 2014-2015



National Federation of Junior Philippine Institute of Accountants Member, 2012-Present



Junior Philippine Institute of Accountants- TIP Manila Member, 2012- Present



Curriculum Year Organization-Romblon National High School Auditor, 2011-2012



Supreme Pupil Government- LES President, 2007-2008


“Human Trafficking and Illegal Recruitment Awareness” Technological Institute of the Philippines-Manila March 2, 2016



“SYNTAX: Unravelling the Codes of Tax World” AMV Multi-Purpose Hall, University of Santo Thomas, Manila December 13, 2015.



Developing the Winning Mindset Technological Institute of the Philippines-Manila November 9, 2015



“Let’s Talk About Taxation” Technological Institute of the Philippines-Manila March 5, 2015



Accounting Symposium: “Embracing Responsibility in Adapting Business Trends for the Attainment of Desired Outcomes” Technological Institute of the Philippines-Quezon City February 18, 2015



Breakout Session: Taxation Services University of the East-Manila January 31, 2015



PFRS for SMEs Updates Rizal Technological University-Mandaluyong City July 17, 2014



Accounting Symposium: “PFRS Update” Technological Institute of the Philippines-Quezon City February 28, 2014



5th Students’ Congress with the Alumni: A Learning Forum Technological Institute of the Philippines-Manila January 24, 2014


“Lolo’t Lola Da Best Ka!” Missionaries of Charity Formation House Tayuman St., Tondo, Manila

REFERENCES Ethel P. Martinez, CPA Audit Supervisor Perez, Sese, Villa & Co. 09173087339

Froilan S. Labausa, CPA Department Chair College of Business EducationTIP Manila 09279808414

Michael Gatchalian, CPA Faculty Member, JPIA Adviser College of Business Education

I hereby certify that the above information is true and correct to the best of my knowledge and belief. _______________________ Feldar M. Miron

JOHN MARK E. ZARATE Bachelor of Science in Accountancy Technological Institute of the Philippines (T.I.P.), Manila 2016- Present Blk 15 C Lot 11, Phase 3 E1, Dagat-dagatan, Caloocan City [email protected] 09276270861

OBJECTIVE To establish a career in business education where I can demonstrate the learning outcomes of the Business Education program of the Technological Institute of the Philippines (TIP), a program accredited by the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). ON-THE-JOB TRAINING/ PRACTICUM/ INTERNSHIP EXPERIENCE/S  Accounting Trainee IKK Ichigan Inc. 528 Panday Pira, Tondo, Manila November 3 – December 21, 2015

KNOWLEDGE, SKILLS AND ATTITUDE 

Communication Skills



Productivity



Initiative



Leadership Skills


T.I.P. Voice – Official School and Student Publication of Technological Institute of the Philippines - Manila



Junior Philippine Association of Management Accountants

News Editor 2015-Present

Vice President for External Affairs 2015-2016


Let’s talk About Taxation – JPAMA February 2014



Philippine Daily Inquirer Campus Journalism Seminar – January 2013



LORSO Leadership and Training Seminar - June 2015



Internship Seminar February 2015



DOLE Seminar – March 2016



Business Forum – February 2016



POEA Seminar on Overseas Employment, Human Trafficking and Illegal Recruitment – March 2016


2nd place Inter-department Mythology Quiz Bee 2012



3rd place Inter-department Philippine History Quiz Bee 2013



3rd place inter-department Math Quiz Bee 2012



3rd place General Information Quiz Bee 2012



2nd place Tagisan ng Talino 2012 – TIP Manila

..OTHER SKILLS 

Creation of formal and professional documents



Has Auditing, Taxation and Accounting Skills



Adept in Microsoft Office Programs



Practices SAP, C++, and Visual Fox Pro

REFERENCES Nonilo Libertad Jr., CPA Co-Founder and Incorporator, The CLSM Beacon Coaching and Consulting, Inc. 0916 324 0406

Mark Alvin Bustos Engineer 1, EMS Resources Technology Inc 09155010747


_______________________ John Mark E. Zarate

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