Study Habits of Bsa Students at Tip-manila

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES College of Business Education Bachelor of Science in Accountanc

STU!" HABITS OF BSA STU!ENTS AT TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES # $ANILA

A %esearch Presented to the Facult of Business Education Technological Institute of the Phili&&ines#$anila

In Partial Fulfill'ent of the %e(uire'ent in $anage'ent Consultanc )ACCTG *++, For the !egree of Bachelor of Science in Accountanc under the ad-isor of $r. Froilan S. La/ausa

Su/'itted /0 Ba1ares2 3ud Ann A. Ca/ungcal2 3ero'e !. Enri(ue42 5enneth O. Estanoso2 Chri4a Ne'esis $. Natal2 !arl $.

Octo/er 6789


Ac:no;ledge'ent

The researchers would like to extend their deepest gratitude to the people who gave their time and attention in this research paper. To Mr. Froilan S. Labausa, the research adviser, for sharing with us his knowledge and insights about the study and for the unwavering guidance until this research is finished, To Ms. Shirley spino, for sharing her expertise in Statistics and helping with the statistical tools, To Ms. !arolina "arcia, Ms. Marielle #agurin and Mr. ric $uen, for validating and giving the researchers feedbacks regarding the research %uestionnaire, To Mr. Mike &ulip, for giving the researcher information regarding the schedule of the professors and students, To the family of the researchers, for the motivation and support, To the respondents, 'nd most of all, to the 'lmighty "od, for the guidance, strength, and love

The (esearchers


A/stract

There had been many studies conducted about the study habits of the students. &owever, results varies in different settings whether colleges or universities, the very reason why researchers chose chose this this study study.. The purpose purpose of the study focuse focusedd on the )Study )Study &abits &abits of $S $S' ' Students Students at Technological *nstitute of the +hilippinesManila-. This study was conducted to determine the study habits of male and female $S' students. For the schema of the study, the researchers consider the following independent variables Student/s +rofile in terms of their age, gender and year level. For the 0ependent variable which is the Study &abits, the researchers chose to focus on the three variables Time Time Manageme Management, nt, Learning Learning Techn Techni%ue i%uess and Study nvironm nvironment. ent. The study sought to prove the formulated null hypothesis that there is no significant difference between the study habits of male and female $S' students as to Time Management, Learning Techni%ues and Study nvironment. The researchers formulated 12 standardi3ed survey %uestions validated by the !$ faculty professors. The study used %uantitative method mainly the +ercentage, 4eighted Mean, !omposite Mean, 5test and the Five+oint Likert Scale in organi3ing, describing, analy3ing and presenting the data. *t used the census method in selecting the 678 respondents wherein 76 were male and 629 were female.

The results of the study that were gathered showed that there is no significant difference between the study habits of male and female $S' students at Technological *nstitute of the +hilippines Manila as to Time Management, Learning Techni%ues and Study nvironment. $oth male and female

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students gave high importance on attending classes regularly, taking short breaks in between studying to refresh their minds, and getting the meaning of new words for them to fully understand what they are studying. 4hen it comes to study s tudy environment, both gender preferred a place where it is clean and %uiet, has a good lighting, few distractions and lastly having all the materials they need when studying such as pens, highlighters and calculators, thereby resulting into a conclusion that both gender have the same set of study habits as to time management, learning techni%ues and study environment.


Ta/le of Contents

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Title itle +age +age:: ::.. .... ..... ...... ..... .... ....:: ..:::. :..::: .:::..::: ..:::..::: ..:::..::: ..:::..::: ..:::..::: ..:::..:: ..::

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Table able of !ont !onten ents ts:: :::. :..: .::: ::.: .::: ::..::: ..:::..::: ..:::..::: ..:::..::: ..:::..::: ..:::..:: ..::

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List List of Figure Figures:: s::::. ::.... ....... ....... ....... .... ::: :::..:::..... ..:::......... ....... ......:: ...:::..::: :..:::..:::..:: ..:::..::

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List List of Table ables: s:.. :: :::. :..::: .:::..::: ..:::..::: ..:::..::: ..:::..::: ..:::..::: ..:::..::: ..:::..:: ..::

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Cha&ter 8

The The Pro/ Pro/le le' ' and and Its Its Bac: Bac:gr grou ound nd

*ntr *ntrod oduc uctition on::: ::::: ::..:: ..:::. :..:: .:::. :..::: .:::..:: ..:::. :..:: .:::. :..:.. .:....

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$ack $ackgr grou ound nd of the the Stud Study:: y:::. :..::: .:::..::: ..:::..::: ..:::..::. ..::... ..... ..... .... .... ..

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Statem Statemen entt of the +roble +roblem:: m:::.:: :.::.... ....... ...... ...... ....... ......::: ..:::..:::..:: ..:::..::

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&ypo &ypoth thes esis is:: ::.::: .:::..:: ..:::. :..:: .:::. :..::: .:::..:: ..:::. :..:: .:::. :..:: .::

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!onc !oncep eptu tual al Fram Framew ewor ork.. k..... ..... .... .... ..... ..... :: :::. :..::. .::.... ..... :: :::. :..::: .:::..:: ..::

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Scop Scopee and and Limi Limita tatition on:. :..::: .:::..::: ..:::..::: ..:::..::: ..:::..::: ..:::..:: ..::

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Sign Signifific ican ance ce of the the Stud Study: y::: ::..:: ..:::. :..::: .:::..::: ..:::..::: ..:::..:: ..::

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0efi 0efini nitition on of Terms erms:: ::.. .. :: :::. :..::: .:::..::: ..:::..::: ..:::..::: ..:::..::> ..::>

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%e-i %e-ie; e; of %ela %elate ted d Lite Litera ratu ture re

Local Literature and Studies:::::...

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9 Foreign Foreign Literature Literature and Studies... Studies..... :::..:::.. :::..:::..:::.. :::...::: .:::..::. ..::... +

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$ethodolog

Method Method of (esear (esearch ch @sed:: @sed:::::: ::::..:::. ..:::... ::: :::..:::..::. ..:::..::.

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+opulatio +opulationn and Sampling: Sampling:::.:: ::.:::..:: :..:::...:: :...:::..:: :..:::..:: :..::... ...

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(ese (esear arch ch *nst *nstru rume ment nt:. :... :: :::. :..::: .:::..::: ..:::..::: ..:::..::: ..:::..::. ..::.

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Aalidation alidation of (esearch (esearch *nstrument *nstrument:::: ::::::..: ::..:::... ::...:::. :::..::... .::...

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0ata 0ata "athe "atherin ringg +roced +rocedure ure::. ::... .. ::: :::..:::. ..:::... ::: :::..:::..::. ..:::..::.

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Statis Statistic tical al Treatme reatment nt of 0ata: 0ata:::::..::: ::::..:::..:::..::: ..:::..:::..::. ..::.

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Presentation2 Analsis and Inter&retation of !ata

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Su''ar Su''ar of Finding Findings2 s2 Conclusi Conclusion on and %eco''e %eco''endat ndation ionss

Summ Summar aryy of Find Findin ings gs:. :.:: :::. :...:: ..::... ..... .. :: :::. :..::: .:::..::: ..:::..::. ..::.

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Bi/liogra&h: .............::: .............:::....:::. :::... :::..:::..:::..:::..:::.. :::..:::..:::..:::..:::..::. ::.

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A&&endices

!omput !omputati ation on of 4eig 4eighte htedd Mean. Mean..:::. .:::..:::..::: .:::..:::..:::..::. ..:::..::.

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!over !over Letter Letter:.. :...... ........ ....... ......:: ...:::..::: :..:::..:::. ..:::... ::: :::..:::..::. ..:::..::.

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Bues Buestition onna nair ire::: e::::. :..::: .:::..::: ..:::..::: ..:::..::: ..:::..::: ..:::..::. ..::.

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Curriculu' =itae:: ::... ...::: :::..:::. ..:::... ::: :::..::... ..::..... .. ::: :::..:::..::: ..:::..:::..::. ..::.

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List of Figures

Figure

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(esearch +aradigm

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+opulation of Male and Female $S' Students at Technological *nstitute

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of the +hilippinesManila +hilippinesManila 1

+opulation of $S' Students per Cear Level

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!omposite Mean of Male and Female $S' Students

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List of Ta/les

Ta/le

Page

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Study &abits of $S' Students as to Time Management

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Study &abits of $S' Students as to Learning Techni%ues

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Study &abits of $S' Students as to Study nvironment

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4eighted Mean of Male Students

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4eighted Mean of Female Students

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Cha&ter 8 The Pro/le' and Its Bac:ground

Introduction

Learni Learning ng is a never never endin endingg proces process. s. *t is the the ac%uis ac%uisiti ition on of knowle knowledg dgee or skills skills throug throughh experience or education. *t is the way a student respond to environment, social, emotional and physical stimuli and understands new information.

"oing to school is always stressful. *t seems as though there are never enough hours in the day to finish all your work, not to mention we all have classes. Sometimes finishing our work and studying involves staying up all night and thus developing a weird sleeping pattern. 4hile some students are able to bree3e through school with minimal effort, this is an exception. 4ith the continuous change in the 'ccountancy education, it is believed that the key secret in surviving is maintaining a good set of study habits.

's the year level of students in school becomes higher, higher, their study habits differ from time to time. The kind of study habits they have shows the differences or improvements in how they become skilled and earnest about learning new things. Studying does not only include the preparation of students to excel in class but also the reinforcements of the lessons already taught. *t is merely reviewing and committing to mind new information. Furthermore, study habits can be derived as buying out a dedicated


scheduled sched uled and uninterrupt uninterrupted ed time to apply one/ one/ss self to the task of lear learning ning.. 4itho 4ithout ut it, one does not grow and become selflimiting in life.

Many studies found out that several factors play an important role in students/ study habits e.g. gender, year level, time management, study techni%ues, learning environment, etc. Thus, investigation on this area becomes a real and compelling motivation for the researchers to conduct the study about the Study &abits of $S' Students at Technological *nstitute of the +hilippines D Manila.

Bac:ground of Stud

'ccounting maEor students, Eust like any other students have developed their own study habits. $eing relative, an effective study habit of Student  may not be effective to Student C visavis. Gonetheless, there are certain key areas where most accounting students collectively relates with such as when and how long to study, how to study, where and with whom to study.

Study habits largely affect the academic performance of $S 'ccountancy students and it varies from one another. Some students are productive at night, while some by daytime. There are some who spend a day in studying while some Eust render few hours. Few are inclined in listening to music while some stay in %uiet places. More students love to study in a group whilst some would love to do it alone. Go matter their style is, a continuous effort and devotion of time is necessary to get positive results.


This study aimed to present the variables time management, study techni%ues and learning environment as they relate to study habits of $S 'ccountancy students of the Technological *nstitute of the +hilippines  Manila !ampus.

State'ent of the Pro/le'

This study aimed to determine the study habits of $S' students at T*+ Manila. *t also aimed to answer the following %uestions 6. 4hat is the profile of the students in terms of 6.6. "ender 6.;. Cear Level ;. 4hat are the study habits of the students as to ;.6. Time Management ;.;. Study Techni%ues ;.1. Learning environment

H&othesis

+roblem 6 is hypothesisfree. The null hypothesis is formulated in problem ;. &o6 There is no significant difference between the study habits of female and male $S' students at Technological *nstitute of the +hilippinesManila.


Conce&tual Fra'e;or:

Time Management

Partici&ants

"ender Cear Level Lev el

Study &abits of $S' Students at T*+Manila

Study Techni%ues

Learning nvironment

Figure 8. %esearch Paradig'

The figure shows how the variables of the study are related. Sociodemographic characteristics of the participants, such as gender and year level represent the independent variable while the study habit of $S' students is the dependent variable. Study habits are then factored according to time management, management, study techni%ues, and learning environment.


Sco&e and Li'itation

The present study covered the profile and study habits of the students at Technological *nstitute of the +hilippinesManila. This study focused only on the students who are taking up $achelor of Science in 'ccountancy. 0ue to lack of time, money and other factors, only the $S' students were allowed to participate in the research. This may have an effect on the generali3ation of the study and its actual findings. Gevertheless, some portion or extent of it may be similar in other programs or in other schools possessing the same characteristics or adhering to the same educational mission, vision, and obEectives.

Significance of the Stud

very individual has their own style of studying, what is effective on one person may not be effective to other person. *n this regard, this study will benefit the following

Students. specially the $S' students, this will help them to get some tips and knowledge on

the different study habits of every individual that they could use effectively to pass or even top the !+' $oard xamination. *t will also help the students to know which study habits will fit for their skills and it will give them valuable information about the effects of poor and good study habits on their academic performance. Professors. This will serve as a basis to have an awareness awareness and better better understandin understandingg of the

current study habits of the students and make an improve method of teaching that will maximi3e the effectiveness of the students.


School Ad'inistration. 's a basis to have a clear perspective on how the students attitudes or

behavior affect their study habits and make improvements on the learning environment to make the students more productive and inspired to study. study. Future %esearchers. They may be able to use the result as resource materials for researches

related in this study. study.

!efinition of Ter's Acade'ic Perfor'ance D is the outcome of education H the extent to which a student, teacher or

institution has achieved their educational goals BSA Students D a person person who who is taking up $achelor of Science in 'ccountancy Learning  knowledge ac%uired through experience, study, or being taught Learning En-iron'ent D the diverse physical locations, contexts, and cultures in which students learn S:ills D the ability to do something that comes from training, experience, or practice Stud Ha/it D this is a behavior style that is systematically formed by students towards learning and

achievement Stud Techni(ues D strategies or approaches applied to learning Ti'e $anage'ent D process of planning and organi3ing how to divide your time between specific

activities


Cha&ter 6 %e-ie; of %elated Literature

This chapter aims at providing a strong basis to this research and literature or references that were gathered by the researchers. *t includes a review of existing relevant literatures which was explained according to its concern. Such are presented to connect varied findings and theories in relation to the dependent and independent variables of study habit.

Local Literature and Studies

Irtinero J;222K highlights the role of family and environment on the students/ ac%uisition of skills and knowledge. $orro J;22=K recommended that good study habits should be taught by parents first at home. The school will later on guide the students on attaining their lessons. *t is believed that good study habits and positive attitude towards learning, proven in many studies enhance the process of learning of skills, including reasoning skills. "ood study habits lead to enhancement in learning as )ability improves and sharpens through mastery of principles and by means of training, exercise, and constancy of application JIrtinero ;222K. Manila $ulletin J;266K stressed that the point of having good study habits is to be effective and efficient. ffective retaining, understanding, and having a good grasp of the subEect matter. fficiency fficiency maximi3ing the time you study in order to spend as little of it as possible. &aving good study habits helps greatly in achieving one/s goal in college.


Local studies JMuega, ;221K have also stressed the need for students to ac%uire reasoning skills that would enable them to think critically and to make the right decision claims on issues. Salandanan J;228K recommended that the most important goal of education is to teach the students how to learn on their own. *t is vital that students ac%uire the skills of how to learn so that these skills will enable them to learn life outside the school.

'ccording to the study of Torres and FaEardo J;22=K, =1.;< of the respondents spend more time in studying rather than of playing. 9?.67 said that they considered themselves healthy for the reason reason that they do not get sick or ill often which do not affects the studying. studying. !adosal !adosales, es, in his study, study, reveals that the first year students have the skills on organi3ing and planning their work, preparing assignments or proEects, and notetaking and reading. Some of the students skills or study habits includes working with others and utili3ing resources and feedback notetaking and rereading and preparing assignments and proEects.

In the study conducted by 'lcantara, et. al J;267K, the levels of student/s study habits were factored according to concentration, time management, notetaking, test preparation, and reading. 'mong the respondents, it was concluded that the students have poor time management skills and readingNcomprehension skills. 'lmost half of the respondents take down notes and summari3es lessons most often and prepares well before maEor examinations.


Foreign Literature and Studies

Study habit is the pattern of behavior adopted by students in the pursuit of their studies that serves as the vehicle of learning. *t is the degree to which the student engages in regular acts of studying that are characteri3ed by appropriate studying routines Je.g. reviews of material, fre%uency of studying sessions, etc.K occurring in an environment that is conducive to studying. Study attitudes on the other hand, refers to a student/s positive attitude toward the specific act of studying and the student/s acceptance and approval of the broader goals of college education J!rede and Ouncel, ;228K. *n short, study habits and attitudes of students are determined through their time management ability, work methods, attitudes toward teachers and acceptance of education.

'ccording to +ogue J;222K, what is true about study habits was that more than thirty years ago still rings true todaystudents fail because they do not know how to study. study. The best advice he can give is to develop sound study skills. *t/s a common scene if some college students fail to finish a passing re%uirement for a subEect course. 4hat is lacking is their ignorance of developing good study habits that are necessary for good academic performance. 'nd to worsen their ignorance are their psychological conception of giving up so easily and the tempting distractions of the surrounding that lead them to a 3ero percent possibility of creating their own ideal habits. So, it has become a maEor trouble to college students who are known to be suffocated with loads of works from school. To elaborate more about sound study habits, (othkopf J6?8;K referred to it as to whether students study at the same time each


day, whether they shut off radio, television while reading and whether they paraphrase and write down .

what they have read during the practical instructions. Study habit also describes some external activities which serve to activate and facilitate the internal process of learning. Study habit is the daily routine of students with regards to their academic duties and responsibilities. ach student has his own study habits varying on his preferences with the place and time of studying, techni%ues in studying and more. *t will depend upon the person if he will not get bored to browse notes and can procrastinate Jpostpone doing somethingK the distractions such as social networking, media exposure, gaming addiction and more. So these are reasons writers and researchers set some learning styles on related activities to effective studying.

$ased on the findings of Ithis J6??

research papers. (obinson gave a systematic way of understanding the concepts written in literary and articles. $efore reading, skim the title, pictures, introductory paragraphs and summaries JSurveyK. Gext is to ask %uestions about what you skim JBuestionK. Third, look answers to the %uestions by reading .

J(eadK. Lastly, summari3e it in your own words J(eciteK. *n addition to (obinson/s conclusion, based on the findings of Seif J6??9K, reading comprehension skills are invaluable tools that contribute to better learning. They include skimming, scanning, critical reading and in%uiry reading. The difference of skimming and scanning is that skimming is the manner when you look at the main topic of the book while scanning is the fast movement of the eye to look for the main idea of paragraphs. !ritical reading is when you state opinions about a certain paragraph while in%uiry reading is the state when you find specific information without considering any emotions. @sually, scanning and in%uiry reading are used by students to make their home works and proEects.

's stated by 'bderisak J;229K, time is an essential key. Cou cannot study properly without considering it hence time management is most certainly a study techni%ue in itself. "iven the hectic schedules of college students which need balance between academics and extra activities makes time management really important. The schedule you develop should guide you in how to allocate the available time among academic works, extracurricular activities and social life.


's cited by Li J;22?K, there/s no need to force yourself to study = hours every day, instead they recommend a consistent 17 hours of study each school day as a healthy amount. That is why it is advisable to manage a schedule to prevent overloading school works. Many students spent much time of the allotted sleeping sleeping hours to cram their assignments assignments that are due for tomorrow. tomorrow. *t is unhealthy unhealthy not to sleep for enough hours because it causes tardiness and tiredness during lectures. To support 'berisak/s 'berisak/s .

and Li/s proposals, Landsberger J;229K noted that having a regular time and place for studying lessons, and making decisions about priorities concerning time and goals make a good study habit. Studying is a matter of prioriti3ing. *f students let themselves be lured by the distractions stated above, it will cost them no good. 's mentioned by Li, there should be at least three hours designated for studying to meet the goals of performing well in class. ' student should also choose a place conducive for a better learning. *t is where students can relax and concentrate on understanding the handouts and articles essential for the topic. 's stressed by 5oltenP Long J6??9K, a student should know his personal responsibility over what one does and does does not do during his studies. 4hen studying, one must be be aware of all the dos and the don/ts of learning. 's cited by Landsberger, prioriti3ation makes good habits. *t should be on the mindset of students that there are only two possible outcomes to study and to succeed or to fail.

$ased on the studies of (ichards J;22?K, it will be a big help to divide up large tasks into smaller ones. Li/s proposal to limit study time can turn out by dividing large tasks to smaller ones. *t is best to


divide tasks to specific dates depending on the proximity of the deadline. 's a result, a student can have more time to do the other re%uirements for other subEects. For an easier division of tasks, !ovey J;229K propos proposed ed that that being being organi organi3ed 3ed in terms terms of notes notes,, lesson lessonss and materi materials als makes makes studyi studying ng less less complicated. Irgani3ing notes, lectures and other paraphernalia can save time for studying. *t is a problem to some to find the information that they need because previous notes are not organi3ed and are sometimes misplaced somewhere. 4ith the onset of the modern technologies, Liu J;22
*nstead of adding information to the brain, students tend to read personal information about personalities and enEoy themselves through L'Gconnected online games. So, sometimes, the *nternet can be considered as a boon turning to a bane. $ut the above proposals were slightly opposed by the work by "laden J;22?K which mentioned that there is no definitive way to define good study s tudy skills. 's every student is different and works well using different strategies. &owever, good students are ones who have a strong work ethic, stay organi3ed and look for help when needed. 's explained in (othkopf/s citation, each student has its own study habits varying on preferences on different factors. 's students little by little progress and learn from their experiences, they also little by little discover their own study habits. ' certain study habit may be effective to one student but it doesn/t go the same way with another student. *t is always in the perception of people that is usually hard to adEust.


Studying is more than reading, it is more than thinking, it is more than memori3ing. Studying, in general is necessary in the assimilation of data. Much of this work consists of reading, thinking, and memori3ing. 'ccording 'ccording to (och J6?1;K, it is not Eust that because it also involves some mechanical drill in the attainment of knowledge. In her investigation among the students of Gorthwestern @niversity, certain study habits employed by students, selecting the important points of the lessonwas employed by the maEority J<2K of the population sampled, followed by reviewing the past lesson J1=K, allotting a regular time and place on which to study J16K, asking %uestions J12K, rereading the assignment J;;K, and outlining their notes J68K.

In a different survey conducted by 4einland in an attempt to learn how )successful college students- study in Gew Cork @niversity, the results showed among almost <2 study habits employed by students, 8 of them were used by the maEority. They prefer working alone. 4hen tired, they rested. 0istractions were avoided while studying. They worked by assignment. Most of them were fast readers and could read a phrase at a glance. 4hile reading they stopped occasionally to think over the subEect matter and then would recall it mentally again at night. They kept complete notes but did not rewrite them. +arr J6?;?K attempted to learn how students at *owa @niversity prepared their assignment. Aariations among students/ study habits were showed in the results. Some student read the chapter once and then outlined it, answered %uestions after every end of the chapter, underlined underlined important points from the chapter. Ither students read by paragraph, twice, thrice, or four times.


Cha&ter + $ethodolog

This chapter presents the methodology that will be used in the conduct of this study and will include the discussion of research design, population and sampling, research instrument, data gathering procedures and the statistical treatment.

$ethods of %esearch Used


This study used the descriptive research method in its attempt to determine the study habits of $S' students at Technological *nstitute of the +hilippinesManila. 0escriptive research was used to describe the characteristics of a population or phenomenon being studied. *t did not answer %uestions about how and why the characteristics occurred. This method included survey method in which the students answered %uestions administered through %uestionnaires and the researchers described the responses.

Po&ulation and Sa'&ling

Students studying at Technological *nstitute of the +hilippinesManila and taking up $achelor of Science in 'ccountancy were taken as the respondents of the survey. The researchers used the census method and gathered the data on every member of the population.

The total population of $S' students at Technological *nstitute of the +hilippinesManila was 678. Iut of the total population, 629 were female and 76 were male. The total population was composed of ? first year students, 7< second year students, 16 third year students, 68 fourth year students and 7< fifth year students.

%esearch Instru'ent

To gather the information needed for this study, a %uestionnaire developed by the researchers was used as the datagathering instrument. The %uestionnaire was divided into two main sections the profile of the respondents and the %uestionnaire proper. The profile of the respondents contained socio


demographic characteristics such as name, gender, and year level. The second part of the survey was divided into three variables of the study habits time management, learning techni%ues and study environment. Buestions were structured using the Likert format. Five choices are provided for every statement D J
=alidation of the instru'ent

's a process, validation involves checking and analy3ing the research instrument to verify its reliability and accuracy. $efore the distribution of the instrument, the researchers consulted with some of the faculty members of the !ollege of $usiness ducation. The %uestionnaire was checked first by Ms. Marielle #agurin and Ms. !arolina "arcia. Ms. #agurin advised the researchers to consult with Ms. Shirle Shirleyy spino spino regard regarding ing the statist statistica icall tools tools that that will will be used used in analy analy3in 3ingg the the instru instrume ment. nt. The researchers then sought the help of Ms. Shirley spino and Mr. ric $uen. Their comments and suggestions further helped in polishing the %uestionnaire.

!ata Gathering Procedure

The gathering of data was conducted inside the classroom of the $S' students. The researchers asked asked permis permissio sionn from from their their respec respectiv tivee profes professor sorss to conduc conductt the survey survey.. Studen Students ts were were given given a %uesti %uestion onnai naire re and and an ample ample amoun amountt of time time to answe answerr the %uest %uestion ions. s. 'fter 'fter which which,, answer answered ed %uestionnaires were gathered, tallied, and analy3ed for interpretation.


Statistical Treat'ent

The statistical method that was used in analy3ing the data are +ercentage, 4eighted Mean, 5 test and the Five+oint Scale.

A. Percentage D is used to express how largeNsmall one %uantity is, relative to another %uantity. %uantity.

Formula f  Q N

x 622

where  Q +ercentage f

Q Fre%uency

G Q Total +opulation B. >eighted $ean D is computed with extra weight given to one or more elements of the sample.

Formula x´ =

∑ fx x

where

∑¿ f

The sum of Jin other words, add them upK ¿

Fre%uency


¿

x

4eights

C. Co'&osite $ean D is the average of the weighted mean.

Formula

∑ x ´ !M Q

x

where

∑¿

¿

x ´

x

The sum of Jin other words, add them upK

¿

4eighted mean

Gumber of %uestions %uestions

psychometric scale commonly involved in research that employs !. Fi-e#Poin Fi-e#Pointt Li:ert Li:ert Scale  is a psychometric %uestionnaires.. *t is the most widely used approach to scaling responses in survey research. %uestionnaires

Point Scale

$ean =alue

=er/al Inter&retation

<

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Sometimes

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6.82  ;.
(arely

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6.22  6.9?

Gever


Cha&ter < Presentation2 Analsis and Inter&retation of !ata

This chapter presents, analy3es and interprets the data gathered from the respondents in determining the Study &abits of $S' Students at Technological *nstitute of the +hilippines D Manila.


Figure 6. Po&ulation P o&ulation of $ale and Fe'ale BSA Students Students at Technological Technological Institute of the Phi li&&ines#$anila

28%

Male

Female

72 72% %

The figure shows the percentage of male and female $S' students at Technological *nstitute of the +hilippinesManila. Iut of the total population, 629 or 9;.1 were female students and 76 or ;9.9 were male students. students.


Figure +. Po&ulation of BSA Students &er "ear Le-el

6% 30% 30% 30% 30%

Firs t Year

S econd Year

Third Year

Fourth Year

Fifth Year

12% 12% 21% 21%

The figure shows the percentage of $S' students per year level. ' total of 678 students were taken as respondents of the study. study. The total population population of the students was composed of ? first year students J=K, 7< second year students J16K, 16 third year students J;6K, 68 fourth year students J6;K, and 7< fifth year students J12K.


Ta/le 8. Stud Ha/its of BSA Students as to Ti'e $anage'ent

Table 6 shows the weighted mean of male and female $S' students as to time management. $ased on the result, both male and female students always attend their classes regularly. &aving a weighted mean of 7.

Ta/le 6. Stud Ha/its of BSA Students as to Learning Techni(ues

Table ; shows the weighted mean of male and female $S' students as to learning techni%ues. $oth male and female students gave high emphasis on taking short breaks in between studying and getting the meaning of new words they see for the first time. "etting the meaning of new words they see for the first time also ranked the highest for male students with a weighted mean of 7.17. &aving a weighted mean of 7.<6, highlighting important concepts in lectures or books ranked the highest for female students. Male students gave less consideration on taking down notes during class discussion D ranked as the lowest with a weighted mean of 1.76. For female students, starting with the most difficult subEect when studying ranked the lowest, having a weighted mean of 1.=<.


Ta/le +. Stud Ha/its of BSA Students as to Stud En-iron'ent

Table 1 shows the weighted mean of male and female $S' students as to study environment. $oth male and female students prefer studying in places where it is %uiet, has few distractions and has a good lighting. $oth genders also make sure that the place is clean and they have the materials they need when studying. Furthermore, making sure that the place is clean and having all the materials needed when studying ranked the highest among the female students, with a weighted mean of 7.<9. Male students, on the other hand, gave high importance on studying in places where it is comfortable and wellventilated, ranking as the highest highest with a weighted mean of 7.=8. Listening to music while studying is


given less consideration by both genders D having a weighted mean of 1.22 for male and 1.7? for female.

Figure <. Co'&osite $ean of $ale and Fe'ale BSA Students 7.; 7.6 7 1.?

Male

1.8

Female

1.9 1.= 1.< 1.7 Time ime Manag Managem emen entt

Learni Learning ng Techn echni% i%ue uess

Stud Studyy nvi nviron ronme ment nt

The figure shows the composite mean of the male and female $S' students as to time management, learning techni%ues and study environment. *n time management, the composite mean of the male students is 1.99. *t is a bit higher than the composite mean of the female students which is 1.=9. 's to learning techni%ues, the composite mean of the male students is 1.89. *t is lower compared to the composite mean of the female students which is 7.2<. 4hen it comes to study environment, the composite mean of the male students was 7.2< while the female students was 7.2?.


Cha&ter * Su''ar of Findings2 Conclusion and %eco''endations

This chapter presents the summary of findings, conclusions made and the recommendations offered.

Su''ar of Findings

This study aimed to determine the study habits of $S' students at Technological *nstitute of the +hilippinesManila.

6. Iut of the total population of $S' students, 629 were female J9;.1K and 76 were male J;9.9K. The total population was composed of ? first year students J=K, 7< second year students J16K, 16 third year students J;6K, 68 fourth year students J6;K, and 7< fif th year students J12K.

;. $ased on the survey, students/ study habits as to time management showed that attending classes regularly ranked the highest for both male and female. This means that attendance is given importance by both genders. Most of the male students gave less emphasis on doing homework and


proEects as soon as they/re assigned. In the other hand, doing an advance reading of the topics that will be discussed ranked the lowest for female.

's to learning techni%ues, male students try to get the meaning of new words they see for the first time while female highlights important concepts in lectures or books. Taking Taking down notes during class discussion was least observed by male students while starting with the most difficult subEect first when studying lessons for females.

*n study environment, most male students like to study in a place where it is comfortable and wellventilated while most most female students like to study in a place where it is clean and make sure all the materials they needed to study were in their table such as pens, calculators, highlighters, etc.

The result of the study showed that male and female $S' students have the same study habits as to time management, learning techni%ues, techni%ues, and study environment.

Conclusion

The result resultss showe showedd the study study habit habitss of $S' student studentss as to time time manag manageme ement, nt, learni learning ng techni%ues, and study environment.

*n Time Management, male students tend to do an advance reading of the topics more often than female students. 's for Learning Techni%ues, Techni%ues, female students always take down notes during class


discussion and highlight important concepts on books compared to male students. 4hen it comes to Study nvironment, male students prefer studying in places that are comfortable, wellventilated and not crowded than female students. In the other hand, female students prefer studying with a group and listening to music while studying than male students.

'fter 'fter evalua evaluatin tingg the result resultss and and consid consideri ering ng the sligh slightt differ differenc ences es in some some variab variables les,, the researchers, based on the results, therefore conclude that there is no significant difference in the study habits of male and female $S' students at Technological *nstitute of the +hilippinesManila.

%eco''endation

$ased on the findings of this study, the following recommendations recommendations are given To the students, as early as possible you must develop good study habits so that it will be easier for you to excel in i n your academics and succeed in your corporate endeavor in the near future. To the professors, continue to motivate and guide your students in their studies to make them appreciate the value of good study habits to achieve their academic goals and improve their academic performance. To the the schoo schooll admin administ istrat rators ors,, secure secure proper proper mainte maintenan nance ce such such as good good lighti lighting, ng, prope properr ventilation and cleanliness of the classrooms to make the learning facilities feasible for studying and set a better study environment for the students. To the future researchers, since the respondents of this study is limited only to $S' students at Technological *nstitute of the +hilippinesManila, the researchers recommend to conduct this study using


respondents from different programs, departments, andNor universities with e%ual number of respondents for male and female students s tudents thereby, thereby, increasing the probability that a different result might be obtained. Bi/liogra&h

A. Thesis

'lcantara et. al, ;267, 'ssessment of the Study Skills of 6st Cear and ;nd Cear !omputer ngineering Students of +olytechnic @niversity of the +hilippines *nstitute of Technology Leslie #. (och, 6?1;, The *nfluence of !ertain Study &abits on Students Success in Some !ollege SubEects

B. >e/sites

httpNNEournals.upd.edu.phNindex.ph httpNNEournals.upd.e du.phNindex.phpNaliN;2articleNview pNaliN;2articleNviewFileN69=?N6=8 FileN69=?N6=8<< httpNNwww.nuigalway httpNNwww .nuigalway.ieNstudentRservicesNdocu .ieNstudentRservicesNdocumentsNstudyRskills.pdf mentsNstudyRskills.pdf httpNNwww.educationcorn httpNNwww .educationcorner.comN er.comNhabitsofsuccessfulstudents.h habitsofsuccessfulstudents.html tml httpNNwww.statisticshowto.comNweig httpNNwww .statisticshowto.comNweightedmeanN htedmeanN httpNNwww.academia.ed httpNNwww .academia.eduN=;<;=28 uN=;<;=28NtheRimpactRofR NtheRimpactRofRstudyRhabitsRonR studyRhabitsRonRtheRacadem theRacademicRperformanceR icRperformanceRofRstu ofRstu dents


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Ta/le *. >eighted $ean of Fe'ale Students


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Stud Ha/its of BSA Students at Technological Institute of the Phili&&ines#$anila Sur-e For' I. Profile of the Students

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6.6. 6.6. * use a to to do list to to keep keep track track of of my acad academi emicc and and person personal al activ activitie ities. s. 6.;. * set a specific time for each subEect that * will study. 6.1. * attend all my classes regularly. 6.7. * use the vacant time between classes to study my lessons. 6.<. * do an advance reading of the topics that will be discussed. 6.=. * start studying at least several days before * take an exam. 6.9. 6.9. * star startt doi doing ng home homewo work rk and and proE proEec ects ts as soon soon as they they are are assi assign gned ed.. 6.8. * allot my weekends for studying. 6.?. * have enough time for school and fun. 6.62. * get at least = hours of sleep each night. 6. Learning Techni(ues ;.6 ;.6. * sta start rt with with the the mos mostt dif diffificu cultlt sub subEect Eect firs firstt whe whenn stu studdying ying my less lesson onss.


;.;. * take short breaks in between studying. ;.1. * take notes as * read my textbooks. ;.7. * take notes during class discussions. ;.<. .<. * rea read the the concepts out loud in order to understand the them bette tter. ;.=. * try to summari3e what * learned after reading my lessons. ;.9. * highlight important concepts in my lectures or books. ;.8. ;.8. * try try to get get the the mean meanin ingg of of new new word wordss as as * see see them them for for the the firs firstt tim time. e. ;.?. 4hen * donUt understand something, * ask for help from my professors or classmates. ;.62. ;.62. * ass asses esss mys mysel elff by by ans answe weri ring ng mate materia rials ls that that coul couldd app appea earr on on exa exams ms.. +. Stud En-iron'ent 1.6. * prefer studying at home. 1.;. * prefer studying at school. 1.1. * study where it has good lighting. 1.7. * study where it is %uiet and has a few distractions. 1.<. * study where it is not crowded. 1.=. * study where it is comfortable and wellventilated. 1.9. * make sure that the place is clean when * study. 1.8. 1.8. * hav havee all all my mate materi rial alss whe whenn * stud studyy, suc suchh as as pen pens, s, calc calcul ulat ator ors, s, etc. etc. 1.?. * prefer listening to music when * study. 1.62. * prefer studying with a classmate or a group.

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Study Habits of Bsa Students at Tip-manila

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