CORRELATION OF INTEREST AND STUDY HABITS AMONG GRADE 11 HUMSS
STUDENTS
In partial fulfillment of Practical Research 1 performed to Pagalanggang National High
School
Submitted by:
Calma, Catherine E.
Corpuz, Jan Cyril M.
Fajilan, Sydney Angel D.
Fernandez, Carl Vinzon
Manuel, Jericho S.
Research Adviser
Merced, Josa I., LPT
June 15, 2023
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TABLE OF CONTENTS
CONTENT PAGE
Title Page …………………………………………………………………….……1
Table of Contents…………………………………..………………………………2
Chapter 1: Problem and its Background
I.
Introduction …………………………………………………………………4
II.
Statement of the Problem ……………………………………………………6
III.
Assumptions …………………………………………………………………6
IV.
Significance of the Study ……………………………………………………7
V.
Scope and Delimitation ………………………………………………………8
Chapter 2: Review of Related Literature and Studies
I.
Related Literature………………………………………………………………9
•
Foreign …………………………………………………………………………9
•
Local ...…………………………………………………………………………12
II.
Related Studies…………………………………………………………………17
•
Foreign …………………………………………………………………………17
•
Local ……………………………………………………………………………21
III.
Conceptual Framework …………………………………………………………24
Chapter 3: Research Methodology
I.
Research Design ……………………………………………………………………26
II.
Population of the Study ……………………………………………………………27
III.
Sampling Design ………………………………………………………………….27
IV.
Methods of Gathering Data ………………………………………………………28
Chapter 4: Presentation, Analysis, and Interpretation of Data
I.
Presentation of Data ……………………………………………….………………29
II.
Data Analysis ………………………………………………………………………36
III.
Interpretation of Data ………………………………………………………………36
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Chapter 5: Summary of Findings, Conclusions, and Recommendations
I.
Summary of Findings …………………………………………………………….39
II.
Conclusion ………………………………………………………….………….....39
III. Recommendation …………………………………………………………….…...40
References …………………………………………………………………………….41
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CHAPTER 1:
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
All students have their own unique way of acquiring knowledge as well as
information in their study at school and even at home. Studying helps students in terms of
learning in their own way including their personal competencies that involve the learning
goals they have in their academics. As the students continue studying and find their own style
of learning, including strategies for acquiring knowledge, the discovery of study habits
occurs. Study habits tend to form when an individual studies in a repeating manner which
also has patterns that has an essential role among the students due to its importance in
learning at school as it provides how they will understand the lesson through a way they can
learn better. Furthermore, this can occur without the notice of an individual who is already
performing their study habits; however, they do not have an idea about it which makes them
conduct a study habit unconsciously. Nevertheless, a study habit can still be proficient despite
the unconscious action of an individual as efforts are not required to be exerted since their
body and mind are already used to it.
The interest in studying contributes to academic performance which also drives an
individual to get engaged with a certain activity or subject matter in which they are interested.
Study habits in terms of academics are significant to students in aspects of their academic
performances and themselves as a student. Nowadays, this is a timely and relevant issue
specifically for students after two years of not being exposed to face-to-face classes, making
their study habits before amidst of pandemic different now. It is undeniably true that study
habits enhance the student’s capability in terms of acquiring knowledge, however, it depends
on how the student will perform it as well as the type of study habits they have.
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Although study habits have significance in the academic performances of students,
there are poor study habits such as procrastination, distractions, and multitasking which
mostly lead to negative results as suggested by Xu et al. (2019). In addition, study habits can
be effective or ineffective based on how a student does it. The challenges they face in
studying affect how they learn in school through their study habits which also contribute to
the performance of students in academics. There is also a lot of research which is related to
this study that has examined the study habits of students, and most of it is related to their
academic performance, which is significant, the concluded outcome of those studies is
somehow limited, and the researchers have found gaps that have to be examined.
The research study aims to identify how study habits correlate with the interest of
Grade 11 HUMSS Students at Pagalanggang National High School. Also, the researchers
seek what are the study habits of students in the time of distance learning and now in face-toface classes in order to examine how it differentiates from each other since as mentioned,
there are study habits that can be effective and ineffective which also has a positive or
negative result. In order to support the idea, the challenges faced by the students in their
studies are also subject to be investigated since they can possibly affect their study habits.
Furthermore, as the study habits are examined deeply, the researchers aim to interconnect
them to the interest of the students, its correlation to be specific. That pushed the researchers
to seek answers to the challenges that students face in their study habits as well as the
interests of the students in their study in order to examine both sides of the certain situation.
The interest of students can help the researchers find possible solutions to help students
develop their study habits correctly and conduct it in a more effective way now in face-toface classes to avoid poor study habits that they have before in distance learning.
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STATEMENT OF THE PROBLEM
The main objective of the current research is to perform an investigation of the
relationship between study habits and the selected students from Grade 11 Humanities and
Social Sciences in Pagalanggang National High School-Senior High School Academic Year
2022-2023 with the use of the following questions:
1. What are the study habits of Grade 11 HUMSS Students in Pagalanggang National
High School-Senior High School?
2. What gives the Grade 11 HUMSS Students interest in studying?
3. What are the problems or challenges that students face in their study habits since there
was a shift from the learning method in school from distance learning to face-to-face
classes?
4. What is the correlation between having an interest in studying with the study habits
among Grade 11 students of Pagalanggang National High School?
ASSUMPTIONS
Assumptions are important components of a research study, including the study of the
interest in studying and the study habits among Grade 11 HUMSS as examined in
Pagalanggang National High School- Senior High School. In the context of the study, the
following assumptions are expected by the researchers:
1. The Grade 11 HUMSS Students have developed effective study habits with the help
of their interest in studying.
2. The challenges of Grade 11 HUMSS Students in their studies affect the study habits
they have.
3. The study habits of Grade 11 HUMSS Students before in distance learning are
different now in face-to-face classes.
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SIGNIFICANCE OF THE STUDY
This study is conducted to establish an understanding of education regarding the
relationship between the interest of students in studying and their study habits today. The
result of the study will be beneficial to the following:
To the principal. This study would give them an overview of what school programs and
activities have the essence and benefits to students that can create an enhanced study habits
which can help the students in school.
To the teachers. The result of this study would help them in finding an idea of teaching
strategies and techniques which they can apply in order for students to have an effective
habitual practice in learning through their teaching.
To the parents. This would help the parents also as educators of the students to have an
awareness of the issues that their children are possibly facing in terms of studying in order to
help them in facing it through the recommendations of the researchers.
To the students. This study would give students the knowledge of how to correctly create
and conduct their study habits using their interests instead of doing the negative ones in order
for them to have better and improved grades.
To the researchers. The result of the research study has benefits to the present researchers as
well as the future researchers which can be used as a basis for the related research study in
the future.
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SCOPE AND DELIMITATIONS OF THE STUDY
This study aims to understand the interest in studying and study habits among Grade
11 HUMSS students. The participants of the researchers are only the eight students from
Grade 11 Humanities and Social Sciences including Marx, Kant, Descartes, and Locke, two
students per section who are presently enrolled in Pagalanggang National High School-Senior
High School Academic Year 2022-2023. This research will not be conducted outside the
population of the school, which is the students who are under the Humanities and Social
Sciences Academic Track, wherein it will only take place within Pagalanggang National
High School-Senior High School. Any subject matter nor topics that are not included in the
study will be eliminated by the researcher, also in terms of gathering the data.
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CHAPTER 2:
REVIEW OF RELATED LITERATURE
This chapter of the study is the Review of Related Literature, including studies and
literature from foreign and local, that will serve as a basis for the study. Some theories related
to the research study were provided as well by the researchers in order to support their study.
RELATED LITERATURE
Foreign Literature
Study Habits
According to Wong (2018), there are study habits that can help in the guarantee of
good grades which is effective since it also lessens the stress. In developing good study
habits, creating a weekly schedule helps in learning how to focus on a certain task, especially
the fixed commitment of an individual. Making a pre-studying checklist makes an individual
mind focused on accomplishing the list which is essential in terms of ensuring that every
necessary step is taken to achieve a certain outcome. A similar study habit to a checklist is
developing a study plan that keeps an individual on track which has to be created at the start
of each study session in order to consistently practice it until the student does it habitually. A
study plan helps with concentration on what tasks need to be finished without any distractions
from the things that are not required to accomplish on a certain day. Therefore, being an
organized person with clear schedules each day is a must for students in order to have the
good grades that study habits guarantee which still depends on how an individual practices it
consistently.
There are factors that allegedly affect the study habits in higher education during the
pandemic last 2021 that was based on the opinions of the students on how they practice their
strategies or techniques in terms of learning. It was stated that the study habits originated
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from the styles of their learning lessons, the digital tools they use, the home environment they
live and experience things, the class discussions they recorded, the way how they manage
their time, the members of faculty in the school, their family, health nutrition, the
environment they are included on socially, as well as the factors in psychology that greatly
affects their learning skills. The change in the study habits of students is based on the
recording of their class online in which factors related to it are respectively followed such as
skills in terms of managing their time, the environment they have socially, the digital tools
they use, the style of learning, factors in terms of psychology, the members of faculty, as well
as the relationship they have with their family. Variations based on their gender and how their
study was programmed were also seen in the answer of respondents in the conducted
interview (Dilsat, 2021).
According to Arieta et. Al (2017), study habits are very important to students' lives.
Each student's academic performance is influenced by their study techniques. The study
claims that studying is an art that demands effort and practice. Each student's success is based
on their talent, intelligence, and behavior. Thus, a student can improve through the use of
several productive study practices. Good study habits, such as finishing homework,
participating in class, managing their time, remaining focused, and working hard,
demonstrated a substantial beneficial link to their academic achievement, according to the
study referenced by Fouche (2017). Additionally, because these study habits are study
practices that are used in learning, students need to acquire them. Students cannot perform
and enhance their academic performance without forming study habits (Ebele & Olofu,
2017). Sikhwari (2016) said that cognitive traits like intelligence are seen to be determinants
of academic performance. The study found that students’ academic success is positively
impacted by their study habits.
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Interest
According to Moneva et al. (2020), interest has an important role in the passion of
students in terms of academics since understanding their actual passion helps in discovering
the true passion of a student in achieving the goal they have. The learning interest of students
also has a positive effect on the way they learn and having an awareness of the importance of
having an interest in life is significant to their academics. Some events can obtain the interest
of an individual, and attention can be drawn to a person, action, circumstance, or item that
can lead to or produce motivation in their life. Also, various conditions inside the
environment or their surroundings, particularly from their parents, can influence the interest
of students. Therefore, emotional relationships affect how someone behaves. The reason why
motivation that the parents of students often give to them in studying has a role to play in
terms of their interest which also developed it more.
According to Harawieckz et. al (2016), interest is a powerful motivator that drives
learning, directs academic and professional routes, and is critical to success in academics.
Interest is both a psychological condition of attention and affect toward a certain item or topic
and a long-term tendency in engaging in their studies. The four-phase model of interest
development directs interventions that enhance interest and capitalize on existing interests by
integrating these two definitions. Attention-getting settings, scenarios evoking prior
individual interest, problem-based learning, and increasing utility value appear to be
beneficial interest-enhancing strategies. Therefore, promoting interest can help students have
a more engaged and motivated learning experience which can lead to a powerful and potent
motivation that they can use in all aspects, not just in terms of academics.
According to Renninger (2016), interest development starts in a particular scenario.
Individuals do in fact grow more conscious of their own interests as an integral part of
themselves as they progress through these four phases of interest (e.g., consider themselves
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Monet enthusiasts). The four-phase interest development model has effects on instructional
strategies. First, according to the concept, interest grows gradually and can be stimulated by
outside factors like interesting lectures and field trips for students. This suggests that without
outside assistance, interest may wane or perhaps vanish. Second, the model suggests that
students at various phases of interest growth may profit from various forms of outside
assistance. Teachers may be able to create settings that pique students' interest when they are
unfamiliar with a subject (for instance, by starting a chemistry lesson with a demonstration of
a chemical process). However, when students come into a situation with a certain level of
interest, teachers might be able to sustain that enthusiasm by making interventions to increase
their knowledge of the subject and establish its perceived worth. As a result, teachers can
encourage children to acquire new interests in the first two phases (situational interest that is
triggered and maintained) and then maintain or strengthen those interests in the second and
third phases (individual interest that is emerging and well-developed). Teachers can
encourage students' motivation and success by doing this.
Local Literature
Study Habits
Poor study habits have a negative impact on academic achievement, and there are six
poor study habits and advice on how to change them according to Garcia (2013). First, music
and television are major distractions, even when family members are watching them in other
parts of the house. Flickering lights and sounds not only catch the attention of students but
also slow down learning and make it harder for students to understand what they are reading.
The avoidance of watching television or listening to music during study time gives students
the best chance of learning. Second is the wrong study partners, in which it was stated that
wrong study partners can hinder the ability of students to learn. Not every partner act as a
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study companion, which is the reason why students should carefully observe and get to know
their partners in order to ensure that they will benefit from working with peers.
Furthermore, Garcia (2013) illustrates the typical issues students face as a result of
bad study habits. The constant text messages, push notifications, alerts, incoming calls,
connectivity, and social connectivity can be a constant source of distraction for students as
well, the third one. In order to overcome this obstacle to learning, students must have an
awareness of the rules and keep all cellular phones, laptops, and tablets they have hidden
during study sessions, unless it is absolutely necessary. Fourth is poor note-taking abilities.
Note-taking abilities require practice, and if a student has not mastered adequate recording
strategies, success becomes more challenging as the subject matter becomes more difficult.
Students must learn how to jot down important information from lessons, take notes on visual
aids, and organize their thoughts. Fifth is the lack of organization. Some students are
naturally disorganized, but it is still the obligation of students to check each assignment,
especially the upper grades. Last is the lack of preparation. If a student frequently forgets to
bring home necessary textbooks and study materials, they must develop a checklist system
that they can use every day before leaving the classroom to help remind them of those crucial
items. It is nearly impossible to study without the proper tools. The study mentioned above
by Garcia (2013) illustrates the typical issues students face as a result of bad study habits.
A habit is an action that is repeated until it happens automatically. A habit is
something that is done deliberately, regularly, and deliberately, not relegated to a second or
random place in life according to Irahi et al. (2015). Study habits are behaviors that students
use to prepare for exams, study academic material, and so on. Students who want to become
scientists at certain universities may need to work on the correct study methods. Without
good study habits, students cannot succeed. A study habit is an uninterrupted commitment to
the task of learning over time. Below that, the person must be fully committed. Study habits
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can tell what a person discovers, where they want to go, and where they want to make money.
All of these can be determined by lifelong learning habits. Students should use a variety of
strategies when studying. This strategy will definitely give you good results. As we all know,
students have different study habits. Some students learn using natural habits and different
learning styles. It is good to study in a quiet environment, but some students have different
learning methods. Therefore, study habits can be derived from the planned and dedicated time
that can be devoted to a study task. Without them, no one can grow and limit their own
learning. They are only maxed out in their study habits (learning/teaching). They show us
how far they want to go, how much they want to earn, how skilled they are at the job they
choose, and they decide through their study habits throughout their lives. Lawrence (2014)
states that in order to improve the quality of education, we need to develop reliable and
efficient strategies to raise educational standards. For students, there are important rules on
which academic performance is based. This is the student's needs and the competencies,
skills, etc. required for the course of study.
Learning styles are the characteristics, strengths, and preferences of how people
receive and process information. It also refers to the fact that each person has their own
methods and strategies for learning (Gokalp, 2013), defined learning style as the complex
process by which individual learners effectively assimilate information quoted by Ghaedi et
al. (2014), defines learning style as a change in how a learner uses one or more of her senses
to comprehend, organize, and retain experiences. doing. As the premise of this study
identifies a paucity of research on student learning styles in trade, technology, and industry in
vocational and technical education confirms that learning styles vary greatly by professional
and technical expertise. Recognizing the different learning style preferences of students
enrolled in applied science programs ultimately leads to a more effective learning experience.
In fact, Alavi et al. (2017) conclude that having background knowledge about students'
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learning styles can improve their learning while enhancing their self-actualization.
Understanding learning styles helps teachers apply appropriate teaching strategies and
methods to improve student performance. As a result, both teachers and students receive
positive feedback about their strengths and weaknesses in teaching and learning scenarios.
Santos et al. (2018) suggests that determining a student's learning style ultimately improves
the educational experience. The exciting literature to date confirms that learning style predicts
student academic performance. The literature also suggests that study habits are predictors of
academic achievement. Similarly, Siahi and Maiyo (2015) investigated a student's study
habits and academic performance and found a positive correlation of 0.66 for her between
study habits and academic performance. This result suggests that study habits are necessary.
Interest
Kahu et al. (2017) distinguish between two separate categories of interest. These are
first, the Individual Interest in a student's qualities, individual interest is also known as a very
steady indicator of a student's assessment and disposition toward a certain subject. Thus, one
of the psychosocial factors that motivate the learner is personal interest (Kahu et al., 2017).
The term "individual interest" refers to a relatively consistent propensity to interact with and
participate in particular objects and events. This practice promotes improved learning and is
linked to a positive, enduring psychological state. When someone with a particular interest in
dialogue and public speaking, they will seek out possibilities while taking part in similar
activities, appreciating the experiences involved, and expanding their horizons their
knowledge. Second is Situational interest which refers to an emotion or feeling. The attention
and emotion sparked by the scenario are known as situational interest. A situation’s interest is
the mental state brought on by the surroundings, particularly the circumstances. Furthermore,
there are two categories of characteristics that contribute to situational interest. A formal
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structural trait like novelty, intensity, or ambiguity came first. The second includes
components like human activity, intensity factors, and life themes. For those who dislike
public speaking, a task like product promotion may be presented to them.
Interest is defined as "the enjoyment experienced while doing a job or subjective
interest" according to Kusmaryati et al. (2017). Gaining information can be thought of as the
process of learning. It's crucial for students to be interested in what they are learning, and
curiosity also helps them enhance their thinking abilities. Interest has an impact on both a
student's academic and extracurricular activities. Students pay more attention, process
information more quickly, and employ more effective learning strategies, such as critical
thinking, a connection between old and new knowledge, and attendance at a deeper structure,
when they are interested in their own learning, such as learning English or speaking.
Furthermore, the interest of students in learning is essential as it has an important role in
terms of the development of the thinking ability of a student which also powerfully influences
academic and professional choices. The interest that a student has in what they are learning
tends to help them to give attention to and focus on processing the information in a more
efficient way. Also, it employs more learning strategies that are effective including critical
thinking and making connections between old and new knowledge which enrich the
performance of students in their studies.
According to Van et al. (2020), when we are thrilled and engaged in something, it is
constantly conscious of us, and we comprehend its significance in our life. Furthermore, man
develops a specific affinity for it, so the fascination that draws him to it causes a
psychological urge to approach it intimately. Viewpoints on enthusiasm and interest in
awareness: In his book "Personal Psychology," psychologist Covaliop introduced the idea of
interest. Viewpoints on active teaching methods: "Active teaching method" is a short term
used in many countries to indicate educational and teaching methods aimed at promoting the
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positive, proactive, and creative qualities of learners. Furthermore, in terms of teaching
strategies, the word "positive" refers to action and proactiveness as opposed to passivity and
inactivity. It is not used negatively. In that regard, enthusiasm includes a desire to learn. A
distinctive attitude of students toward the course material and learning activities is known as
exciting awareness. Being able to make students happy while they are learning is important
since students are aware of how important it is to study certain courses at the university level.
RELATED STUDIES
Foreign Studies
Study Habits
According to Jafari et al. (2019), there has been previous research that has shown that
good study habits include studying in a quiet place, studying every day, turning off devices
that interfere with learning, writing down important content, and regularly. This includes
taking regular breaks and breaks and listening more quietly. Worst study habits include
procrastinating, avoiding learning, studying in inappropriate environments, and listening to
loud music or TV while studying. It was also stated in the study regarding the status of study
habits was moderate for most of the students in the study. Therefore, it is recommended for
the study habits of students to be considered and evaluated at the time of administrator in
university. In addition, students must be provided with training that is specialized to assist
them in the development or change in terms of their study and study habits in order to
improve their academic performance.
Studies worldwide show that study habits are the most important predictor of
academic achievement, and study habits influence academic achievement based on the study
conducted by Jafari et al. (2019). In this regard, the students in the research study are faced
with a large amount of information that is difficult to organize and learn, requiring knowledge
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and application. There was also evidence that learners who do not have sufficient information
about their learning strategies do not achieve effective and stable learning and thus do not
achieve adequate levels of academic achievement. In other words, high-achieving students
use the skill more often than low-performing students. It was also given the important role of
study skills in a student’s academic achievement, today, many prestigious universities such as
York University in Canada and the University of Berkeley in California teach study skills to
newly enrolled students. Considering the importance of student learning skills and habits and
the important role they play in student achievement, recognize that study habits vary from
person to person, from place to place, and as a result of relevant research.
Furthermore, a study conducted by Angkrini (2021) regarding the spread of
coronavirus (COVID-19) explains that it made individual learning activities become virtual
meetings in various online applications. This new system of learning requires students to
adapt their study habits and make them different from what they get in traditional face-to-face
classes. The status of the study habits of students is the management of their study time and it
has especially become a pandemic since 2019-2020. It was stated in the study as the results
were analyzed descriptively that the five indicators of study habits: time management,
classroom attendance and participation, general study strategies, and exam preparation and
note-taking as it is considered. Also, it states that female students had better study habits than
male students, especially with respect to time management, active learning activities, ability
to find study materials and references, and general note-taking ability, and they are more
active in classes wherein they seek for additional references and have questions to ask the
lecturers which is their preferred way of learning. On the other hand, the study habits of male
students in dealing with exam preparation are much prepared compared to female students of
the study. Therefore, the study habits of students must be considered and evaluated when they
enter school, and in addition, special training must be given to them in order to help them
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change their study habits into better ones.
Agustin et al. (2018) described the learning outcomes of study habits in high school
and their contributio. It stated that the study habits of the students based on the result have
good learning outcomes, making it considered a higher category. Also, study habits have
significance in terms of their contributions to the learning outcomes of study habits in high
school that improve and develop the individual through study habits, making it one of the
factors in terms of contribution to their performance in academics. Moreover, counselors in
school, as well as the subject teachers of students, were said to have a big role in the study
habits of students with high potential that they have, because they can provide services to the
learners which are multiple which is stated to be a must such as the mastery of services in
content and information they give to students. Most of the study habits among students are
still moderate which must achieve enhancement and get higher. Therefore, it was concluded
that study habits have good outcomes for students.
Interest
A study conducted by Cheung (2017) states the learning outcomes of students are
affected by their interest in the study including their self-efficacy and the perception of their
instructors. The interest of individuals can be defined as stable in relation to the enduring
personal emotion they have as compromised in their reactions in school. Five factors were
discovered in this study that influence students' individual interest in school scientific classes:
situational effects in science courses, individual interest in science, science self-concept,
grade level, and gender. Therefore, self-concept was the most influential element influencing
pupils' individual interest in school classes, followed by individual interest and situational
effects in lessons. Gender and grade level were shown to be insignificant variables. These
findings show that if teachers wish to inspire pupils to learn science at school, they should
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pay special attention to the relationship between academic self-concept and curiosity.
Academic achievement, according to Harackiewicz et al. (2016) is dependent on a
student's level of interest, which is a powerful motivator that propels learning, determines
academic and professional routes, and energizes learning. Interest is a long-term tendency to
reengage as well as a psychological state of attention and feeling toward a certain thing or
issue. These two criteria are combined into direct interventions that promote interest and
capitalize on pre-existing interests through the four-phase model of interest development.
Four approaches to pique interest appear to be successful: attention-grabbing surroundings,
scenarios that evoke prior personal interests, problem-based learning, and increasing utility
value. Students who are encouraged to take an active role in their education are more
motivated to do so.
According to Singh (2020), There are several things that might influence students'
involvement; making them motivated to study can be a real problem. In general, educators
and parents spend a lot of time considering how to motivate students and pique their interest
in education. Making sure the content resonates with them is the best method to engage
pupils in their study. There are numerous methods for picking the interest of students in
learning; these techniques were adopted from general classroom instruction and offer
effective pointers for students with moderate and severe impairments. Find out what students
are passionate about, and then utilize those interests as a natural motivator to enhance
engagement. This will help students become more interested in what they are studying.
Student involvement increases when the subject is related to what they enjoy doing because
they are more inclined to spend time reflecting and coming up with creative solutions. One
key learning strategy that increases student attention is connecting the material to real-world
experience. The largest error parents and educators make is to restrict learning to the
classroom when it comes to developing excellent learners.
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Local Studies
Study Habits
A study conducted by Jereb et al. (2022) stated the result of the new approach to
education, which was brought about by the COVID-19 pandemic. It was discussed how the
new educational models have affected students' study habits and whether there have been any
changes to how much time is spent studying, where it is done, how it is done during lectures,
social aspects, and the benefits and drawbacks of distance learning. A reduction in motivation
and its connection to students' lower learning goals, grades, and learning was harder to focus
on, but they did find that some kids wanted to keep studying in specific situations was
observed. Also, the numerous study behaviors depending on the time and location of study,
which are largely related to the result of the new strategy's increased freedom and flexibility
for them, movement and social interaction outside the home are restricted was stated.
Furthermore, the study by Abastillas et al. (2018) addressed the importance of study
habits in terms of the academic performance of senior high school students to improve their
performance in school since academic performance has an essential role to play in the
education of students. It was stated that a student with good study habits would have a good
academic performance as well in school which means those who have negative study habits
will result in negative results. Also, based on the study habits of the students, there was a
significant mean difference between the students from the bottom and students on the top as
well as their academic performance in school in which students with proficient and above
performance in academics are the top students, while the rest have below proficient which is
stated to be quite negative. Therefore, different study habits have different effects on the
academic performances of every student based on their efficacy and how it was done, and the
students who invest more in their studies do better in school.
According to Ashish (2013), if students want to ensure academic achievement over
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the entire year, they must abandon unfavorable study habits and embrace productive ones.
Regardless of age or academic aptitude, he continues, utilizing effective study strategies
might be the difference between passing a class with flying colors, barely passing, or worse,
failing miserably. She admits that, despite her best efforts and intentions, many of the modern
study habits or tactics can lead to complete disappointment. Also, analyzing study habits and
connecting them with associated grades, as well as proactively establishing a study plan and
timetable around the tried-and-true methods, are the three most successful study tools.
Interest
According to Wang et. al (2022), success in education depends on the passion and
drive of students to implement concepts that demand their attention as well as their interest.
However, due to the effects of the lack of interest among students, there have been difficulties
with intercultural dialogue, and aversion to innovation on their motivation. It investigated
how the lack of desire, resistance to innovation, lack of cross-cultural communication, and
lack of student participation play a role in the failure of education. The demotivation of
students is strongly and favorably associated with intercultural communication deficits,
innovation resistance, and student interest shown in the study. Also, the findings showed that
student demotivation functions as a potential mediating factor between resistance and
communication between cultures, a lack of student enthusiasm, and a system. With the aid of
innovation that increases the motivation and interest of the students, this study provides
guidance to decision-makers in the development of policies aimed at enhancing the education
system.
Using both a descriptive-comparative and a descriptive-correlational research
methodology, Capinding (2021) investigated the effects of modular distance learning on
students' motivation, interest, attitude, anxiety, and accomplishment. The results show that
22
pupils' ratings of mathematics are quite good. The majority of students state that they are
passionate, driven, and motivated to learn mathematics. They do, however, concur that they
experience anxiety when it comes to arithmetic. The interest and anxiety of students vary
dramatically when they are placed into groups based on their sexual orientation. However,
there was no discernible change in terms of achievement, attitude, or interest. The motivation,
interest, attitude, anxiety, and accomplishment of pupils in mathematics vary dramatically
among age groups. Students' levels of motivation, anxiety, and success vary.
23
CONCEPTUAL FRAMEWORK
INPUT
PROCESS
OUTPUT
1. What are the study
habits of Grade 11
HUMSS Students in
Pagalanggang National
High
School-Senior
High School?
The researchers have
The study found the study
conducted a series of
habits of the participants
interviews with a set of
which is somehow similar
validated
but also different at the
2. What gives the Grade
11 HUMSS Students
interest in studying?
3.
What
are
the
challenges or problems
that students face in their
study habits since there
was a shift from the
learning
method
in
school from distance
learning to face-to-face
classes?
4.
What
is
the
connection
between
having an interest in
studying with the study
habits among Grade 11
students
of
Pagalanggang National
High School?
interview
the
same time with each other.
related
There are also several
studies. The gathered
factors that gives students
data
8
interest in their study. The
from
students faced different
HUMSS
challenges from the shift
of
of distance learning to
questions
from
previous
from
the
participants
Grade
11
Students
Pagalanggang National
face-to-face,
High
School-Senior
there
High
School
are
experiences. It was found
and
in the study that there are
the
correlation
interpreted
analyzed
by
are
also
same
between
researchers with the
interest
use
studying and their study
of
thematic
analysis of data in
which
repeating
patterns and themes
are identified.
24
habits.
of
however,
students
in
As shown in Figure 1 illustrated above, in the framework of the study, the researchers
used the input-process-output (IPO) Model in order to show demonstrate the process that are
utilized in the research study.
The input includes the research questions of the study that contains the questions that
seek answers: What are the study habits of Grade 11 HUMSS Students in Pagalanggang
National High School-Senior High School? What gives the Grade 11 HUMSS Students
interest in studying? What are the challenges or problems that students face in their study
habits since there was a shift from the learning method in school from distance learning to
face-to-face classes? What is the connection between having an interest in studying with the
study habits among Grade 11 students of Pagalanggang National High School?
On the other hand, in order to find answers to the following questions mentioned in
the output of the framework, the researchers used the process of interview using the validated
questions that has been prepared. Thematic Analysis is also used in the process of the study in
terms of analyzing and interpreting data.
The output in the figure demonstrates the result of the study from the input and output
in which the questions from the research questions are answered.
25
CHAPTER 3:
METHODOLOGY
The Methodology of research includes the systematic process and how it was used in
the study such as the actions that the researchers take to investigate is described and
explained. The research design, sample, research instrument, data collection procedure, and
plan for data analysis will be presented in this third chapter of the research study.
RESEARCH DESIGN
The study utilized a Phenomenology research design of a qualitative study in
gathering and analyzing the data as well as the information regarding the interest in studying
and study habits among Pagalanggang National High School Grade 11 Students. With the use
of Phenomenology research design, the researchers aim to identify and examine the
experiences of students in terms of their habits in studying in the time of distance learning as
well as the current face-to-face such as challenges, they face and the differences in how they
study during the two different times.
Furthermore, the interests of students in studying are also examined in order to find
their correlation with the study habits of students. In order to seek answers to the following
research questions through qualitative study type of research, the researchers collected data
through interviews wherein open-ended questions are used in order to also gain an openended answer from the participants of the study in which written narratives are the way of
how the data are collected, analyzed, and interpreted by the researchers in order to discuss
and conclude the results of the research.
26
POPULATION OF THE STUDY
This research study is conducted at Pagalanggang National High School-Senior High
School. The researchers selected the participants of the interview from Grade 11 Humanities
and Social Sciences students who are enrolled in School Year 2022-2023. In the selection of
participants of the study, there are 2 participants per section of Grade 11 Humanities and
Social Sciences namely Marx, Kant, Descartes, and Locke, a total of 8 Grade 11 HUMSS
students are being interviewed regarding the interest they have in studying as well as the
study habits they have.
SAMPLING DESIGN
A purposive sampling design was used in the study. The researchers utilized this nonprobability sampling strategy in which the chosen specific participants of the study are based
on particular characteristics associated with the research study such as being Grade 11
HUMSS Students and having study habits and interest in studying. Moreover, the objectives
of the study are considered in terms of purposive sampling in order to meet the aim of the
study through the information that will come from the answers of the participants. In doing
the purposive sampling design, the researchers first identified the research problem which is
the study habits of students including the challenges they face due to the sudden shift from
distance learning to face-to-face classes. The population of the study was determined next as
well as the characteristics that are needed from the selected participants of the study,
specifically Grade 11 HUMSS Students who have study habits. Lastly, the results of the
sampling design were analyzed and interpreted.
27
METHODS OF GATHERING DATA
In regard to gathering data, some steps were considered in the conduct of the study in
understanding
the
relationship
between
the
interest
of
Grade
11
HUMSS
in studying and their study habits. The following researchers applied an interview method
using the provided questions from the previous related studies that have been validated. In
order to accomplish this, the researchers followed a step-by-step procedure in a systematic
process. First, permission from the administrative officer of Pagalanggang National High
School-Senior High School to conduct an interview pertaining to the said research title was
requested. In the second step, the researchers got permission as well from the class adviser
for each section of Grade 11 Humanities and Social Sciences in Pagalanggang National High
School-Senior High School to conduct an interview in his/her advisory as the selected
participants of the study. Last in the request for permission was the approval of the
participants of the study. The next step is the conduct of the interview to the eight participants
from four sections of the Grade 11 HUMSS namely Marx, Kant, Descartes, and Locke. The
following methods must be used by the researchers properly, ensuring the flow in obtaining
the data is done systematically as well as the research ethics and confidentiality to be
observed responsibly.
28
CHAPTER 4:
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
The researcher gives data in this chapter in the order of the difficulties that this study
seeks to address. The study has influenced the participants’ opinions and sentiments. The
researchers conducted a survey to learn about their participants' viewpoints. The researchers
collected the following information from Pagalanggang National High School Grade 11HUMSS students.
PRESENTATION OF DATA
Profile of the Respondents
Grade 11 Humanities and Social Science students of Pagalanggang National High
School were interviewed on May 25, 2022. Participants were provided with interview
questions.
Participants in the qualitative research study consist of 4 Grade 11- HUMSS Students
from sections Marx, Kant, Descartes, and Locke of Pagalanggang National High School.
Question 01: What do study habits mean to you?
P1: For me, study habit is an act to perform better in school.
P2: Study habits ung mga way mo para mas matuto o para mas mabilis kang matuto.
English Translation: Study Habits are your ways to learn or to learn faster.
P3: It’s about the learning process of your own.
P4: Ano dito ay matututo ka at marami kang malalaman.
English Translation: You can learn and discover a lot here.
29
P5: Study habit is an action such as reading, taking notes.
P6: For me, study habits is the way around how I love to study, what did I do to study, and
what are the things that I'm doing when studying. Study habits means a lot to me since it
reflects how I enjoyed my self studying at home, even in school.
P7: For me study habits means to expand our minds and learn what we don't know like me I
am a humss student who wants to improve in speaking English because I want to be a Flight
attendant as well as reading to expand my mentality.
P8: Study habits means for me is the habits that may help you to focus on your study
As seen in the result, the understanding of the participants regarding study habits are
different such as a way to perform better in school, your ways to learn or to learn faster, the
process of learning on your own, can learn and discover a lot, an action done, the different
ways of studying that reflects how an individual enjoys studying both at home and at school,
and it also widens their minds and discovers things they do not now such as improving their
skills in English also through reading to expand their minds.
Question 02: What are your study habits?
P1: I do memorize, but sometimes I prefer understanding the lessons than memorizing.
P2: Taking notes po.
English Translation: Taking notes.
P3: Listening to music while studying.
P4: Reading a book and listening in class.
P5: Writing and read.
P6: When studying, I always prepare my notes and ballpen with me. It's the way how I read,
then analyzed the topic, after, I do tend to write all of the informations that I understand.
30
Next, explaining the topic to myself. As a student, I am the one who's working for myself at
home, therefore, I need to discuss this matters so I can understand and comprehend more. Of
all, I do love to study at night, it gives me something than the studying afternoon after school.
P7: Reading.
P8: Backreading past lesson and listening in the teacher that discuss the lessons.
The participants stated that their study habits are memorizing but understanding
lessons are more preferred (P1), taking notes (P2), listening to music while studying (P3),
reading a book, listening in class (P4), writing, and reading (P5), preparing writing materials
to take down notes and read lessons in order to explain it to themselves and studying at night
which is more effective (P6). Moreover, reading (P7) and back-reading past lessons as well as
listening to the teacher who discusses the lessons (P8) are also the study habits of
participants.
Question 03: What gives you interest in studying?
P1: The determination of getting high grades makes me interested in studying.
P2: Curious sa mga bagay bagay HAHAHAHA syempre aalamin mo. Tsaka akala mo alm
mona lahat pero hindi pa pala.
English Translation: Curious about a lot of things HAHAHAHA, so of course, you will try to
find out. Also, you thought you already know everything, but you don’t.
P3: It gives me knowledges about everything that’s why studying is inspiring.
P4: Para maging maayos ang future ko.
English Translation: To make my future better.
P5: Because to achieve my goal or my dream.
P6: When studying, I also meet the new informations and knowledges that I can use for the
31
future purposes. Informations makes me wants to learn more. Words by words, sentence,
expressed my unsaid words through recitations and of all, having something that can be use
to know more things is something that is good when studying. Lastly, when you have the
knowledge, the fun thing is you're asking for more and the same time, you have informations
how does things works.
P7: I became interested in studying because of my dream that I want to fulfill and also for my
parents.
P8: To learn new things and more.
As seen in the result, the factors that give participants in studying are the following:
the determination of getting high grades (P1), curiosity about a lot of things that you will try
to find out because there are cases wherein you thought you already know everything, but
you don’t (P2), the knowledge it gives about everything makes studying inspiring (P3), and to
make the future of the participant better (P4). Furthermore, achieving their goal and their
dream is also one of the participants’ interests in studying (P5), new information from
studying including new knowledge also gives fun to the student in terms of studying (P6), the
dream they want to fulfill and their parents (P7), and to learn new things and more (P8).
Question 04: What is the difference in your study habits between distance learning and faceto-face classes?
P1: In distance learning, I feel lazy to answer my school works because I thought that I have
much time in doing the tasks that they gave me. While in face-to-face classes, I often do the
tasks immediately because I know that in the following days, they will give another task.
P2: Sa mga online class nakakatamad mag take notes kasi pwede nmn I ss tapos natamarin
kana din I sulat sa f2f nmn sisipagin ka magsulat kasi may mga extra silang dinadagdag sa
32
discussion nila.
English Translation: In online classes, it feels lazy to take notes because you can take a
screenshot anyway and you will also feel lazy to write. While on face-to-face, you will be
productive to write because they are adding extra (information) about their discussion.
P3: In distance learning you have to study on your own like self learning while in face to face
classes it’s much more easier now because there’s a teacher in every subject.
P4: Nung distance learning kase di ako nakakapag focus sa mga takdang aralin pero sa face to
face mas naging aktibo ako at mas madaming natutunan
English Translation: I was not able to focus to my assignments in online class before but in
face-to-face classes, I became active and I learned more.
P5: Mas natututo ako ng maayos sa face 2 face kaysa sa online class.
English Translation: I am learning better in face-to-face than in online class.
P6: The sad thing when distance learning happened, especially when the Pandemic came, I
tend to kill my time holding my phone and scrolling. Means, I only have my one hour and so
when studying at the time of distance learning. It is because I'm distracted, lack of
inspirations and lack of will to do the things that I need to do first. I set them as 'later,' and
making them in a minute before the deadline. In the other way around, when the Pandemic
end and we're now at face to face, I suddenly diverted my study habits to something that is
more of my time, and efforts.
P7: Based on my experience, face to face learning is still better because the teachers can
focus on the students in learning because I then improved my thinking in learning and I also
learned a lot from my teachers unlike during the previous pandemic I know very little
because I did not focus on the teachers' study because it is modular.
P8: The difference is in the distance learning I have no study habits when face to face is back
I got learned some study habits.
33
The participants stated that the difference between their study habits in distance
learning and face-to-face classes are the following: P1 states that they feel lazy in doing
schoolwork in distance learning but in face-to-face classes, the participant often does their
task immediately. P2 says that taking notes makes the participant feel lazy because there is an
option to take screenshots in distance learning, on the other hand, in face-to-face classes, the
participants state that they will feel productive to write due to added further explanations of
the discussion. On the other hand, the study habits of P3 in distance learning is self-study
while in face-to-face classes, the participants state that it is much easier now since there is a
teacher who teaches the lesson. The difference in study habits of P4 is in distance learning,
they are not able to focus on their assignments while in face-to-face classes, they became
active and learned more.
Furthermore, P5 says that they learn better face-to-face than in online classes. There
was also a sad thing about distance learning as stated by P6 in that they tend to kill their time
by holding and scrolling on their cellular phone due to distractions lack of inspiration and a
lack of will to do the things that they need to do first, on the other hand, now in face-to-face
classes, P6 diverted their study habits to something that is more of their time and efforts.
Based on the experience of P7, face-to-face learning is still better because it improved their
learning, and they also learned a lot from their teachers compared to distance learning
wherein they only learn a little since they did not focus on their teacher when it was modular
learning. Lastly, P8 does not have study habits back in distance learning but when face-toface classes were back, they developed their study habits.
Question 05: What are the challenges you experience in your studies?
P1: Pagiging makakalimutin.
English Translation: Being forgetful.
34
P2: Sleepless nights, stress, and breakdowns. Especially when my schedule is hectic, and
when there are a lot of schoolwork. I don't know what to do first.
P3: Actually many distractions are affecting my studies including noise, lack of submission
and simultaneously having many subjects that giving us many home work.
P4: Nahihirapan akong intindihin yung mga mahihirap na tanong Lalo na pag English
English Translation: I was having a hard time in understanding difficult questions especially
in English.
P5: Yung mga mahihirap na subject na nagsasabaysabay sa isang set.
English Translation: The difficult subjects that occurs at the same set.
P6: As a student, there's a lot of challenges that I experienced when studying. The tiredness,
the pressure, the head aches and the lack of time management when doing those Performance
Task, and the other activities.
P7: The challenges that I face in my studies are the problems that have not been removed
from my mind such as family problems, usually that's what I think about and that causes me
to not be able to focus, not to enter and fall in my grades.
P8: The challenges sometimes I didn’t get the lesson that discuss and distraction.
As seen in the result, the challenges that the participants faced in their studies are the
following: P1 answers being forgetful was the challenge they faced in studying. P2 has
sleepless nights, stress, and breakdowns due to their hectic schedule when there is a lot of
schoolwork, they do not know what to do first. On the other hand, P3 stated that many
distractions are affecting their studies such as noise, lack of submission and simultaneously
having many subjects that give them much homework. The challenge that P4 faced is the
difficulty in understanding difficult questions, especially in English. Furthermore, the
challenge faced by P5 is the difficult subjects that merge into the set every semester.
Tiredness pressure, headaches, and lack of time management were the challenges that have
35
been experienced by P6. Meanwhile, a problem due to family that they cannot remove from
their mind which causes a lack of focus was the challenge that P7 faced in terms of studying.
Lastly, P8 states that they sometimes did not get the discussion and there is also a distraction
that they experience in studying as challenges.
DATA ANALYSIS
The interview with the eight participants from Grade 11 HUMSS was conducted via
the Messenger messaging app wherein the data has been gathered. In the analysis of data, the
researchers first prepared and organized what has been collected from the participants.
Second, the data was examined by finding patterns and themes that were repeating in order to
emerge before reviewing the data. Thematic analysis was used in analyzing the data in which
repeating themes on the result was discovered.
The researchers identified the themes first before categorizing them. In analyzing the
data, the researchers discussed the responses that prevailed in the transcription and found
some similarities and differences in the data gathered from the participants.
INTERPRETATION OF DATA
The findings of the study indicate essential points to consider regarding the subject
matter of the study, which is the study habits of students and their interests in studying. First,
it was shown that students have their own understanding and ideas of study habits, and it was
found that the respondents have the same point about its purpose which is almost generally
connected with learning, and it is also a way of learning. However, there are also differences
in the meaning of study habits according to participants such as a way to perform better in
school, to discover a lot of knowledge, an action done through taking notes and reading, it
also expands the mind of the student through improving their skills as a HUMSS Students
36
which is connected with the course they will take, and the gathered data that clearly describe
study habits is it is the habits that may help an individual in focusing on their studies.
The data collected and analyzed regarding the study habits that Grade 11 HUMSS
Students have similarities and repeating themes that have been found in their study habits
namely writing or taking down notes of the lessons that have been discussed through
preparing their materials in writing. Reading is also the most study habit practiced by the
students in terms of studying specifically reading books that are also done at night since
according to the participant, it is more effective as they explain what they read to themselves
as part of their study habits which also includes reading again the past lessons from the
previous discussions. Furthermore, there are also differences found in the study habits of the
Grade 11 Students such as memorizing and understanding lessons, listening to music while
studying, and listening in class.
Based on the gathered data, there are factors that give participants interest in studying
which include the goal they aim to achieve with the use of their determination in order to do
it such as getting high grades, making their future better, achieving the goal they want to
fulfill and their dream, including the parents. On the other hand, the new knowledge and
information that the students can gain in studying were stated to give them an interest in
terms of learning that is also out of curiosity and the fun they get in learning new information.
In terms of the difference in study habits between distance learning and face-to-face
classes, the researchers found a similarity between the study habits of two participants in
distance learning that have been categorized into repeating themes as it occurs. The laziness
the students have in doing their schoolwork such as taking notes tends to take place since
there is an opportunity to just screenshot the lessons in distance learning instead of writing it,
the students tend to get lazy in schoolwork. On the other hand, compared to the laziness they
37
have in distance learning, it has a difference in face-to-face classes since they often do their
task on that time and get productivity is more felt since there is further information added by
the discussion of the teachers. Lack of focus tends to occur in the study habits of Grade 11
HUMSS Students in distance learning due to the time they use on their mobile phones and
not being able to finish their assignments since there is no focus guaranteed which is also due
to insufficient support and will they have in studying as well as the reason that it is just
modular learning. Moreover, it was stated that their study habits in distance learning are selfstudy which became easier in face-to-face classes when the teachers teach the lessons now to
provide knowledge. The study habits of the students in face-to-face classes tend to be active
and productive compared to distance learning and the difficulties they experienced in distance
learning were easy now in face-to-face classes. It was stated that the enhancement in learning
makes the method of teaching in face-to-face classes through the teacher and lastly, the study
habits are more developed at that time.
The challenges that the participants faced in their studies are analyzed to have
resemblance and distinction from each other. Psychological difficulties are faced by the
Grade 11 HUMSS Students due to factors such as stress and breakdowns that lead to a
sleepless night out of numerous schoolwork as well as the pressure, they face which tends to
give them tiredness. Problems in terms of family are also mentioned to be faced as challenges
in studying which results in a lack of focus. On the other hand, distractions take place in
being a hindrance to students out of the noises unintentionally breaking the focus they have in
accomplishing tasks in school.
38
CHAPTER 5:
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
The discussion, summary of the study, conclusion as well as recommendations for the
themes that emerged in the study is presented in this chapter.
SUMMARY OF FINDINGS
This study investigated the interest in studying and study habits of Grade 11- HUMSS
students in Pagalanggang National High School. The Phenomenology qualitative research
design was adopted in the study in which the experiences of the participants regarding study
habits are investigated through the use of interviews that has been conducted online via the
Messenger messaging App. A sample of 8 Grade 11- HUMSS students enrolled in the
academic year 2022-2023 were chosen as participants with the use of Purposive Sampling
Design which is a non-probability sampling. Therefore, the result obtained in the study
showed that the interest of students in studying is connected with their study habits.
CONCLUSION
The power of student interest in studying is powerful. When a topic is related to what
students enjoy doing, their engagement grows as they willingly spend time thinking,
dialoguing, and creating ideas in meaningful ways. (McCarthy, 2014)
The study determines that when students give attention to a certain topic in terms of
studying, they tend to aim to gain further knowledge and information about it out of interest.
Motivation and curiosity also drive the interest of an individual in terms of studying. As was
examined by the researchers, the study habits of the participants in the present are all
effective compared to their study habits in distance learning which is mostly due to laziness
compared to face-to-face classes wherein lack focus interferes because technology tends to
make the students lazy according to Maya (2018), and further negative experiences in terms
39
of challenges faced by the participants. It was also stated that they tend to be more productive
now in face-to-face classes. The interest of students such as motivation and determination
also play a role in their studies since motivation is a main aspect of achieving success.
The researchers concluded that the interest and the study habits of the participants are
essential based on the way they practice it now in the present is effective and effective study
habits have positive outcomes. Therefore, when a student has an interest in learning, they
tend to have effective and consistent study habits.
RECOMMENDATION
The following are the recommendations of the researchers considering the study:
1. Study has a huge and essential role to play in the life of students not just in terms of
academics. The habits that students have in studying are all positive, however, despite the
way they study, the students still experience challenges or difficulties. The researchers
recommended school guidance to have a program wherein the students can have an
awareness and expanded knowledge about study habits which both positive and negative
habits will be discussed. Also, encouragement to students is needed in order to avoid
ineffective habits in studying that can possibly lead to negative results.
2. Students gain interest in their studies due to the motivation they have. The
researchers recommended to parents give their children support and encouragement in order
to have their motivation in doing well in their studies.
3. The researchers also recommended students develop study habits that are effective
because it tends to have good learning outcomes and using their interest can also improve
their habits in studying. Distractions such as noises and gadgets should also be avoided as it
gives negative learning since it is ineffective in the way of learning and lack of focus might
occur.
40
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