The Relationship between the Study Habits of STEM 11 SHS Students
S.Y. 2018-2019 and their Poor Eyesight
A Research Paper presented to
Foundation Preparatory Academy
A Partial Fulfilment of the Requirements
for Practical Research I
Francisca Lean Alquiza
Justine Mae A. Batadlan
Jebriel Fahad M. Cagas
Kharlyn A. Celecios
Zarah Mae A. Jakosalem
Daniella G. Langit
Renard Vince S. Malunes
February 2019
CHAPTER I
INTRODUCTION
Background of the Study
21st century education is aimed at developing globally competitive individuals in the world
market. With this, the education system has changed enormously in order to keep up with the
demands of skilled workers in the market. Along with the various developments in science and
technology, educators have Incorporated technology in their teaching methods to further improve
and hasten the learning experiences of 21st century learners. Meanwhile, students are developed
in different aspects as well as different fields; the reason why they do are no longer limited to
learning the fundamentals such as English, Science and Math but are already exposed to a wide
array of specializations and fields. On the other hand, it is evident that not only the education
system has changed but the way students embrace education.
Over the years, the study habits of students from various levels has changed. Learning and
studying was not only about reading and understanding but rather on constant researches,
observing and analyzing. Also, the use of technology to improve their learning experience plays a
big role in changing the study habits of students. With the aid of various multimedia presentations
and graphic representations as well as the use of the internet, students depend mostly on their
gadgets to cope up with their lessons and discussions.
Research literature throughout the past decade has shown that technology can enhance
literacy development, impact language acquisition, provide greater access to information, support
learning, motivate students, and enhance their self-esteem (ACT, 2004; CEO Forum, 2001; Boster
et al., 2004; Mann et al., 1999; Tracey & Young, 2006; WestEd, 2002). Indeed, researchers have
affirmed that computer technology provides abundant opportunities for students to build or modify
their personal knowledge through the rich experiences that technology affords. (O’Hara, Pritchard,
2014)
However, the issue does not mainly revolve on the effect of technology to how students
study. One way of educators to assess the learning experiences of their students is by giving
homeworks or activities. Having numerous things to do at a short period of time will push the
students to deprive themselves from sleeping only to meet deadlines the following day. This is one
major change in 21st century education; students stay up late most of the time doing homework
and other school-related things. Spending too much time working on homeworks was proven to
have a negative effect not only one's study habits but also on one's health.According to a study
conducted by Stanford researcher that was published in the Journal of Experimental Education
found that students who completed 3.1 hours of homework per night were more susceptible to
developing health problems, depression, sleep deprivation and a lack of balance in their lives.
Professors better watch out with their homework assignments before they become the cause of
deaths on campus. All in all, keep in mind that excess studying can actually produce detrimental
effects on the body. Also remember to knock on wood next time you make a joke about dying
from over studying because you can never be too careful. (Kim, 2016).
The same effect goes with the influence of technology on how students study. With iPads,
Facebook, smartphones, video games, music, and others, technology now occupies a significant
amount of a child's time in the United States (almost eight hours a day - National Center for
Education Statistics, USA). Students in the Philippines probably face the same increasing amount
of time spent on these activities provided by technology (Kim, 2016). Too much time spent on
these gadgets can cause a major problem on one's health.
It cannot be denied that attending school may cause a student to encounter different situations
that may cause him/her to be stressed such as sleep deprivation, hunger, and tiredness. However,
too much stress can cause major health problems that could result to students being less productive
rather than competitive individuals as what the education system develops them to be.
In today's generation, it is clearly evident that many students (who are mostly teenagers)
suffer from poor eyesight. In relation to the above mentioned evidences, stress from studying and
and sleep deprivation for school matters may contribute to why a lot of students have poor vision.
In the case of chronic stress and anxiety, the level of adrenaline within the body remains
elevated. This can cause pressure on the eyes, sometimes resulting in blurred vision.
Many people with long-term anxiety find they experience eyestrain during the day. A common
feature of anxiety is hyper vigilance and the anticipation of events that will increase stress.
Vigilance actually affects all the senses but as far as vision is concerned our pupils dilate in
response to adrenaline order to take in more of the surroundings. We become highly sensitized to
any slight movement. Over time this and the strain from other senses can cause muscular tensions
and headaches. (SpecSavers, 2015).
This study was conducted to test if there is a significant relationship between the study habits
of STEM 11 SHS students of Foundation Preparatory Academy and their poor vision.
Statement of the Problem
This study aims to identify the relationship between the study habits of STEM 11 students
from Foundation Preparatory Academy and their poor eyesight.
Specifically, the researchers sought to answer the following questions:
1. What are the effects of having a poor eyesight towards the study habits of STEM 11
students?
2. What study habits shall the students engage to alleviate the suffering of having a poor
eyesight?
3. Is poor eyesight a big factor in students’ study habit?
Hypothesis
There is no significant relationship between the study habits of STEM 11 students from
Foundation Preparatory Academy (FPA) and their poor eyesight.
Significance of the Study
This study is considered significant as it will benefit the students suffering from poor
eyesight to identify and trace the study habits that contribute mostly to their vision.
Scope and Limitation
The focus of the study is the relationship of having a poor eyesight among STEM 11
students and its studying habits and the effects of the aforementioned conundrum. The geographic
area of the study takes place only in Foundation Preparatory Academy and the respondents are
only STEM 11 students who have poor eyesight,
Definition of Terms
FPA stands for Foundation Preparatory Academy.
Study Habits refers to students’ methods and approach to learning. This covers action taken by
the students with regard to time management, participation, study groups, note taking, and reading
skills.
Academic Performance refers to the achievement of scores and grades in the end of semester
examination conducted by the university
Note taking means writing down pieces of information in a systematic way as the lecturer teaches
indicating the dates, main ideas, logical sequence and proper documentation.
21st Century Learning means that students master content while producing, synthesizing, and
evaluating information from a wide variety of subjects and sources with an understanding of and
respect for diverse cultures. Students demonstrate the three Rs, but also the three Cs: creativity,
communication, and collaboration. They demonstrate digital literacy as well as civic
responsibility. Virtual tools and open-source software create borderless learning territories for
students of all ages, anytime and anywhere.
CHAPTER II
REVIEW OF RELATED STUDIES AND THEORETICAL FRAMEWORK
Related Studies
The term "21st-century skills" is generally used to refer to certain core competencies such
as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe
schools need to teach to help students thrive in today's world. In a broader sense, however, the idea
of what learning in the 21st century should look like is open to interpretation—and controversy.To
get a sense of how views on the subject align—and differ—we recently asked a range of education
experts to define 21st-century learning from their own perspectives. (Rich, 2010)
Research literature throughout the past decade has shown that technology can enhance
literacy development, impact language acquisition, provide greater access to information, support
learning, motivate students, and enhance their self-esteem (ACT, 2004; CEO Forum, 2001; Boster
et al., 2004; Mann et al., 1999; Tracey & Young, 2006; WestEd, 2002). Indeed, researchers have
affirmed that computer technology provides abundant opportunities for students to build or modify
their personal knowledge through the rich experiences that technology affords. (O’Hara, Pritchard,
2014)
A study performed by a Stanford researcher that was published in the Journal of
Experimental Education found that students who completed 3.1 hours of homework per night were
more susceptible to developing health problems, depression, sleep deprivation and a lack of
balance in their lives. Professors better watch out with their homework assignments before they
become the cause of deaths on campus. All in all, keep in mind that excess studying can actually
produce detrimental effects on the body. Also remember to knock on wood next time you make a
joke about dying from overstudying because you can never be too careful. (Kim, 2016).
With iPads, Facebook, smartphones, video games, music, and others, technology now
occupies a significant amount of a child's time in the United States (almost eight hours a day National Center for Education Statistics, USA). Students in the Philippines probably face the same
increasing amount of time spent on these activities provided by technology. Thus, it is time to ask
how current technology affects student learning.(Dios, 2012)
We will all probably encounter sleep deprivation at some point in our lives, whether
willingly or unwillingly. Still, if you think staying awake all night is beneficial to your study habits,
think again."Sleep deprivation's effect on working memory is staggering," said David Earnest,
PhD, a professor with the Texas A&M College of Medicine who studies circadian rhythms (our
24-hour body clocks). "Your brain loses efficiency with each hour of sleep deprivation."
Most people need at least seven to eight hours of sleep at night for the body and brain to
function normally. So, if you stay up all night, missing out on the recommended amount of sleep,
your brain will be equally as weary -- rendering a sharp decrease in performance for specific
learning and memory tasks. (Texas A&M University, 2016)
James-Lange: Theory of Emotion which states that in 1884 and in 1885, theorists William
James and Carl Lange might have separately proposed their respective theories on the correlation
of stress and emotion, but they had a unified idea on this relationship – emotions do not
immediately succeed the perception of the stressor or the stressful event; they become present
aft5er the body’s response to the stress. Just like students’ vision, it will not be present nor observed
unless students engage in study habits can only be left upon experience bodily changes such as
having poor vision.
In the case of chronic stress and anxiety, the level of adrenaline within the body remains
elevated. This can cause pressure on the eyes, sometimes resulting in blurred vision.
Many people with long-term anxiety find they experience eyestrain during the day. A
common feature of anxiety is hyper vigilance and the anticipation of events that will increase
stress. Vigilance actually affects all the senses but as far as vision is concerned our pupils dilate in
response to adrenaline order to take in more of the surroundings. We become highly sensitized to
any slight movement. Over time this and the strain from other senses can cause muscular tensions
and headaches.(SpecSavers, 2015).
Stress causes your pupils to dilate as a result of the fight or flight system all people are
wired with. Dilated pupils allow more light to enter your eyes in case you need to react quicker,
potentially leading to light sensitivity and headaches. Stress can also cause you to tighten your
facial muscles, constricting blood flow and causing blurry vision and more headaches.(Silver Stein
Eye Center, 2015).
Theoretical and Conceptual Framework
This study was based on James-Lange: Theory of Emotion which states that in 1884 and in
1885, theorists William James and Carl Lange might have separately proposed their respective
theories on the correlation of stress and emotion, but they had a unified idea on this relationship –
emotions do not immediately succeed the perception of the stressor or the stressful event; they
become present after the body’s response to the stress. Just like students’ vision, it will not be
present nor observed unless students engage in study habits can only be left upon experience bodily
changes such as having poor vision.
Over Studying
Poor Eyesight
or
Vision
Stress and Anxiety
Figure 1:
CHAPTER III
METHODOLOGY
Research Design
This study used descriptive correlational research. This is a statistical measure of a
relationship between two or more variables, gives an indication of how one variable may predict
another. The descriptive techniques discussed above permit a statement, in the form of
correlations, about that relationship. However, correlation does not imply causation; that is,
simply because two events are in some way correlated (related) does not mean that one necessarily
causes the other. This is a method of obtaining information from the detailed observation of an
individual or individuals. Much information about behavior and mental processes has been
obtained through such studies of individual clinical cases. Although valuable information about
certain types of problems may be obtained by this method, the procedure is time consuming, and
it is difficult to obtain data from a broad sampling of people.
Research Environment
The researchers chose Foundation Preparatory Academy as a place to conduct their study
since FPA implements an iPad Program. In FPA, students use iPads instead of books and papers
which makes it a paperless school. But this program also has its flaws. This program could help
students be more active and learn more about technology but using more than what it is meant to
be, our body could be affected by the radiation especially our eyes since we look at the screen to
watch videos, games, etc., that led us to this research topic concerning the STEM 11 students here
in FPA on having poor eyesight due to the abusive use of iPad in school and how it affects the
students’ study habits.
Respondents and Sampling Procedure
In this study, the accessible population comprised all the STEM 11 SHS Students of
Foundation Preparatory Academy. The proponents came up with students as respondents from
STEM1.1, STEM 11.2, and STEM 11.3.
The researchers chose students from FPA STEM 11 because the students use iPad as an
alternative tool of learning. The use of iPads for less than 8 hours a day could lead these students
into having poor eyesights. This study needs these respondents since they are the people who can
relate to having “poor eyesight” that the iPad has brought to them.
This study used simple random sampling. A simple random sample is a subset of a statistical
population in which each member of the subset has an equal probability of being chosen.
All of these participants were selected through random sampling. This sampling method was
conducted where each member of a population had an equal opportunity to became part of the
study. All members of the population had an equal chance of becoming a research participant. For
this purpose, a a self-administered survey questionnaire was given to the respondents to answer.
No inclusion criteria were applied for the individual applicants; hence, all were made part of the
population.
Instruments and Sources of Data
This study used questionnaires. A questionnaire is a research instrument consisting of a
series of questions for the purpose of gathering information from respondents. Questionnaires can
be thought of as a kind of written interview. They can be carried out face to face, by telephone,
computer or post.
Questionnaires provide a relatively cheap, quick and efficient way of obtaining large
amounts of information from a large sample of people. Data can be collected relatively quickly
because the researcher would not need to be present when the questionnaires were completed. This
is useful for large populations when interviews would be impractical.
Data Collection Analysis
The study made practical use of first hand data which comes from our chosen respondents
who answered the survey-questionnaires given to them. First hand data are those that come from
the respondents who have been surveyed prior to the research.With this particular study, the
researcher utilized documentary secondary data (in the form of articles from books, journals,
magazines, and newspapers) that are generally about the causes of poor eyesight and effects to the
human body as well as relevant literatures and survey-based data in order to meet the objectives
of this study. In order to analyse the data gathered from the survey, the weighted mean for each
question item was computed. Weighted mean is the average wherein every quantity to be averaged
has a corresponding weight.
These weights represent the significance of each quantity to the average. To compute for the
weighted mean, each value must be multiplied by its weight. Products should then be added to
obtain the total value. The total weight should also be computed by adding all the weights. The
total value is then divided by the total weight. Statistically, the weighted mean is calculated using
the following formula:
The computed mean was then compared to the scale below for interpretation:
Strongly Agree
Agree
Disagree
Uncertain
Strongly
Disagree
The respondent
The respondent
The respondent
The respondent
The respondent
totally agree
agreed upon the
is unsure
disagreed upon
does not support
with the given
given statement.
whether to agree the given
or totally
or disagree
disagree with
statement.
statement.
upon the given
the given
statement.
statement.
Results of the survey were presented in tables. Excerpts from the interview process were
integrated based on the analysis outline. Relevant literatures to support the findings are also
included
Ethical Consideration
The consideration of these issues is necessary for the purpose of ensuring the privacy as well
as the security of the participants. As this study utilized human participants and investigated on
company practices, certain issues were addressed. Among the significant issues that were
considered included consent, confidentiality and data protection. Consent, in which it is stated ion
the survey questionnaires, it is asked first whether through letter or expressed consent.
Confidentiality, the researchers does not expose the respondent’s identity, it is kept and only the
responses what the researcher’s needed. Data protection, the researchers ensure that the data
gathered are well-kept and secured. These issues were identified in advance so as prevent future
problems that could have risen during the research process.
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Because of your vision, do you have problems in reading what's in
your learner's module/textbook?
2
3
4
6
5
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
Are you unhappy with your visual condition?
1
3
3
7
6
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
During group activities, do you feel useless or a burden to others
because of your visual condition?
2
8
2
8
Does quality of vision prevent you from performing school
activities normally?
1 1
4
6
8
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
With your visual condition, do you take notes properly during
class?
2
2
4
6
6
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
Because of your vision, do you have problems in reading what’s
written on the board?
1
4
8
5
2
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
Do you copy your classmate’s notes when you can’t see what’s
written on the board?
2
3
2
3
10
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
Whenever you can’t see what’s written on the board, do you
immediately lose interest on the topic?
3
7
3
7
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
Do you have problems in doing learning activities such as
studying because of your vision?
1 1
5
7
6
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
With your visual condition, could you finish your homework
within 10-30 minutes?
1
2
5
Whenever an information is lacking on your notes, do you blame
it on your vision?
3
1
1
5
10
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
Interpretation of Data
On question no. 1, 30% of the respondents agreed to have problems in reading the content
of the learner’s module or textbook, 25% of the respondents were uncertain, 20% disagreed that
the respondents does not have any problems, 15% strongly disagreed, and 10% of the respondents
strongly agreed.
Out of 20 students, 7 students disagreed about being unhappy in their visual condition, 6
students were uncertain, 3 students agreed and 3 students strongly agreed that they were unhappy
about their visual condition, and 1 student strongly disagreed.
During group activities, 40% of STEM students disagreed that they felt useless, 40%
STEM students were uncertain, 10% agreed, and 10% strongly agreed.
On question no. 4, 8 respondents were uncertain that the quality of their vision prevent
them from performing school activities normally, 6 respondents disagreed that their quality of
vision does not prevent their performance, 4 respondents agreed, 1 respondent strongly agreed ,
and 1 respondent strongly disagreed.
Out of 20 respondents, 30% of the respondents agreed that they take notes properly, 30%
were uncertain, 20% disagreed that they can’t take notes properly because of their visual condition,
10% strongly agreed and 10% of the respondents strongly disagreed.
Because of their vision, 8 STEM 11 students disagreed of having problems in reading
what’s written on the board, 5 STEM 11 students agreed to have problems, 4 students strongly
agreed, 2 students were uncertain, and 1 student strongly disagreed.
On question no. 7, 50% of the respondents agreed that they copy their classmate’s notes,
15% strongly agreed and 15% were uncertain, 10% of the respondents disagreed and 10% strongly
disagreed.
Among 20 STEM 11 students, 7 students were uncertain that they lose interest whenever
they can’t see clearly what’s written on the board, 7 students disagreed, 3 students agreed that they
lose interest and 3 students strongly agreed.
35% of the students in question no. 8 disagreed in having problems in doing learning
activities, 30% were uncertain, 25% students strongly agreed of having problems, 5% agreed and
5% strongly disagree.
On question no. 10, 12 students were uncertain in finishing their homework within 10-30
minutes, 5 students agreed, 2 students disagreed, and 1 student strongly disagree.
50% of the respondents disagreed in blaming their vision for the lack of information in
their notes, 25% were uncertain, 15% strongly disagreed, 5% agreed and 5% strongly disagreed.
Summary of Findings
Out of 20 STEM 11 students, 30% of the STEM 11 students agreed in having problems in reading
the content of the learner’s module or textbook, 35% of the students disagreed in being unhappy
in their visual condition, 40% of the students disagreed that they felt useless in every group
activities, 40% of the students were uncertain that the quality of their vision prevent them from
performing school activities, 30% of the respondents agreed that they take notes properly, 40% of
the students disagreed in having problems in reading what’s written on the board. 50% students
agreed that they copy their classmate’s notes, 35% of the students were uncertain that they lose
interest whenever they can’t see clearly what’s written on the board. 35% of the respondents
disagreed in having problems in doing learning activities, 60% were uncertain in finishing their
homework within 10-30 minutes, and 50% of the respondents disagreed in blaming their vision
for the lack of information in their notes.
Conclusion
The relationship between the study habits of STEM 11 students and their poor eyesight has
a little effect in their school tasks and activities such as having problems in reading the content of
the learner’s module or textbook and copying their classmate’s notes, therefore there is no
significant relationship between the study habits of STEM 11 students and their poor eyesight.