EFFECTIVENESS OF THE STUDY TECHNIQUES AND ACADEMIC PERFORMANCE

OF GRADE 11 STUDENTS AT QUEZON INSTITUTE OF TECHNOLOGY

A Thesis
presented to
The Faculty Of the College of Education
Quezon Institute of Technology Inc.

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Elementary Education

By
James C. Gaco
Anelyn B. Echavez

May 2024
 ii

APPROVAL SHEET
This thesis entitled, “EFFECTIVENESS OF THE STUDY TECHNIQUES AND
ACADEMIC PERFORMANCE OF GRADE 11 STUDENTS AT QUEZON INSTITUTE
OF TECHNOLOGY” prepared and submitted by JAMES C. GACO, ANELYN
ECHAVEZ in partial fulfillment of the requirements for the degree of Bachelor of
Elementary Education, has been examined and is recommended for approval and
acceptance.

ROLANDO D. ACORIBA, JR., PhD. EdD. DPM

Adviser

PANEL OF EXAMINER
Approved by the Committee on Oral Examination with the grade of ___

SERGEV ROY, MORENO EdD

Chairman

TESSIE B. PRESBITERO, PhD CHERRY MAE B. SAJULGA

Member Member

Accepted and approved in the partial fulfillment of the requirements for the
degree of BACHELOR OF ELEMENTARY EDUCATION.

Dr.
VIRGENCITA B. CARO, PhD.
Dean, College of Education
 iii
ACKNOWLEDGEMENT
The researchers wish to express their heartfelt gratitude to those who are, in one way or
another, helped in the completion of this academic and highly intellectual endeavors;
special mention is conveyed to the following;
Dr. Rolando D. Acoriba Jr. College President and Chairman of the Panel of Examiners,
for his comments and suggestions that were so instrumental in the completion of this
thesis.
Dr. Virgencita B. Caro, Dean of the college of Quezon Institute of Technology, for her
valuable suggestions in this work.

Faculty and staff Quezon of Institution Technology, for the intellectual nourishments and
for the support services afforded to the researchers at the course of their studies which
made their stay in college fruitful and more meaningful;
Friends, classmates, and relatives who always inspire and encourage the authors to
take more proactive leap amidst insurmountable difficulties and odds in life;
Parents who have given their unconditional love who were always behind all the way
from the start up to the finish line of the race for knowledge, for their financial support,
for without them life would be very difficult, the researchers in a more special way
conveyed their gratitude.

Most importantly to GOD- The FATHER, the creator of Heaven and Earth, the GIVER of
the life and everything, for the strength and wisdom, for the more challenging daily
experiences.

This piece of the is humbly dedicated.

THE REASERCHERS
 iv

DEDICATION

to

Beloved Parents,

Guardians/Sponsors,

Friends, Relatives, Teachers and

Most especially to God Almighty

This humble piece of work is dedication

James C. Gaco
Anelyn B. Echavez
 v

ABSTRACT
[Link]:
Total number of pages:___
2. Authors: James C. Gaco
Anelyn B. Echavez
3. Type of document: Thesis
4. Type of publication: Unpublished
5. Host Institutions, address of Host institution, Region
Quezon of Institute of Technology, Blgy 6, Poblacion, Quezon Bukidnon,
Region X

6. Keywords Effectiveness of Different Study Techniques and Academic Performance

of Grade 11 students in Quezon Institute of Technology.
7. Abstract
7.1 Summary
The main purpose of this study was to determine the level of effectiveness of

different study techniques in the academic performance of grade 11 students at Quezon

Institute of Technology during this year, 2023-2024. The respondents were 50 students

who were students at Quezon Institute of Technology. The independent variables used

in this study are active learning, organization and time management, practice and

repetition, visual learning, auditory learning, kinesthetic learning and self-explanation.

Furthermore, we also used the demographic profile such as age, civil, status, gender,

and strand. These are used to determine the significant relationship between different

study techniques and academic performance.

 vi

7.2 Methodology

The study made use of the descriptive method of research, describing quantitatively

the findings of the following specific problems: the chapter discussed the research

design, research respondents, sampling procedure, scoring procedure, reliability and

validity of the statistical treatment of the study.

7.3 FINDINGS

The findings of this study were summarized as follows;

[Link] majority of respondents belong to 17 years old. HUMSS strand, single, and the

majority are females.

[Link] the effectiveness of study techniques on academic performance, the

majority of respondents ranked explained active learning as the followed by self-

explanation, kinesthetic learning and auditory learning.

3. There is a significant relationship between the effectiveness level of the different

study techniques and the academic performance of the respondents, considering

demographic profiles such as age, gender, and educational strand.

4. This different study techniques is an effective tool for learning outcome experience in

the academic performance of students.

7.4 CONCLUSIONS

Based on the findings, the following conclusions are drawn;

 vii

[Link] of the respondents are 17 years old, and different study techniques aid learners

in comprehending lessons while improving the overall learning experience.

[Link] study techniques can significantly enhance comprehension and the retention

of information across various subjects and disciplines.

[Link] study methods to individual learning styles can optimize the learning process

and overall academic performance.

4. Incorporating active reading, summarizing, mnemonic devices, spaced repetition and

practice testing into study routines can foster deeper understanding and long term

retention.

[Link] application of proven study techniques can help learners overcome

challenges and achieve academic success.

6. By implementing a combination of these strategies, students can develop strong

study habits that promote lifelong learning skill mastery.

7.5 RECOMMENDATIONS

Give the findings and conclusions, the following recommendations are offered;

[Link] the students encourage experiment with different study techniques to find what

works best for them.

[Link] the parents encourage your children to develop effective study habits by providing

supportive environment and helping them explore various study techniques.

 viii

3. To the teachers integrate diverse study techniques into your lesson plans to cater to

different study techniques and abilities within in the classroom.

[Link] the school authorities foster a culture of effective study techniques study habits by

promoting awareness and understanding of various study techniques among students,

parents and teachers.

 ix

TABLE OF CONTENTS

PAGE
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION v
ABSTRACT vi
TABLE OF CONTENTS x
LIST OF TABLES xii
LIST OF FIGURES xiv
CHAPTER
1 THE PROBLEM AND ITS SCOPE
Introduction 1
Conceptual Framework 4
Statement of the Problem 8
Null Hypothesis 9
Significance of the Study 9
Scope and Limitations 10
Definitions of Terms 10

2 REVIEW OF RELATED LITERATURE STUDIES

Related Literature 11
Related Studies 13

3 RESEARCH METHODOLOGY
Research Design 16
Research Respondents 16
Research Locale 16
Research Instrument 17
Data Gathering Procedure 17
Scoring Procedure 17
Reliability and Validity of the Instrument 18
Statistical Treatment 18
 xi

4 ANALYSIS, INTERPRETATION AND

PRESENTATION OF DATA

5 CONCLUSION AND RECOMMENDATION

Summary 30
Methodology 31
Findings 31
Conclusion 31
Recommendation 32

BIBLIOGRAPHY

WEBLIOGRAPHY

APPENDICES
Letter of the Respondents
Research Instruments
Curriculum Vitae
 xii

LIST OF TABLE

Table Page

1 Descriptive statistics on the Demographic 21

profile of the Respondents According to Gender

2 Descriptive statistics on the Demographic 21

profile of the Respondents According to Age

3 Descriptive statistics on the Demographic 22

profile of the Respondents According to Civil Status

4 Descriptive statistics on the Demographic 22

profile of the Respondents According to Strand

5 Descriptive statistics on the Effectiveness of Study 23

Techniques according to the Active Learning

6 Descriptive statistics on the Effectiveness of Study 23

Techniques according to the Organization and Time
Management

7 Descriptive statistics on the Effectiveness of Study 24

Techniques according to the Practice and Repetition

8 Descriptive statistics on the Effectiveness of Study 24

Techniques according to the Visual Learning

9 Descriptive statistics on the Effectiveness of Study 25

Techniques according to the Auditory Learning

10 Descriptive statistics on the Effectiveness of Study 25

Techniques according to the Kinesthetic Learning

11 Descriptive statistics on the Effectiveness of Study 26

Techniques according to the Self- Explanation

12 Descriptive statistics on the Effectiveness of Study 27

Techniques among seven variables
13 Descriptive statistics on the Academic Performance of 28
the respondents in the Filipino, English, Science
and Math

14 Correlation Table between on the Relationship of 29

Different Study Techniques and Academic Performance
Of the Respondents
 xiv
LIST OF FIGURE
Figure Page
1 Schematic Diagram of the Study
 Chapter 1

PROBLEM AND ITS SCOPE

Introduction

In pursuit of academic excellence students and educators are continually

exploring various study techniques aimed enhancing learning outcomes and academic

performance. The effectiveness of these techniques has been a subject of considerable

research and debate with educational circles. Understanding how different study

methods impact student learning is crucial for educators, students and policy makers

striving to optimize educational practices and resources. To ensure the effectiveness of

different study techniques and it is important to take account of characteristics, abilities

and experience with f learners as individual or as a group.

Dunlosk et al (2013) Many students are being left behind by educational systems

that some people believe is in crisis. Improving educational outcomes will require efforts

on many fonts, but a central premise of this monograph is that one part of a solutions

involves helping student's to better regulate their learning thorough the us of effective

learning techniques. Marcus, Nathan 2008) Study habit and skills measures improve

prediction of academic performance more that any other noncognitive individual

difference variable examine to date and should be regarded as the third pillar of

academic success. Bert (2008) states that dynamic model does not only refer to a

different effectiveness factors and groupings of factors operating at different levels but

also that each factor. Studying techniques play a crucial role in enhancing learning and
academic success. By implementing effective study strategics, students can maximize

their

understanding, retention, and overall performance. One popular technique is the

Pomodoro Technique, which involves breaking study time into focused intervals,

followed by short breaks. This method helps maintain concentration and prevents

burnout. Another valuable approach is active recall, where students actively engage

with the material by testing themselves and explaining concepts in their own words. This

technique strengthens memory and understanding. Spaced repetition is also effective,

as it involves reviewing material at regular intervals to reinforce long-term retention.

Mind mapping, on the other hand, utilizes visual diagrams to organize and connect

ideas, facilitating a deeper comprehension of complex topics. Lastly, teaching someone

else is a powerful technique that solidifies knowledge and helps identify areas that need

further clarification. It is important to remember that everyone has unique learning

styles, so exploring and experimenting with different techniques is key to finding what

works best for each individual. So, whether it's utilizing the Pomodoro Technique,

practicing active recall, implementing spaced repetition, creating mind maps, or

teaching others, incorporating these study techniques can greatly enhance the learning

experience and academic performance.

Indeed, everyone has their own unique study techniques that work best for them.

What may be effective for one person may not necessarily work for another.

Recognizing and embracing individual learning styles is key to optimizing study

sessions. Some individuals thrive in quiet environments, while others prefer background
music or ambient noise. Some prefer to study alone, while others benefit from group

discussions and study sessions. Some find visual aids like diagrams and charts helpful,

while others prefer

written notes or audio recordings. Some may excel with structured study schedules and

routines, while others prefer a more flexible approach. The important thing is to

experiment with different techniques and find what resonates with you personally. It's all

about discovering the strategies that enhance your focus, understanding, and retention.

So, whether you're a visual learner, an auditory learner, a kinesthetic learner, or a

combination of different styles, embrace your unique study techniques and create a

personalized approach that helps you succeed academically.

Study techniques refer to the various methods and approaches used by

individuals to enhance their learning and improve their academic performance. These

techniques are designed to optimize the process of acquiring knowledge, understanding

concepts, and retaining information. They can be categorized into different types, such

as active learning, organization and time management, mnemonic devices, and practice

and repetition.

Academic performance refers to the level of achievement and success that

individuals attain in their educational pursuits. It is influenced by various factors,

including study techniques. Effective study techniques can significantly impact

academic performance by improving learning outcomes, understanding of concepts,

and retention of information. When individuals adopt and implement effective study
techniques, they are more likely to experience positive results in their academic

endeavors. By actively engaging with the material through techniques like active

learning, individuals can deepen their understanding and critical thinking skills, leading

to improved academic performance. Organizational and time management techniques

help individuals allocate

their time efficiently, prioritize tasks, and stay focused, resulting in better productivity

and performance. According to (Bjork et al 2013) instead, techniques that force the

learner to retrieve information from memory, such as writing down everything you

remember, completing practice tests from memory, and using flashcards, are much

more effective Learners often assume that if material feels familiar that it is an indication

that they have learned the material; however, familiarity is not strongly related with

actual learning, so students may enter an exam thinking they have mastered the

material when in fact they are only somewhat familiar with the concepts (Brown et al.,

2014; Gilovich, 1991). Academic performance is the measure of students success in

school. This can be measured in a variety. Generally academic performance reflects

how well students learns and understand the material.

The purpose of our study is to aim the effectiveness of different study techniques

on academic performance is to gain insights into how various approaches impact

students' learning outcomes and achievement. By examining the relationship between

study techniques and academic performance, researchers aim to identify the most

effective strategies that can enhance students' learning experiences and improve their

overall academic performance.

Conceptual Framework

This study anchored on the consent and clear message from cognitive research

is that learning takes effort (e.g., Bjork, 1994). It is the act of remembering material,

making

connections between concepts, putting concepts into our own words, creating concrete

examples, and asking questions about how and why things work that leads to learning

(Putnam et al., 2016). Memory is strengthened by waiting until one is on the verge of

forgetting and then trying to retrieve the information, which means that it is more

effective to space out one’s learning (Carpenter et.. al 2012)This theory suggests that

different study techniques can have varying impacts on learning and academic

performance. This theory recognizes that individuals have unique learning styles and

preferences, and what works for one person may not work for another. It emphasizes

the importance of tailoring study techniques to match an individual's specific needs and

learning style.

Furthermore, study techniques refer to a wide range of strategies and approaches

that individuals employ to enhance their learning and academic performance.

(McDaniel& Donnely 1996) describe that study techniques are designed to optimize the

process of acquiring knowledge, understanding concepts, and retaining information.

This study aims to uncover the study techniques that hold significant importance

in enhancing learning outcomes and academic performance. By conducting this

research, the goal is to identify the study techniques that have a substantial impact on

students' abilities to acquire knowledge, understand concepts, and excel in their

academic pursuits. The purpose of this study is to uncover the study techniques that

hold significant importance in enhancing learning outcomes and academic performance.

By conducting this research, the goal is to identify the study techniques that have a

substantial impact

on students' abilities to acquire knowledge, understand concepts, and excel in their

academic pursuits.

In this regard, after emphasizing different study techniques concept, this study

examine the conceptual and applied researches that can explain the effect of study

techniques.
 7

For the clearer illustration of the variables in this research, a schedule diagram is shown

in the next page.

INDEPENDENT VARIABLES DEPENDENT VARIABLE

Different Study Techniques

1. Active Learning
2. Organization and Time
Management
Academic
3. Practice and Repetition
Performance of
4. Visual Learning
Grade 11 students
5 Auditory Learning
6. Self Explanation
7. Kinesthetic Learning

Figure. 1 The Schematic Diagram of the study showing the interconnection between

the dependent and independent variables.

 8

Statement of the Problem

This study attempted to determine the effectiveness of the different study

techniques and academic performance of Grade 11 Students in Quezon Institute of

Technology.

Specifically it answers the following Questions about

1. What is the demographic profile of students interms of?

1.1 Gender

1.2 Parents Monthly Income

1.3 Parents Educational Attainment

2. What is the level of the learning effectiveness in terms of?

2.1 Active Learning

2.2 Organization and Time Management

2.3 Practice and Repetitio

2.4 Visual Learning

2.5 Auditory Learning

2.6 Self Explanation

2.7 Kinesthetic Learning

 9

3. What is the level of the academic performance of the respondents?

4. Is there a significant relationship between different study techniques and

academic performance?

Null Hypothesis

On the basic of the preceding problems, the null hypothesis was tested at 0.05 level of

significance

There was no significant relationship between when the respondents were grouped

according to gender, strand and civil status.

Significance of the Study

The findings of this study is beneficial to the following people who are directly involved

in this study:

Teachers. The findings of this study will help the teacher to know their learners

preferred the different study techniques because study techniques will help the teachers

to plan their lesson plan or to adopt their teaching styles to the students.

Students. The findings on this research will be beneficial to the students because it

contains the learning and their development about the Effectiveness of Different Study

Techniques and Academic Performance of Grade 11 students.

Future Researchers. This research will provide w strandard reference to the future

researchers that they will need some guided of research about the study of the

publication of their research.

 10

Scope and Limitations

This study is limited to determining whether the Grade 11 (Senior High) students at

Quezon Institute of Technology (QIT) were improve their study techniques and

academic performance. This research was conducted on Quezon Institute of

Technology in February 2023- 2024.

Definition of Terms

Study Techniques - refers to ability of the students to study retain and recall

information.

Active Learning- this involves actively engaging with the material through activities

such as discussions, group work, problem-solving, and hands-on experiments. Active

learning promotes critical thinking, deepens understanding, and improves retention.

Organization and Time Management- this Effective study techniques involve

organizing study materials, creating a study schedule, and breaking down tasks into

manageable chunks. Time management skills help individuals allocate time effectively,

prioritize tasks, and stay focused.

Practice and Repetition- regular practice and repetition of the material help reinforce

learning and improve retention. This can include activities such as solving practice

problems, taking quizzes, using flashcards, and reviewing past assignments or exams.
Visual Learning -this techniques involve using visual aids such as diagrams, charts,

mind maps, and color-coded notes to organize and understand information. Visual

learners benefit from seeing information presented in a visual format.

11

Auditory Learning- learners prefer learning through listening and speaking.

Techniques such as reading aloud, recording lectures, participating in discussions, and

explaining concepts to others can be effective for auditory learners.

Kinesthetic Learning- learners learn best through physical activities and movement.

Techniques such as using manipulatives, acting out concepts, and engaging in hands-

on experiments or simulations can enhance learning for kinesthetic learners.

Retrieval Practice- this technique involves actively recalling information from memory

without referring to notes or textbooks. It helps strengthen memory and improve long-

term retention.

Self-explanation- involves explaining concepts or problem-solving steps in your own

words. This technique helps deepen understanding and identify gaps in knowledge.

Academic Performance - this term is extent to which a students, teacher or institution

has attained their short or long term educational.

Senior High - this refers to Grade 11 and Grade 12 the last two years of the K to 12

Basic Education program. Im SHS, students are required to go through a core

curriculum and subject under a track of their choice.

 11

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter present a discussion of a literature and the result of the other related

research to which the present study is related or has some bearing or similarity. This gives the

author enough background in understanding the study.

Related Literature

Study techniques is the daily routine of students with regards to their academic duties and

responsibilities. Each student has his own study techniques varying on his preferences with the

place and time of studying, techniques in studying and more. It will depend upon the person if

he will not get bored to browse notes and can procrastinate (postpone doing something) the

distractions such as social networking, media exposure, gaming addiction and more. Studying

not only prepares a student to excel in a class but reinforces the lessons already taught.

Studying reawakens the lectures and reading materials. Studying is merely reviewing and

committing to memory new information. The extent of student's learning in academics may be

on the grades a student earns for a period of learning has been done. It is believed that a grade

is a primary indicator of such learning. If a learner earns high grades it is concluded that they

may also have learned a lot while low grades indicates lesser learning. However, the one who

facilitated the learning process should be the teacher and the teacher will also help in

understanding better the diversity of learning of their students.

 Me Comb et al (1990) suggested that students learning achievement depends on their

attitude, motivation performance for success, and study techniques that people employ to

pursue the desire outcome. Moreover, there were some factors like the parental involvement,

socio-economic status of the learner, and teacher’s. personality or approach to students that

can affect

12

the learning and as well as their study techniques. It has a big factor of a student’s learning the

involvement of their parents in their learning process. Whenever the parents get involved in the

study-life of their children, there was a great factor that urges the child to learn and be interested

in schooling. In this way the child will feel supported in any way as much as he can do for his

studying. If the parents will always be there to urge their children in their study techniques, then

the child will respond to it positively. Thus, having the parents’ child always on their side will

have the tendency for a child to always lean onto their parents every time and not standing

anymore on their own. So, the advantages and the disadvantages of this factor revealed.

Furthermore, the socio-economic status can also affect the study techniques of the

learner. In fact, this factor places a big challenge to the learners because this shows their social

stratification whether they belong to the upper, middle, or lower class. It can affect to their study

techniques for some time they can’t continue their studying because take this example, if they

don’t have an electricity in their place, they can’t study their lessons especially during night time,

so it really hinders to their learning. Another thing is financial, when this aspect will be opened,

everyone felt down. They will come to think to a point that because of this financial problem they

can’t continue to buy the necessary things needed for school and so there were no reason for

them to study since they don’t have the materials to be used. In this case, the level of their

interest in learning decreases.

 According to the Principles of Teaching 1 book, the teacher serves as the primary mover

of the educational wheel while the learners are the key participants in the learning process. The

teacher is the role model, the manager, the counsellor, leader, parent surrogate, facilitator,

instructor, and a lot more. The students will learn best also depends on the kind of teacher do

13

they have. The teacher has the greatest factor in the learning process and so his attitudes or

personality in approaching the students affect on them as well.

Two factors also have a role to play in the learning process of a student. Motivation

serves as the fuel that keeps the child moving on their studying and learning process. Because

of this, aside from gaining incentives, they also gain knowledge. While the study techniques of

the student will also help him upon learning for it gives him a reason to learn the things in the

way he will learn. There will be no pressure for a child to understand things if only he will learn

everything through the way he wanted to, for instance, if the student is a visual learner, then he

can study. The lesson through seeing it with the eyes or watching videos that contained related

topics to the lesson presented. If a student is an audio learner he can learn his lesson through

listening to it attentively or let the other person discuss to him the topic or lesson talked about by

the teacher. Lastly, if a student is a kinaesthetic learner, he can learn his lessons through doing

it on his own for example in a laboratory session. Hence, learning skills refer to the skills that

make learning possible.

Generally, learning is central to all our behaviour. Each learner is unique individual with

different abilities, interests, and ways of thinking and responding thus these characteristics have

a significant influence on ones learning style (Figueroa, 2008-2009). It is being realized that

students use different study techniques. They have different methods of reading, interpreting
and coding the information. Sometimes these techniques are useful, but some students develop

pathological learning strategies. To study effectively the students should be aware of learning

process. Nonetheless, success in school is not so much determined by sheer intelligence as

knowing how to study. Studying is a skill. Being successful in school requires a high level of

study skills and students must first learn these skills, practice. Them and develop effective study

habits in order to be successful. Everyone cannot be brilliant but everyone can learn how to

study.

13

Effective study techniques, even highly intelligent student failed due to inefficient work and lack

of knowledge on how to study effectively. Important skills for study have to be learned and

practiced.

As a matter of fact, students who work to a more regular program of study have a better

academic performance. Study techniques tend to be formed in the early grades and in the most

instances, do not materially improve after elementary school. Some students often complain

about mental inability or strain or lack of interest in studies. Other thinks they are not capable. In

some cases, Fielden (2004) stated that good study habits help the student in critical reflection in

skills outcomes such as selecting, analyzing, critiquing, and synthesizing. While in the study of

Nneji (2002) he added that study techniques are learning tendencies that enable students work

privately.

To conclude, study techniques may vary from student to student perspective because not

everyone achieve the style of learning process like what other can achieve for their selves.

There may be a lot of factors that can affect the study habit of one student but it’s all depend to

him on how he can manage to do his studies. Without minding the hindrances and acquire study

habits in the end.

Related Studies

One of the important steps to undertake to ensure quality and optimal learning of the

students is to consider their different study techniques and preference. Study Techniques refers

how the students learn and process information in the own ways.

Dumayag’s (2009) states that “the effective study skills are associated with positive outcomes

across multiple academic content areas and for diverse learners. This is to describe an

information-processing perspective on the contribution of study skills to academic competence,

14

and to identify evidence-based strategies that are effective in helping students to improve their

study skills. Study techniques, skill, and attitude inventories and constructs were found to rival

standardized tests and previous grades as predictors of academic performance, yielding

substantial incremental validity in predicting academic performance. Academic specific anxiety

was found to be an important negative predictor of performance. Overall, study habit and skill

measures improve prediction of academic performance, more than any other non cognitive

individual difference variable examined to date and should be regarded as the third pillar of

academic success”. The substantive aim of the study was to examine the effect of study

techniques on students.

Edwards (2006) said that study techniques is like learning to ride a bike- once you get it you

have the skills for life. Meaning that in steps to learning there are bumps and bruises along the

way because the process of learning is sometimes painful. In addition to that learners who excel

in school is not an exemption in creating a good study habit because learning is a lifetime

process, it does not stop. Moreover study habit is important to all learners to perform well in

school.
 There are many factors to be considered in discussing the reasons behind the formed

study habit of the learners especially in the adolescent period. This is the stage where critical

period begin when they wanted to go out under the custody of their parents. In such it is

important to consider the parental involvement of the parents and its influence to the learners.

Study techniques can help an individual to study and form his study habit. Study techniques are

how someone studies in a way that he wants to remember what he has studying. They are

generally critical to success in school considering the essential for acquiring good grades, and

useful for learning throughout one’s life. There are an array of study skills, which may tackle the

process of organizing and taking in new information, retaining information, or dealing with

assessments.

15

Study techniques include mnemonics, which aid the retention of lists of information, effective

reading and concentration techniques, as well as efficient note taking.

Rasmussen (2006) stated that study focuses on the factors that affect the study habit of

the students. In line with this, the researchers would like to know the effect of the study habit to

their academic performances.

Skills or study strategies are approaches applied to learning. Human beings constantly in

one learning process after the other and it is therefore important to be understand that what

might work for others do not necessarily have to work for others as well. However, it is still

important that students should be consistent along with their studies.

 16

Chapter 3
Research Methodology
This chapter discussed all about the research design, research respondents,
sampling method and procedures, research locale, research instrument, data gathering
and analyzing procedures, scoring interpretations as well as the statistical treatment.

Research Design
This study used descripted method of research because it’s aimed to analyze and
discuss the status of a current phenomenon. Atmowardoyo (2018) states that
descriptive research is research method that aims to describe and explain the
characteristics, behavior and phenomena of a particular subject or population. It
involves collecting data. through observation surveys, interview, or existing sources to
provide a comprehensive and detailed description of the variables under the study.

Research Respondent
The respondents of this research were the One hundred students of the Grade 11
students in Senior Highschool of Quezon Institute of Technology (QIT). The researcher
were identified according to who conveniently accessible to the researcher in person.
Sampling Procedure
This research employed convenience sampling a type of non probability sampling
method. Convenience sampling involves selecting participants or subject based on their
easy accessibility band availability (Justine & Christine 2017).
In this study, the researcher chose to work with individuals who were conveniently
accessible to them.

Research Locale
This study was conducted in Quezon Institute of Technology (QIT) located at blgy 6,
Bongbongon, Poblacion, Quezon Bukidnon. It i located along the national highway
beside wheeltik and Hermanas.

17
Research Instrument
The following are the instrument that were used by the researchers to collect the data
need in this study.
An adopted survey questionnaire of Bangert (2004) was used in this study. It is
composed of five-point Likert Scale questions that was used to determine the
satisfaction of students with different study techniques. The questionnaire consisted of
two parts in which the first part determined the demographic profile of the respondents,
and the second part includes the assessment of the effectiveness of different study
techniques and academic performance of Grade 11 students. A letter asking permission
to Use/Adopt Questionnaire Instrument were sent the owner of the instrument, Dr.
Arthur Bangert.

Data Gathering
The researchers adopted questions from recent research followed by the asking of
permission from the author. A message was sent to the Grade 11 students asking them
to be the respondent of the research. The questionnaire was the distributed through in
person. Clear instructions were written before the questions about the factors to ensure
that the respondents were able to understand on how to answer the questionnaire
correctly. The respondents were also given enough time to answer the questionnaire.

Scoring Procedure
The following shows the scoring procedure used to present and describe the data of the
study.

A. Describing the verbal interpretation of student’s satisfaction.

Numerical Equivalent Description Qualitative Interpretation
1.00-1.50 Strongly Disagree Very In Effective
1.51-2.50 Disagree In Effective
2.51-3.50 Moderately Agree Moderately Effective
3.51-4.50 Agree Effective
4.51-5.00 Strongly Agree Very Effective

18

A. Describing the significant difference on satisfaction according to demographic

profile.

P-Value Verbal Interpretation

P<0.05 Statistically significant
P>0.05 Not statistically significant

Reliability and Validity of the Instrument

Some authorities were consulted to perform a test on the questionnaire composed of
selected questions from an adopted questionnaire/ instrument which was tested with
Cronbach’s Alpha which resulted to 0.91 interpreted as excellent .

Statistical Treatment
The researchers used the following statistical treatment in the analysis,
interpretation and presentation of the collected data.
1. The frequency counts and percentage distribution will used to determined the
demographic profile of the respondents in the area of gender,age,parent monthly
income, and parents educational attainment.
2. Weighted mean was used to determine the level of study techniques satisfaction of
the respondents.
3. Pearson of product moment coefficient was used to determined the significant
relationship between Study Techniques and Academic Performance of Senior High
School students in Quezon Institute of Technology.

19

QUESTIONNAIRE
Instruction: Please check or fill blank space provided for your responses.
Part 1: Profile of the respondents
Gender:____Male___Female
Age:___ Status:____
Strand:_____

Parents Income:____
Educational Attainment:
____Elementary ____Junior High School
____Senior High School _____College
____College Graduate
Part II. Describing the verbal interpretation of Different Study Techniques.
Active Learning 1 2 3 4 5
1.I believe active learning enhances my understanding of the subject matter.
2.I prefer participating in discussions debates, or group activities as part of my learning process.
3.I feel more motivated and engaged when actively involved in my learning.
4.I believe that actively applying concepts or principles leads to better retention.
5. I actively seek out opportunities to participate in hands-on activities or real- world application.

Organization and Time Management 1 2 3 4 5

1.I feel overwhelmed by my workload often.

2.I have a clear understanding of my priorities and goals within the organization.
3.I find it difficult to keep track of deadlines and appointments
4.I consistently meet deadlines and complete tasks on time.
5. I am able to effectively delegate tasks to others when necessary.

Practice and Repetition 1 2 3 4 5

1.I believe practice and repetition are essential for mastering new skills.
2.I am willing to invest time and effort in practicing regularly to improve my abilities.
3.I find that repetition helps me remember information more effectively.
4.I notice measurable progress in my skills and knowledge through consistent practice and
repetition.
5.I am able to maintain focus and motivation during repetitive practice sessions.

20

Visual Learning 1 2 3 4 5
1.I find that I learn best through visual aids such as diagrams, charts, or videos.

2.I prefer to use images or diagram to understand complex concepts rather than just text.
3.I remember information better when it is presented visually rather than verbally.
4.I am able to grasp concepts more quickly when they are explained with visual aids.
5. I actively seek out visual resources to aid in my learning process.

Auditory Learning 1 2 3 4 5
1.I find that I learn best through auditory means such as lectures, podcasts, or discussions.
2.I prefer to listen to explanation or instructions rather than reading.
3.I remember information better when it is presented verbally rather than visually.
4.I am able to focus and retain information during auditory learning activities such as lectures or
audio recordings.
5.I actively seek out audio resources to aid in my learning process.

Kinesthetic Learning 1 2 3 4 5
1.I find that I learn best through hands-on activities or physical involvement.
2. I prefer learning by doing rather than just reading or listening.
3.I remember information better when I can physically interact with the subject matter.
4. I enjoyed learning activities that involve movement or manipulation of objects.
5.I feel more engaged and focused when learning involves physical movement or tactile
experiences.
Self - Explanation 1 2 3 4 5
1.I find that explaining concepts to myself helps me understand them better.
2. I often engage in self-explanation when learning new material.
 3. I believe that articulating ideas to myself enhances my retention of information.
4. I am comfortable talking through problems or concepts aloud to myself.
5. I notice a significant improvement in my comprehension when I actively engage self-
explanation.

Part II. Describing the verbal interpretation of Different Study Techniques.

Numerical Equivalent Non-Numerical Equivalents

1.00-1.50 Strongly Disagree

1.51-2.50 Disagree

2.51-3.50 Moderately Agree

3.51-4.50 Agree

4.51-5.00 Strongly Agree

21

Chapter 4
Analysis, Interpretation and Presentation of data
This Chapter presents the data, analysis and interpretation of the findings the
data presented in tables arranged in the order of the problems that they are intended to
answer. The interpretation of the findings follows each table that is presented.
Problem 1. What is the Demographic profile of the respondents in the area of
Gender, Age, Civil Status, and Strand?
Table 1.1
Descriptive statistics on the Demographic profile of the Respondents According
to Gender.

Gender Frequency Percent

Female 30 60.0
Male 20 40.0
Total 100 100

The table shows the profile according to gender. The table manifests that from 50
respondents of this research, 30 were female (60.0%) and 20 were male respondents
(40.0%). From the data shown above, we can already assert that majority of the
respondents in this research were female.
 Table 1.2
Descriptive Statistics on the Demographic Profile of the Respondents According
to Age.

Age Frequency Percent

15 1 2.0
16 8 16.0
17 24 48.0
18 14 28.0
19 2 4.0
22 1 2.0
Total 50 100

22
The table above presents the demographic profile of the respondents according to
age. The largest age group among the respondents was 17 years old with 24
respondents accounting for 48.0% of the total. The second-largest age group was 18
years old with 14 respondents comprising 28.0% in total. The age group of 16 years old
had 8 respondents accounting for 16.0% of the total. The age group of 19 years old had
2 respondents comprising for 4.0% of the total. Lastly, there was 1 respondent who was
22 years old, making up 2.0% of the total.
Table 1.3
Descriptive Statistics on the Demographic Profile of the Respondents according
to Civil Status.
Civil Status Frequency Percent
Single 50 100
Total 50 100

The table shows the demographic profile of the respondents according to civil
status. The table shows that from 50 respondents of this research, all of them are single
comprising 100% of the total.
Table 1.4
Descriptive Statistics on the Demographic Profile of the Respondents according
to Strand.
Strand Frequency Percent
 ABM 8 16.0
HUMSS 25 50.0
TVL 17 34.0
Total 50 100

The total above shows the profile of the respondents according to their strand. It
was illustrated that from the total 50 respondents 8(16.0%) are the ABM, 25(50.0%) are
the HUMSS, 17(34.0%) are the TVL students studying in Quezon Institute of
Technology, Inc. This implies that the majority of the respondents are the HUMSS
students.
Problem 2. What is the level of effectiveness of study techniques and academic
performance in the area of Active learning, Organization and Time Management,
Practice and Repetitions, Visual Learning, Auditory Learning, Kinesthetic
Learning and Self-Explanation.

23
Table 2.1 Descriptive Statistics on the Effectiveness of Study Techniques
according to the Active Learning.
Questions Weighted Interpretation
Mean
1. I believe active learning enhances my 3.66 Effective
understanding of the subject matter.
2. I prefer participating in discussions debates, or 3.30 Moderately
group activities as part 0f my learning process. Effective
3. I feel more motivated and engaged when actively 3.66 Effective
involved in my learning.
4. I believe that actively applying concepts or 3.42 Moderately
principles leads to a better retention. Effective
5. I actively seek out opportunities to participate in 3.24 Moderately
hands-on activities or real-world application. Effective
Average 3.45 Moderately
Effective

Table 2.2 Descriptive Statistics on the Effectiveness of Study Techniques

according to the Organization and Time Management.
Questions Weighted Interpretation
Mean
1.I feel overwhelmed by my workload often 2.98 Moderately
 Effective
2.I have a clear understanding of my priorities 3.14 Moderately
and goals within the organization. Effective
3.I find it difficult to keep track of deadlines and 3.24 Moderately
appointments. Effective
4.I consistently meet the deadlines and complete 3.40 Moderately
task on time. Effective
5.I am able to effectively delegate task to others 3.42 Moderately
when necessary. Effective
Average 3.23 Moderately
Effective

24
Table 2.3 Descriptive Statistics on the Effectiveness of Study Techniques
according to the Practice and Repetition.
Questions Weighted Interpretation
Mean
1.I believe practice and repetition are 3.18 Moderately
essential for mastering new skills. Effective
2. I am willing to invest time and effort in 3.30 Moderately
practicing regularly to improve my abilities. Effective
3. I find that repetition helps me remember 3.20 Moderately
information more effectively. Effective
4. I notice measurable progress in my skills and 3.52 Effective
knowledge through consistent practice and
repetition.
5.I actively seek out visual resources to aid in my 3.38 Moderately
learning process. Effective
Average 3.31 Moderately
Effective

Table 2.4 Descriptive Statistics on the Effectiveness of Study Techniques

according to the Visual Learning.

Questions Weighted Interpretation

 Mean
1.I find that I learn best through visual aids such 3.08 Moderately
as diagrams ,charts, or videos. Effective
2.I prefer to use images or diagram to understand 3.04 Moderately
complex concepts rather than just text. Effective
3.I remember information better when it is 3.18 Moderately
presented verbally rather than visually. Effective
4.I am able to grasp concepts more quickly when 3.36 Moderately
they are explained with visually aids. Effective
5.I actively seek out visual resources to aid my 3.32 Moderately
learning process. Effective
Average 3.19 Moderately
Effective

25
Table 2.5 Descriptive Statistics on the Effectiveness of Study Techniques
according to the Auditory Learning.
Questions Weighted Interpretation
Mean
1.I find that I learn best through auditory means 3.30 Moderately
such as lectures, podcasts, or discussions. Effective
2.I prefer to listen to explanation or instructions 3.36 Moderately
rather than reading. Effective
3.I remember information better when it is 3.42 Moderately
presented verbally rather than visually. Effective
4.I am able to focus and retain information during 3.44 Moderately
auditory learning activities such as lectures or Effective
audio recordings.
5.I actively seek out audio resources to aid in my 3.32 Moderately
learning process. Effective
Average 3.36 Moderately
Effective

Table 2.6 Descriptive Statistics on the Effectiveness of Study Techniques

according to the Kinesthetic Learning.
Questions Weighted Interpretatio
Mean n
1.I find that I learned best through hands-on 3.26 Moderately
activities or physical involvement. Effective
2.I prefer learning by doing rather than just 3.48 Moderately
reading or listening. Effective
3.I remember information when I can physically 3.48 Moderately
interact with the subject matter. Effective
4.I enjoyed learning activities that involve 3.40 Moderately
movement or manipulation of objects. Effective
5.I feel more engaged and focused when learning 3.44 Moderately
involves physical movement or tactile Effective
experiences.
Average 3.41 Moderately
Effective

26
Table 2.7 Descriptive Statistics on the Effectiveness of Study Techniques
according to the Self- Explanation.
Question Weighted Interpretation
Mean
1.I find that explaining concepts to myself helps 3.48 Moderately
mee understand them better. Effective
2.I often engage in self-explanation when learning 3.22 Moderately
new material. Effective
3.I believe that articulating ideas to myself 3.40 Moderately
enhances my retention of information. Effective
4.I am comfortable talking through problems or 3.42 Moderately
concepts aloud to myself. Effective
5.I notice a significant improvement in my 4.66
comprehension when I actively engage self- Effective
explanation.
Average 3.43 Moderately
Effective

Table 2.8 Descriptive Statistics on the Effectiveness of Study Techniques among

the seven variables.
Variables Weighted Mean Interpretation
[Link] Learning 3.45 Moderate
2. Organization and Time 3.23 Moderate
Management
3. Practice and Repetition 3.31 Moderate
4. Visual Learning 3.19 Moderate
5. Auditory Learning 3.36 Moderate
6. Kinesthetic Learning 3.41 Moderate
[Link]-Explanation 3.43 Moderate
Study Techniques Mean 3.34 Moderate

27
Problem 3. What is the level of Academic Performance of the Grade 11 Students
in the areas of Filipino, English, Science, and Math.
Table 3.1 Descriptive Statistics on the Academic Performance of the respondents
in the Filipino, English, Science and Math.

Subjects Weighted Mean Interpretation

Math 89.36 Very satisfactory
Science 86.10 Very satisfactory
Filipino 90.30 Outstanding
English 89.30 Very satisfactory
Academic Performance 87.76 Very satisfactory
Mean

Problem 4. Is there Significant Relationship between Study Techniques and

Academic Performance of the Respondents?
Math Science Filipino English
Active R=.118 R=.249 R=.095 R=.298
Learning P=.510
P=.413 P=.081 N=50 P=.036
N=50 N=50 N=50
Organization R=.102 R=.368 R=.073 R=.309
and Time
P=.483 P=.009 P=.614 P=.029
Management
N=50 N=50 N=50 N=50
Practice and R=.287 R=.536 R=.100 R=.391
Repetition
P=.043 P=.000 P=.487 P=.005
N=50 N=50 N=50 N=50
Visual R=.383 R=.537 R=.111 R=.400
Learning
P=.006 P=.000 P=.442 P=.004
N=50 N=50 N=50 N=50
Auditory R=.234 R=.368 R=.068 R=.173
Learning
P=.103 P=.008 P=.637 P=.229
N=50 N=50 N=50 N=50
Kinesthetic R=.243 R=.299 R=.222 R=.263
Learning
P=.090 P=.035 P=.122 P=.065
N=50 N=50 N=50 N=50
Self- R=.308 R=.405 R=.149 R=.322
Explanation
P=.030 P=’004 P=.302 P=.023
N=50 N=50 N=50 N=50

Correlation Table 4.2

Inferential Statistics on the Relationship of Effectiveness of Study Techniques
and Academic Performance of Grade 11 Students.
 Academic Decision Interpretation
Performance
Study Techniques R=.433
P=.002
N=5O

30

Chapter 5

SUMMARY, CONLUSION, AND RECOMMENDATIONS

This action presents the summary of findings, conclusions, and recommendations

on the findings of the study.

SUMMARY

The main purpose of this study was to determine the level of effectiveness of

different study techniques in the academic performance of grade 11 students at Quezon

Institute of Technology during this year, 2023-2024. The respondents were 50 students

who were students at Quezon Institute of Technology. The independent variables used
in this study are active learning, organization and time management, practice and

repetition, visual learning, auditory learning, kinesthetic learning and self-explanation.

Furthermore, we also used the demographic profile such as age, civil, status, gender,

and strand. These are used to determine the significant relationship between different

study techniques and academic performance.

METHODOLOGY

The study made use of the descriptive method of research, describing quantitatively the

findings of the following specific problems: the chapter discussed the research design,

31

research respondents, sampling procedure, scoring procedure, reliability and validity of

the statistical treatment of the study.

FINDINGS

The findings of this study were summarized as follows;

[Link] majority of respondents belong to 17 years old. HUMSS strand, single, and the

majority are females.

[Link] the effectiveness of study techniques on academic performance, the

majority of respondents ranked explained active learning as the followed by self-

explanation, kinesthetic learning and auditory learning.

3. There is a significant relationship between the effectiveness level of the different

study techniques and the academic performance of the respondents, considering

demographic profiles such as age, gender, and educational strand.

4. This different study techniques is an effective tool for learning outcome experience in

the academic performance of students.

CONCLUSIONS

Based on the findings, the following conclusions are drawn;

[Link] of the respondents are 17 years old, and different study techniques aid learners

in comprehending lessons while improving the overall learning experience.

32

[Link] study techniques can significantly enhance comprehension and the retention

of information across various subjects and disciplines.

[Link] study methods to individual learning styles can optimize the learning process

and overall academic performance.

4. Incorporating active reading, summarizing, mnemonic devices, spaced repetition and

practice testing into study routines can foster deeper understanding and long term

retention.
[Link] application of proven study techniques can help learners overcome

challenges and achieve academic success.

6. By implementing a combination of these strategies, students can develop strong

study habits that promote lifelong learning skill mastery.

RECOMMENDATIONS

Give the findings and conclusions, the following recommendations are offered;

[Link] the students encourage experiment with different study techniques to find what

works best for them.

[Link] the parents encourage your children to develop effective study habits by providing

supportive environment and helping them explore various study techniques.

33

3. To the teachers integrate diverse study techniques into your lesson plans to cater to

different study techniques and abilities within in the classroom.

[Link] the school authorities foster a culture of effective study techniques study habits by

promoting awareness and understanding of various study techniques among students,

parents and teachers.

 Bibliography

A. Published books/articles

“ERIC – Education Resources Information Center.” ERIC – Education Resources

Information Center, [Link] effects of extracurricular

activities on the academic performance of junior high students Kimiko Fujita

Undergraduate Research Journal for the Human Sciences 5 (1), 1-16, 2005. Accessed

23 Apr. 2024.
Eccles, J. S. & Barber, B. L. (1999). Student What kind of different study techniques

involvement matters? Journal of Adolescent Research, 14 (1), 10-43.

Anjum, Shabiha. (2021). Impact of Different Study Techniques on Academic

Performance of Students at Secondary Level. International Journal of Applied Guidance

and Counseling. 2. 7-14. 10.26486/ijagc.v2i2.1872

Smith S Shetty & Samuel R.S- 4(1).28.2014. Effectiveness of study techniques on

academic performance .

[Link] Materials

El-Batri, Bouchta; Alami, Anouar; Zaki, Moncef; Nafidi, Youssef European Journal of

Educational Research, v8 n4 p1013-1028 2019 ISSN: EISSN-2165-8714

Webliography

[Link]

_activity_on_student_academic_performance

[Link]

hl=tl&as_sdt=0%2C5&q=Effectiveness+of+different+study+techniques+on+academic+

performance&oq=Effectiveness+of+Different+Study+Tech#d=gs_qabs&t=1713865962

054&u=%23p%3DBVy_NTBJAuwJ[Link]

and-k_g8FyVxSbK8.pIUqHqN1g
[Link]

[Link]

Zaki, Moncef; Nafidi, Youssef European Journal of Educational Research, v8 n4 p1013-

1028 2019 ISSN: EISSN-2165-8714

[Link]

233151601_The_effect_of_extracurricular_activities_in_the_educational_process_Influe

nce_on_academic_outcomes
 Quezon Institute of Technology
Poblacion Quezon Bukidnon

Mr. Sergev Roy Moreno April 01, 2024

School Principal
Quezon Institute of Technology
Quezon Bukidnon

Dear Mr. Moreno,

Good day! We, the third-year college students at Quezon Institute of
Technology, who are taking up Bachelor of Elementary Education. One of the
requirements of our course is a Research Paper. The title of our research is “The
Impact of Extracurricular Activities to Academic Success of Senior High School
Students at Quezon Institute of Technology (QIT).”

In view of the above, may I request for permission from your good office to
conduct a survey to the Senior High School learners of your school.

Hoping for your kind and consideration. Thank you very much.

Very truly yours,

Gaco, James C.

Echavez, Anelyn B.

Researchers

Dr. Rolando Acoriba Jr. Mr. Sergev Roy Moreno ED. D

Thesis Adviser School Principal