STUDY HABITS AND ACADEMIC PERFORMANCE OF BACHELOR OF
SCIENCE IN SOCIAL WORK FRESHMEN STUDENTS OF BASILAN STATE
COLLEGE
A Research Proposal
Presented to the
Faculty of Graduates Studies
Basilan State College
Isabela City, Basilan
In Partial Fulfillment
of the Requirements for the EDUC 200
Methods of Educational Research
SHADAN H. MALANGKAPI
MADZNA H. ALIH
REI ANN S. FRANCISCO
CATERINE C. CUBERO
JESSAMIN VEIRNA A. KALBI
CHRISTINE C. SORIANO
GADA I. ISIRI
SHAYMA S. HADJULA
December 2023
TABLE OF CONTENT
PAGE
TITLE PAGE---------------------------------------------------------------------------------
i
ACKNOWLLEDGEMENT----------------------------------------------------------------
ii
ABSTRACT----------------------------------------------------------------------------------
iii
TABLE OF CONTENTS------------------------------------------------------------------
iv
LIST OF TABLES--------------------------------------------------------------------------
v
LIST OF FIGURES------------------------------------------------------------------------
vi
CHAPTER I. THE PROBLEM AND
BACKGROUND OF THE STUDY
Introduction
-------------------------
1
Theoretical Framework
-------------------------
4
Conceptual Framework
-------------------------
10
Statement of the Problem
-------------------------
11
Statement of the Hypothesis
-------------------------
12
Significance of the Study
-------------------------
13
Scope and Delimitation of the Study
-------------------------
14
Definition of Terms
-------------------------
15
-------------------------
18
CHAPTER II. REVIEW OF RELATED LITERATURE
AND RELATED STUDIES
Related Literature
Related Studies
-------------------------
33
Synthesis
-------------------------
41
The Research Design
-------------------------
44
The Subjects and Respondents
-------------------------
45
The Research Instruments
-------------------------
46
The Validity and Reliability of the Instruments
-------------------------
48
Data Gathering Procedure
-------------------------
49
Statistical Treatment of the Data
-------------------------
50
CHAPTER III. RESEARCH DESIGN AND
PROCEDURE
ABSTRACT
STUDY HABITS AND ACADEMIC PERFORMANCE OF BACHELOR OF
SCIENCE IN SOCIAL WORK STUDENTS OF BASILAN STATE COLLEGE S.Y.
2022-2023 by Madzna Alih, Shadan Malangkapi, Rei Ann Francisco, Catherine
Cubero, Jessamin Veirna Kalbi, Gada Isiri and Shayma; Basilan State College
This descriptive quantitative study was conducted to determine the study
habits of Bachelor of Science in Social Work students of Basilan State College. The
standardized survey questionnaire was distributed to the selected 100 freshmen
students. The findings of the study were: (1) the students exercised the Time
Management, the Learning Styles, Study Skills, and Study Environment where the
students typically exercised to improve their academic performance. Tested at the
same level of significance, there are no significant differences in the study habits
exercised by students when grouped according to age, gender, and ethnicity. Thus,
the respondents from different profile groups have exercised the time management,
learning styles, study skills, and study environment in most the same manner of
practices and manifest the same practices in improving their study habits for the
academic requirement to pass their degree.
CHAPTER I
BACKROUND OF THE STUDY
INTRODUCTION
Every student has their own way of studying and not all students learn from
the same approach. Some students study for an hour or so to fully understand the
lesson while some students are able to understand their lessons with minimal effort
and in a short period of time. Students have different study habits and how they
manage their time in studying their lessons. Hence, study habits contribute
significantly in the development of students’ knowledge, skills and academic
performances. Study habits tell a person on how much he will learn and how far he
wants to go, and how much he wants to learn. Study habits as maintained by
Lalrintluangi (2018) is "how one studies".
Oriogu and Subair (2017) stated "that study habits are important to the
students’ academic performance". Study habits can influence students’ academic
performances. Though as stated by Badau (2018) "many students do not realize that
some study habits can influence their academic performance". Study Habits define
the students’ interest in the academic aspect and how they learn on the progress.
Students usually invest their time in many things and typically, they spent most of
their time on things that interest them and it normally reflected on their attitude toward
studying.
Hussain (2000) defines study habit as a gateway to successful achievement
in studies and the students' propensities toward private reading over time. That
means that students’ study habits are one of the factor that influence academic
performances. Students’ academic performance plays a significant role in education,
primarily in identifying the students’ academic success and one of the important
factors in assessing students’ learning progress. Their study habits can be a reason
behind their academic performance, whether an excellent or poor performance.
Study habits have a critical role in the students’ lives. "The success or failure of each
student depends upon the students’ study habits" (Arieta, Gementiza & Saco, 2017).
Moreover, the success of the students depends on their ability, intelligence, and
effort.
Bashir and Mattoo (2012) confirmed that "study habits are a well-planned and
deliberate pattern of study which has attained a form of consistency on the part of
students towards understanding academic subjects and passing examinations". Alex
(2011) described the study habit as "something that is done on scheduled, regular
and planned basis that is not relegated to a second place or optional place in one’s
life". Study habits is a plan that is done by the students according to their schedule
or what they prefer to do on their leisure. "Students lead very busy lives and, as a
result, spend too little time studying," (Nonis & Hudson, 2006). Most of the time,
students have a lot to do, whether they are at school or at home. In most cases,
students at home do their homework and review their lessons after finishing
household chores or other things that they are required to do. Thus, Adeninyi (2011)
maintains that "good study habits allow students to study independently at home and
aspire for higher educational careers".
According to Fouche (2017), "the influence of the students’ good study habits
in doing their homework, active participation in class, managing their time, being
focused, and working hard have shown a significant positive correlation on their
academic performance". Hussain (2000) stresses that "lack of effective study habits
is a critical problem among students at all levels".
Matsumoto (2014) explain that "study habits are how one studies; study
habits are of two types namely good study habits and poor study habits, study habits
are those techniques; such as preparing study time table, time management,
concentration, obtaining and organizing study materials, reading comprehension,
note taking among others".
As mentioned by Fouche (2017) "study habits, like doing assignments,
participation in class, managing time, always being focused, and working hard,
showed a positive correlation with academic performance".
Good study habits, according to Katelyn (2013), "are sometimes referred to
as positive or productive study habits". As it implies to the term a positive or
productive study habits means that the tendency to improve the academic
performance of the students is high. Katelyn (2013) therefore, identifies fourteen
positive or good study habits which students can employ to improve their academic
performances. They are: attending all classes, reviewing notes daily, reading
materials prior to it being covered in class, study daily, have at least one conference
with the professor, develop and learn word list for the course, read materials to
improve your background in the course, attend help session, attend learning
resource lab when available, develop a list of possible questions, ask questions in
class, study an old exam when available, avoid a last minute cram session, and
sleep at least 8 hours the night before exam commence.
On the other hand, if there are good study habits, there are also bad study
habits. According to John (2010) "Bad study habits are undesired and detrimental to
students'
academic
success
since
they
are
negative
or
unproductive.
Procrastination, truancy, failing to take notes, selective reading, studying while
watching television, and other distractions are examples of poor study habits."
However, John (2010) claims that not every pupil is the same. Students each
have unique learning styles and methods for doing so. Most of the time, pupils
choose different approaches to learning their subjects. Study habits play a crucial
part in the education and learning of the students. When we research about study
habits, tips about effective study habits will appear. There are several effective study
habits that a student can adopt. Students tend to display study habits in terms of
studying their lessons, listening to class discussion, note taking, and answering their
assignments
that
may
influence
their
academic
performance.
Academic
performance of the students is a predictor of their attitude and habits toward learning.
One of the most important factors in becoming a successful student is
knowing how to study more effectively and wisely (Ayodele & Adebeyi, 2013). Every
students have a variety of learning styles. Students have their own way on how they
study their lessons, in a scenario where in one student may study all night to
understand her/his lessons before the examination in contrast with one student who
did not study in the evening but was able to study an hour before the examination.
Both of and study habit is one of a predictor of academic performance. This study
aimed to determine the significant difference and relationship of the study habits and
academic performance of the freshmen students of Bachelor of Science in Social
Work.
THEORETICAL FRAMEWORK
This study is supported on the Social Cognitive Theory espoused by Albert
Bandura in 1960 and Connectionism Theory espoused by Edward Thorndike in
1910.
Social Cognitive Theory by Albert Bandura, (1960)
According to this theory, the mind creates reality by encoding information and
acting in accordance with predetermined standards of behavior. This idea helps us
comprehend how the mind functions and how its actions impact human behavior.
The personality of a student affects how well they perform academically.
According to this hypothesis, a student's behavior is influenced by what they
hope will happen as a result of their activities and the learning occurs in a social
context entails a dynamic interplay between the individual, environment, and
behavior. Social impact and external social reinforcement are the main topics of the
Social Cognitive Theory. Social cognitive theory thus investigates how individuals
acquire and maintain habits. The Social Cognitive Learning Theory is the most
important learning and development theory. This theory is sometimes referred to as
a bridge between behaviorist and cognitive learning theories because it takes into
account attention, memory, and motivation.
Contrarily, according to Bandura, not all forms of learning can be accounted
for by direct reinforcement. Bandura introduced social elements to his theory by
posing the possibility that people could pick up new information and actions by
observing others. The components of this theory are that there are three general
rules for learning from each other. The ideas of the social learning theory are
adopted consistently throughout life. According to the general principles, learning
can occur without a change in behavior. As a result, Bandura revealed that cognitive
aspects influence learning.
This study is anchored in the Social Cognitive Theory for the reason that study
habits has to do with behavior and oftentimes influenced by social learning. Hence,
one of the other formats of learning is describe as a form of internal reward, such as
pride, satisfaction, and a sense of accomplishment. In the context of an explanatory
model of human behavior offered by self-efficacy and social cognitive learning
theory, self-efficacy only effects behavior outcomes, not the other way around
(Bandura, 1986c, 1995, 1998,2004, 2006b). Self-efficacy beliefs influence cognitive,
motivational, emotional, and decisional processes. Whether someone thinks
optimistic or pessimistic, and whether they think in a way that is self- enhancing or
self-debilitating, depends on their efficacy beliefs. They are essential in the selfregulation of motivation through goal challenge and outcome expectancy. The core
of the Social Cognitive Learning Theory is self-efficacy, which is the belief in one's
skill or ability to carry out an activity successfully. In order to create self-efficacy
expectations, four sources of efficacy information, or learning experiences, must be
identified, according to Albert Bandura's Social Cognitive theory.
According to some researchers who support Bandura's self-efficacy theory,
those who have high efficacy are more likely to view challenging tasks as challenges
to be overcome rather than avoided, while those who have low efficacy are more
likely to avoid challenging tasks and concentrate on negative outcomes.
Edward Thorndike’s Connectionism Theory (1910)
The earliest conceptual framework in behavioral psychology was Thorndike's
learning theory. It's a term that describes the process of connecting actions and
stimuli. The trial-and-error learning theory served as the foundation for the S-R
hypothesis.
According to Thorndike's theory, the following three guidelines are used to
improve and establish regular responses to a situation that follows a fruitful state of
affairs. Thorndike's theory is based on three main laws: (1) law of effect, which states
that responses to situations that result in rewarding outcomes will become stronger
and develop into habitual responses to those circumstances; (2) law of readiness,
which states that a series of reactions can be chained together to satisfy a goal that
will cause annoyance if it is not achieved; and (3) law of exercise. The idea holds
that learning can only be transferred from one learning environment to another if all
the components of the first environment are also present in the new one. Several
ideas also relate to the nature of relationships and how rewards influence them.
Thorndike emphasizes the following basic principles of learning:
Law of Readiness is when a learner has an intrinsic desire to study and a
passion for doing so, this occurs and the student gains valuable knowledge and
abilities. According to this learning law, motivation is necessary for an association to
form or for a behavior to alter.
Law of Exercise is founded on the principle of "use and diuse," which calls for
one's practice. Applying a skill repeatedly or reviewing what has been learnt makes
it easier for knowledge to become ingrained in the brain and to be mastered.
According to this law of learning, use strengthens the S-R link, but inactivity weakens
it. Law of Use and Law of Diuse make up its two sections. when it is best to recall
the things you repeat the most. The instructor must reiterate crucial concepts and
words because they believe that complicated activities cannot be learned by
students in a single lesson.
Law of Effect is the idea that success breeds satisfaction and improves the
learning process, whereas failure breeds resentment. When learning is coupled with
a positive or pleasing experience, it is strengthened. According to the law of impact,
learning is hindered when a negative emotion is attached to it. The learning
environment should be enjoyable and satisfying. The instructor must take pleasure
in what he does. Learning experiences and activities need to make sense and be
simple to follow. Activities at school ought to be set up in descending sequence of
difficulty so that pupils can advance without ever failing. There are four additional
laws (principles) in addition to the three primary laws: the laws of primacy, recency,
intensity, and freedom. The laws of primacy and recency state that "what must be
taught must be right the first time," "things most recently learned are best
remembered," "things most intensely taught are most likely to be retained," and
"things most recently learned are best learned." The laws of freedom state that
"when things freely learned are best learned." This study is grounded in this theory
because Edward Thorndike's deep principles of learning are an essential component
of learning and are based on students' study attitudes and habits.
CONCEPTUAL FRAMEWORK
The conceptual paradigm shows the different variables involved in this study.
The figure illustrates that the independent variables are the age, gender, and
ethnicity of the Bachelor of Science in Social Work Freshmen Students of Basilan
State College, whilst the dependent variables are the study habits exercised by the
students in terms of Time Management, Learning Styles, Study Skills, and Study
Environment. The implication of this study would be resulted to the improvement of
the students’ academic performance and effective study strategies.
Independent
Dependent
Variables
Variables
Profile of the
Study Habits
Bachelor of Science in
Exercised by
Students
Social Work Freshmen
Students of Basilan
State College
a. Age
b. Gender
c.
Ethnicity
a. Time
Managem
ent
b. Learning
Styles
c. Study
Skills
d. Study
Environme
nt
Implications
Improvement of the
students’ academic
performance and
effective study
strategies.
Figure 1. The Schematic Diagram of the Conceptual Framework of the Study
STATEMENT OF THE PROBLEM
This study aimed to determine the study Habits and Academic Performance
of the Bachelor of Science in Social Work freshmen students of Basilan State
College. Specifically, the researcher sought to answer the following questions:
1. What is the profile of the students, in terms of:
a. age
b. gender; and,
c. ethnicity?
2. To what extents are the study habits exercised by the students, in terms of:
a. Time management
b. Learning styles
c. Study skills; and,
d. Study environment?
3. Are there significant differences in the extents of the study habits exercised
by students when grouped according to age, gender, and ethnicity?
4. Is there a significant relationship between the study habits and academic
performance of the freshmen students?
STATEMENT OF HYPOTHESIS
Based on the research problems stated, null hypothesis of this study has been
posited as follows:
Ho: There is no significant difference between study habits and academic
performance of the respondents when they are group according to their profile.
Ho: There is no significant relationship between study habits and academic
performance of the respondents.
SIGNIFICANCE OF THE STUDY
Based on this study and by carrying out its objectives, the researchers hoped
to provide relevant information on the study habits and academic performance of
Bachelor of Science in Social Work Freshmen Students.
Consequently, this study is favorable to the following beneficiaries:
For the Dean
This study will be beneficial to the Dean of College of Arts and Sciences to
help assess the performances of the teachers and students and to improve the
department workload and activities that can be beneficial to the students’ study
habits and academic performances.
For the Faculty
This study will be beneficial to the College Faculty for them to identify and
help improve the academic performance of the College of Arts and Sciences
students based on Study Habits and Academic Performances of Bachelor of Science
in Social Work.
For the Guidance Counselor
This study will be beneficial to the guidance counselor to improve his/her
monitoring on the study habits of the College of Arts and Sciences students of
Basilan State College.
For the Students
This study will be beneficial to the students of Bachelor of Science in Social
Work for them to improve their study habits and academic performance.
For the Future Researchers
This study will be beneficial for them to improve their next study of their
research. They may be able to use the result of the study in further research similar
to what this study is.
SCOPE AND DELIMITATION OF THE STUDY
This study was conducted within the premise of the Basilan State College.
This study was focused on the study habits and academic performances of Bachelor
of Science in Social Work Freshmen Students.
In conducting this study, it is limited only for the students in College of Arts
and Sciences. The respondents were only limited to 100 students. Their responses
remained confidential and only the researchers can read.
DEFINITION OF TERMS
For clearer understanding and clarification, the important terms used in this
study are hereby operationally and conceptually defined.
Academic Performance - Academic performance refers to the outcome of
education, the extent to which a student has achieved his educational goal.
Habits - Habits refer to a thing that someone does often and almost without thinking,
especially something that is hard to stop doing. It is a usual behavior.
Learning Style - Learning styles refer to a range of competing and contested
theories that aim to account for differences in individuals' learning. Many theories
share the proposition that humans can be classified according to their 'style' of
learning, but differ in how the proposed styles should be defined, categorized and
assessed.
Study Environment - Study environment refers to the physical, psychological and
social circumstances that affect your wellbeing as a student and how you experience
your studies. The term study environment is often used, but the law often refers to
students' work environment.
Study Habits - In this study, study habits are the behaviors used when preparing for
tests or learning academic material. It also refers to the habitual practices a student
or an individual uses to help them study and learn.
Study Skills - Study skills are an array of skills which tackle the process of
organizing and taking in new information, retaining information, or dealing with
assessments.
Time Management - Time management is the process of planning and exercising
conscious control of time spent on specific activities, especially to increase
effectiveness, efficiency, and productivity.
CHAPTER II
REVIEW OF RELATED LITERATURE AND RELATED STUDIES
A good study habits usually reflected in our attitude toward studying, how
much we want to learn and how we learn effectively. Effective study habits are
important part of learning process. Thus, a good study habits are about keeping to
a daily routine, being organized and treating each subjects equally. Such planning
and organizing class schedule, prioritizing assignments and studying before and
after examination are visible variable to consider in having a positive study habits.
Study habit includes time and dedication in learning.
In the study conducted by Rolando Macedo Aguirre, Daniel Cardoso, and
Salvador Bobadilla Beltran (2020) on Study habits among university students of
accounting at Centro Universitario Temascaltepec, Mexico which aimed was to
determine the level of utilization of study habits by students in the second, fourth,
sixth and eight semester of the Accounting Degree in the Temascaltepec Univeristy
Center of the Autonomous University of the State of Mexico. 143 students of all
sexes were used
to choose volunteers for the study. They employed a quantitative technique to
determine the degree of utilization of the scales: study environmental condition,
study planning, use of materials, content assimilation, and sincerity in order to gather
data using the validated inventory tool of Habits of Study by Pozar (2002).
The results of the study show that students in the second, fourth, sixth, and
eighth semesters had a high level of moderate normal utilization, as shown by direct
scores of 23.2, 25.6, 23.3, and 25.9, respectively, for the study environment
condition. The second semester students were found to have a level of Low Normal
use on the study planning scale, whereas the fourth, sixth, and eighth semester
students had a level of Moderate Normal utilization with scores of 10.8, 13.9, 14.6
and 14.5, respectively. Students in the second semester had a level of Normal Low
material use, whereas those in the fourth, sixth, and eighth semesters had Moderate
Normal use, with values of 17.1, 19.7, 20.2, and 21.1, respectively.
All students in each semester scored Normal Low utilization on the
assimilation of the content, with direct scores of 16.1, 15.9, 16.4, and 17.4
respectively. Students from each semester demonstrated a Moderate Normal level
of usage on the content sincerity scale with ratings of 18.1, 19.3, 18.8, and 18.3,
respectively.
A positive study habits can also be seen in the study skills of the students. It
is their skills in taking new information, retaining information, and dealing with
assessment. Study skills is vital for academic performance, by these skills, students
are able to make a successful learning. In the study conducted by Ashraf M.F Kamel,
Fathy A. Behery, Gamal M. Kenawy, Tarek El A Ghamrawy, Mohammad S. Sali,
Mohammed M. Nasr, Mohammed A. Shaheen, Raid S. Shatat, and Mohammed M.
Baag (2020) on Exploring Study Skills among University students in Riyadh, Saudi
Arabia which the study aims to explore the study skills of the students in Riyadh Elm
University, Riyadh, Saudi Arabia and identify possible correlation of students’ study
skills with gender, academic level, and study field. 816 pupils in all took part in the
study conducted by the researchers. The researchers used a modified version of the
Counseling Centre at Houston University's study skills evaluation questionnaire to
gather
data.
In
concentration/memory,
eight
study
domains—time
aid/note-
taking,
management/procrastination,
test
strategies/test
anxiety,
organizing/processing information, motivation/attitude, reading/selecting main idea,
and writing—a 32-item questionnaire was distributed. The responses of the students
were recorded on a 4-point Likert scale, and the data collected were analyzed using
descriptive statistics and an independent t test. 816 people responded to the survey,
and the average REU student's total study skills score indicates mediocre study
skills.
The results suggest that 213 students (26.10 percent) had strong study skills,
574 students (70.34 percent) had moderate study skills, and 29 students (29.34
percent) had low study abilities (3.55 percent ). The results indicate that domains 2
and 4 (concentration/memory and test strategies/test anxiety) had the greatest
scores, while domains 6 and 7 received the lowest scores (reading and writing). The
researchers' findings showed that most REU participants used study skills at a
moderate level. It is advised that study skills instruction be included in academic
programs for students.
In the study conducted by Jhoselle Tus (2020) on the Influence of Study
Attitude and Study Habits on the Academic Performance of the students which
examined the students' academic achievement, study styles, and attitudes. The
survey also sought to determine how respondents' academic performance was
impacted by their study habits and attitudes. Senior high school students at a
Catholic school in Bulacan, the Philippines, served as the study's respondents. The
descriptive-correlational research method was used to collect data in order to
describe the demographic profile of the respondents in terms of their study attitudes,
study routines, and academic performance. One hundred thirty (130) senior high
school students in all took part in the study. The results showed that the null
hypothesis was tested for significance at the 0.5 alpha level to ascertain the
relationship between study attitudes, study routines, and academic achievement,
also the result revealed that the study attitudes and study habits do not significantly
affect senior high school students' academic performance.
Bentil, et.al, on their "Study Habits of Students: Keys to Good Academic
Performance in Public Junior High Schools in the Ekumfi District of Ghana," looked
at the impact of study habits on academic performance among public Junior High
Schools in the Ekumfi District in the Central Region of Ghana. The researchers
embraced Bakare's Study Habits Inventory Theory (1977). The researcher used a
mixed sequential explanatory strategy to perform this study, gathering and analyzing
both quantitative and qualitative data. Using a multi-stage sample approach that
included proportionate stratified random sampling and convenience sampling
procedures, the study's overall population consisted of 475 students. As additional
tools for data gathering, the researchers used checklists, semi-structured interview
guides, and structured questionnaires.
Study habits indicates learning skills, it is how the students cope-up with their
studies such as taking notes, concentration during class discussion, being an active
participant in the class and being aware of the own learning style to a better and
effective understanding of the lesson. Gilbert C. Magulod Jr., (2019) explore on the
learning style preferences, study habits, and level of academic achievement of
students enrolled in Applied Science course of one campus of a Public Higher
Education institution in the Philippines on his study Learning Style, Study Habits and
Academic Performance of Filipino University Students in Applied Science Courses:
Implications of Instruction. Seventy-five respondents in all, who were carefully
chosen, were subjected to the study's descriptive correlational research design. The
researcher employed two sets of standardized equipment to gather data. The
findings of this study showed that while students in applied sciences courses had a
modest level of study habits, their preferred learning methods were visual,
collaborative, and kinesthetic. They exhibit strong academic achievement as well.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research methodology which includes the research
design used in conducting this study. This also includes the source of data, locale of
the study, population and sampling design, and instrumentation and the data
collection.
RESEARCH DESIGN
This study made use of Descriptive Quantitative research design and
Correlation with Documentary Analysis.
In quantitative research the aim is to determine the relationship between one
things (an independent variable) and another (a dependent variable or outcome
variable) in a population. The term descriptive research refers to the type of research
question design, and data analysis that will be applied to a given topic. Descriptive
statistics tell what is, while inferential statistics try to determine cause and effect.
A descriptive study establishes only associations between variables.
Descriptive studies are aimed at finding out “what is,” so observational and survey
methods are frequently used to collect descriptive data (Borg & Gal, 1989).
Descriptive research is unique in the number of variables employed. Like
other types of research, descriptive research can include multiple variables for
analysis, yet unlike other methods, it requires only one variable (Borg & Gal, 1989).
For example, a descriptive study might employ methods of analyzing correlations
between multiple variables by using tests such as Pearson’s Product Moment
correlation, regression, or multiple regression analysis.
Correlational research is a type of non-experimental research method in
which a researcher measures two variables, understands and assesses the
statistical relationship between them with no influence from any extraneous variable.
The researchers also used Documentary analysis (document analysis) which is a
type of qualitative research in which documents are reviewed by the analyst to
assess an appraisal theme. Dissecting documents involves coding content into
subjects like how focus group or interview transcripts are investigated.
POPULATION AND SAMPLING DESIGN
This study made use of Stratified random sampling which is a method of
sampling that involves the division of a population into smaller groups known as
strata. In Stratified random sampling, or stratification, the strata are formed based
on the members’ shared attributes or characteristics.
In this study, a total of one-hundred (100) students enrolled in the Bachelor
of Science in Social Work program, thirty-five (35) students from the set A, another
thirty-five (35) students from the set B, and thirty (30) students from the set C enrolled
in BSSW Program during the first semester SY 2022-2023 were selected and
considered participants of the study.
The table below shows the distribution of profile of the respondents in terms
of age, gender, and ethnicity.
Table 1
Demographic Profile of the Respondents
Profile
Age
f
Male
24
Female
76
Male
18
Female
Non-binary
72
10
Tausug
30
Yakan
Chavacano
Tagalog
Bisaya
20
25
5
20
%
TOTAL
Gender
TOTAL
Ethnicity
TOTAL
Table 1 shows the demographic profile of 100 respondents in terms of age,
gender, and ethnicity. As seen on the table, the respondents in terms of age 18-20
(85%) female and male and for other age 21-25 (15%) female and male. In terms
of sex, majority belong to the female with 80 (80%) and (20%) male; while in terms
of ethnicity the Tausug is (40.%), Yakan (20%), Chavacano is (30%) and Bisaya
(10%).
Data Gathering Tool
The research instruments utilized in conducting this study is a standardized
survey questionnaire adapted from the website of scribd.com uploaded by Connie
Ryan from their paper “Study Habits of Freshmen Students”. The survey
questionnaire consists of four categories; time management, learning styles, study
skills, and study environment.
The survey questionnaire is divided into two parts. Part 1 of the questionnaire
provides information on the respondent’s profile, such as age, sex, year level, course
program and GWA (General Weighted Average) from secondary school graduated.
Part 2 provides the questions that may answer by the respondents as they integrated
the classroom in terms of their study habits.
To be able to gather the data needed from the respondents, Standardized
Printed Survey Questionnaires is utilized. In the Survey Form, Part 1 provides the
demographic profile of the respondents. Part 2 provides the questions in a like art
scale indicated in each to be selected whether their answer is always (5), most of
the time (4), sometimes (3), rarely (2), never (1).
Reliability and Validity
The survey questionnaires made by the researchers served as the tool in data
gathering and was checked and approved by the Research Instructor and Research
Adviser to serve as a proof of credibility of the instruments. After checking the survey
questionnaire made by the researchers it was submitted to the validators for
accuracy and validity and reliability of the instrument. The validity and reliability of
the instrument are important to avoid questionable findings needed for the study
especially the information that will be gathered through a survey questionnaire. Thus,
there are no biases during the conduction and even recording of data gatherer. The
Cronbach’s alpha value is 0.979.
Ethical Consideration
The researchers adhered to the basic ethical principle in research during the
conduct of the study since human subject was included as respondents. The
researchers make sure that the ethical consideration through seeking permission
from the respondents and explaining their rights as a subject of the study. The
researchers firmly stated that keeping the respondents identities is ensured and will
be properly observed. Hence, the respondents will be requested to sign a consent
form to ensure their participation in the study will be completely voluntary.
The researchers understood that the respondents have the right to make
choices based on their values and beliefs. Thus, the researchers respect the choices
of the respondents as well as their privacy.
Data Gathering Procedure
In conducting this study, permission was formalized by sending a letter of
approval to the Dean of College of Arts and Sciences, stating the permission to
conduct the study for the Bachelor of Science in Social Work program and
recommending approval from the Office of the Social Science Chairperson noted by
the adviser.
In compliance to Research Ethics Protocol, the researcher has obtained
needed permission to carry out the study. This also includes confidentiality of
information and anonymity of the respondents’ identities.
Statistical Tools
The analysis of the data collected was subjected to the following statistical tools:
Mean and Standard Deviation. This analysis was used to determine the study habits
of the respondents.
T-test and ANOVA. These analyses were utilized to measure the significant
difference in the Study habits of the respondents and their profile.
Frequency and Percentage Distribution. This tool was utilized to determine the
academic performance of the respondents.
Pearson recorrelation. This statistical tool was utilized to determine the relationship
between Study habits and academic performance of the respondents.
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