1

Chapter 1

The Problem and its Background

Introduction

Students have been multiply impacted by the COVID-19 pandemic:

threats to their own and their family’s health, the closure of schools, and pivoting

to online learning in March 2020, a long summer of physical distancing, and then

the challenge of returning to school in fall 2020. As damaging as the physical

health effects of a global pandemic are, much has been speculated about the

“second wave” of mental health crises, particularly for school-aged children and

adolescents. Yet, few studies have asked students about their experiences

during the pandemic (Schwartz, [Link] 2021). Conversely, female participants

were less likely than male participants to state that they maintained distance with

people outside their household, which again may represent the stronger

socialized need to form and maintain interpersonal relationships for cisgender

females in Western culture (Schwartz-Mette et al., 2020). Together, these

findings suggest a need for age- and gender-targeted public health messaging

around COVID-19 public health orders in Canada.

In the Philippines setting Tus (2020) cited that one of the significant

factors in assessing academic performance is through their study habits and

attitudes. Arieta, Gementiza & Saco (2017) highlighted the critical role of study

habits in the students' lives. They concluded that the success or failure of each

student depends upon their study habits. Moreover, their success depends on

their ability, intelligence, and effort.

Since available research data are inconclusive of the effects of study

habits on the well-being of students, it is a necessary to conduct this research

aimed at investigating students’ study habits and their impact on the well-being of

the first section students of the Antipas National High School predominantly on

junior high school students. This is timely and relevant because; no empirical

study has been conducted in Antipas National High School.

Statement of the Problem

This study investigated the study habits adjustment and the well-being of

junior high school student of Antipas National High School amidst pandemic for

the School Year 2021-2022.

This sought to answer the following research questions:

1. What are the types of study habits adjustments that the junior high school of

Antipas National High School preferred in terms of;

1.1. Health habits

1.2. Time management

1.3. Attitude

1.4. Academic stress

1.5. Goal Setting

2. What are the levels of well-being of junior high school students in terms of;

2.1. Stressor

2.2. Social Support

2.3. Positive Personality

2.4. Negative Coping

2.5. Positive Coping

2.6. Conscientiousness

3. Is there a significant relationship between student’s study habits adjustments

and their well-being?

Theoretical Framework

This study was anchored in the theory of Productivity by Herbert J.

Walberg. According to him the increase of educational productivity and

efficiency, educational process goals as well as achievement goals must be

considered. Educational process goals are interpreted to include student

perceptions of the social environment, creativity, self-concept, participation in

extra-curricular activities, and interest in subject matter. Ignoring these

perceptions and experiences in favor of traditional goals measured by test scores

will decrease motivation and ultimately lower educational achievement. Many

Educational experiments and psychological theories of education fail to produce

desired educational outcomes because they do not clearly identify, define, and

measure educational variables (Walberg, 1978).

For the dependent variable the theory is anchored in the theory of Well-

being by Martin Seligman. Suffering and well-being are both part of the human

condition and psychology should care about each. Human strengths, excellence,

and flourishing are just as authentic as human distress. People want to cultivate

the best version of themselves and live a meaningful life. They want to grow their

capacities for love and compassion, creativity and curiosity, work and resilience,

and integrity and wisdom (Seligman, 2020).

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Study Habits Adjustment Well-being

 Stressor
 Health habits
 Social Support
 Time management
 Positive Personality
 Attitude
 Negative Coping
 Academic stress
 Positive Coping
 Goal Setting
 Conscientiousness

Figure 1: Paradigm of the Study

Figure 1 shows the conceptual framework used in this study. Study habits

is the independent variable developed by Queens University Kinston Canada

(2019). To determine the study habits adjustments, indicators used are health

habits, time management, attitude, academic stress, and goal setting. The

students ‘well-being is the dependent variable of this study and was developed

by William et. al, (2017) To determine the well-being, indicators used are

stressor, social support, positive personality, positive and negative coping and

conscientiousness.
 5

Hypothesis

This study proved the null hypothesis:

Ho: There is no significant relationship between study habits adjustment and the

well-being of first section under junior high school students in Antipas National

High School.

Significance of the Study

The researchers believe that this research would provide information that

would be helpful to them, but also to the following group of people.

School. Having a knowledge about the importance of good study habits to

the students’ well-being, they can conduct seminars online to encourage the

students to have good study habits in this time of pandemic.

Teachers. Through this study, teachers will gain insights about the effect

of a good study habits to the well-being of the students. This can also be used as

a reference or basis to determine which teaching style is most effective for

students to learn efficiently.

Students. Through this study, the students will have a better

understanding about the importance of good study habits during the pandemic.

They will know that good study habits have a positive impact on students’ well-

being.

Other Researchers. This study may serve as a resource material for

those researchers who want to carry out research in related field. Researchers

can also improve this study to make a more significant contribution to the body of

knowledge.
 6

Definition of Terms

For better understanding of the study, the following terms are defined in

the context of this research.

Academic Stress. It is described as the body’s reaction to academic

demands that exceeds individuals’ adaptive capacity (Alsulami et. al, 2018).

Attitude. It refers to a set of emotions, beliefs, and behaviors toward a

particular object, person, thing, or event (Cherry, 2021).

Conscientiousness. Individual differences in the tendency to follow

socially prescribed norms for impulse control, to be goal-directed, planful, to wait

gratification, and to obey norms and rules (Bogg & Roberts, 2013).

Health Habits. Any activity or behaviour that improves your physical,

mental, or emotional well-being.

Goal Setting. The process of establishing clear and effective targets for

work performance (Moeller et. al, 2012).

Negative Coping. One of the most unhealthy or damaging coping

mechanism is one that does not solve the problem in the run and may potentially

cause more harm.

Positive Coping. A good, adaptive or healthy coping mechanism is one

where the coping behavior leads to the problem being resolved, or at least dealt

with, in way that reduces stress and reduces harm.

Positive Personality. It is defined as a person’s ability to be optimistic

and confident about things, as well as focusing on the positive parts of a situation

rather than the negative.

Social support. The act of assisting or comforting people in order to help

them cope with biological, psychological, and social stressors.

Stressors. It can be defined as anything that causes stress.

Study habits. It is the students’ habits acts that allows them to learn

his/her subject.

Study Habits Adjustment is the process by which an individual maintains

a balance between its need and the circumstances that influence the satisfaction

toward their academic needs, such as their work with deadlines to assignments

and other extracurricular activity.

Time Management. the coordination of people's tasks and activities to

maximize the effectiveness of their efforts (Wigmore, 2015).

Well-being. As defined by Drevitch (2019), the experience of health,

happiness, and prosperity. It includes having good mental health, high life

satisfaction, a sense of meaning or purpose, and ability to manage stress.

Scope and Delimitation

This study focused on the types of study habits adjustments which

students preferred in terms of health habits, time management, attitude,

academic stress, and goal setting and well-being of students in terms of stressor,

social support, positive personality, negative coping, positive coping, and

conscientiousness. It considered the sub variables: stressor, social support,

positive personality, positive and negative coping and conscientiousness. This

will be delimited on first the junior high school first section students from Antipas

National High School enrolled for the school year 2021-2022.