THE ROLE OF STUDY HABITS IN ENHANCING ACADEMIC PERFORMANCE

AMONG GRADE 12 STUDENTS UNDER GENERAL ACADEMIC STRAND

AT MALIBAGO NATIONAL HIGH SCHOOL

In partial fulfillment of the requirements for the course

Inquiry, Investigation and Immersion

By:

Agero, Ashley B.

Ilustrisimo, Lovely S.

Goyone, Franky

Balboa, Ghrant

Paco, Janleet

Tambis, Jude

March 2025
 CHAPTER I

INTRODUCTION

This chapter presents the review of related literature and studies relevant to the

current investigation. This helped the researcher in conceptualizing the variables.

Background of the Study

factor in determining students' success in their educational journey. Educational

success, especially for students, is very important and their academic performance is one of

the most critical parts of it. Effective study habits – a crucial determinant of academic

performance integrates numerous techniques and activities aimed at learning and preserving

information. Study habits include time Academic performance is a crucial management, note-

taking, reading comprehension, and self-discipline, all of which contribute to students' ability

to excel in their studies.

An important characteristic of a students success in school is academic performance

which is an important indicator for their future education and career pursuits. Study habits

which include time management, note taking, reading, and self-regulation, and are at the

individual level is one out of many that affects a student’s academic performance. It is a well-

accepted premise that effective study habits leadsto the achievement of academic

performance as it helps students to better grasp and remember the information provided to

them. (Credé & Kuncel, 2008).

Rabia et al. (2017) emphasized that study habits involve dedicating a focused and

uninterrupted time to immerse oneself in the world of learning. Study habits, on the other

hand, refer to the methods or routines that students use to expand their knowledge and

perceptual abilities in a specific area, which they believe could improve their skills. A
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person's motivation to learn, their progress toward their goals, and their willingness to

achieve them are all influenced by their study habits, which also positively impact their

learning capabilities. Furthermore, the learning environment significantly affects study habits,

offering students opportunities to reevaluate their academic success.

These are a some of the advantages that study habits have brought about. Self-

control, according to Duckworth (2019), is the ability to align our thoughts, behaviors, and

decisions while resisting the need to pursue other options in order to achieve our objectives.

Using self-discipline to accomplish their primary objectives involves knowing when and

where to do things. It looks at self-control, and student research purposefully increases

impulsive behavior or recklessness, highlights congruent accomplishments, and reduces

impulsive behavior toward academic goals.

Senior high school learners under the General Academic Strand (GAS) face myriad

academic problems, primarily due to the varied nature of the curriculum. Such a contrast

exists in specialized strands like Science, Technology, Engineering, and Mathematics

(STEM) or Humanities and Social Sciences (HUMSS) wherein the GAS students must adapt

to various subjects requiring strong study habits so as to excel in various fields. Studies

support that student who possess the right study habits have better performance compared to

those who lack of discipline in their learning styles. (Nonis & Hudson, 2010)

Understanding the role of study habits in academic success will provide insights into

effective learning strategies that can be promoted among senior high school students. This

research aims to assess the study habits of GAS students and determine their impact on

academic performance, thereby contributing to the development of interventions that can

enhance learning outcomes.

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Statement of the Problem

This research intended to explore the impact of study habits on improving the

academic performance of Grade 12 students under the General Academic Strand (GAS) in

Malibago National High School. It seeks to answer the following questions:

1. What is the level of study habits among Grade 12 GAS students in terms of:

a. Time management,

b. Study environment,

c. Note-taking skills,

d. Reviewing strategies, and

e. Use of learning resources

2. What is the level of academic performance of Grade 12 GAS students based on their

general average in the previous semester?

3. Is there a significant relationship between study habits and the academic performance of

Grade 12 GAS students

Theoretical Framework

This study explores how study habits influence academic performance among Grade

12 under the General Academic Strand (GAS) students at Malibago National High School.

The Theoretical framework is based on the following theories:

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Active Learning Theory (Freeman et al., 2014)

Emphasizes that students learn more effectively when they actively engage in the

learning process rather than passively receiving information. This theory is based on the idea

that learning is enhanced through interactions, problem-solving, discussions, and real-world

applications.

This Theory provides evidence that learners who actively participate in their learning

process gain a firm understanding and retention that leads to better academic results.

Testing Effect Theory (Roediger et al., 2011)

Highlights how actively retrieving information through quizzes, practice tests, and

self-assessments enhances memory retention better than passive review methods like

rereading or highlighting. This theory is grounded in cognitive psychology and suggests that

frequent testing strengthens learning by reinforcing neural connections associated with the

retrieve information. In educational research, the Testing Effect Theory supports the idea that

assessment-based learning strategies contribute to better academic performance. This theory

aligns with studies emphasizing active engagement in learning and is particularly relevant to

research on study habits and academic achievement. For a study on the role of study habits in

enhancing academic performance, this theory can serve as a foundation by explaining why

students who engage in self-testing and retrieval-based practices achieve higher levels of

comprehension and success in their studies.

The protégé effect (Chase, 2009)

Suggests that students who teach concepts to others reinforce their own

understanding. When students explain topics in their own words, they engage in deeper

cognitive processing, leading to enhanced knowledge retention and academic performance.

4
Conceptual Framework

Input Process Output

Assessment of study Findings on the

habits and their relationship between
Study habits of Grade correlation with study habits and
12 GAS students (e.g., academic academic
time management, performance using performance, along

study environment,). survey with

questionnaires and recommendations for
statistical analysis. improvement.

Fig.1. Conceptual Framework

This framework posits that specific study habits (input) are applied through a self-

regulated learning process (process) which, in turn, leads to improved academic performance

(output) among Grade 12 students under the General Academic Strand at Malibago National

High School.

5
Significance of the study

This study aims to provide valuable insights into the role of study habits in enhancing

the academic performance of Grade 12 students under the General Academic Strand (GAS) at

Malibago National High School. The findings of this research will benefit the following

stakeholders:

Students – This study will help the Grade 12 students at Malibago National High

School understand the impact of their study habits on academic performance,

allowing them to cultivate more efficient learning strategies to improve their grades

and overall learning experience.

Teachers – Educators also can utilize the findings to improve educational strategies

that encourage positive study habits to the students, promoting a more effective

learning environment.

School Administrators – The study can serve as a basis for enforcing academic

programs, policies, and interventions that improve better study habits among students,

ultimately leading to improved academic performance.

Parents – By understanding the relationship between study habits and academic

success, parents can provide better support and guidance to their children in

developing effective study routines.

Future Researchers – This study can serve as a reference for future studies related to

academic performance, study habits, and student learning behaviors, contributing to

the body of knowledge in the field of education.

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Overall, the study will contribute to the improvement of educational practices by highlighting

the importance of effective study habits in achieving academic success.

Scope and Delimitation

This study focuses on examining the role of study habits in enhancing the academic

performance among Grade 12 students under the General Academic Strand (GAS) at

Malibago National High School.

It specifically investigates the different study habits employed by students, such as

note-taking, time management, review techniques and reading strategies, and how these

habits effects their academic performance as measured by their grades. The research follows

a quantitative approach, utilizing survey questionnaires to collect data from selected Grade 12

students under General Academic Strand.

Delimitation

Participants – The study is limited to Grade 12 students under the General

Academic Strand (GAS) at Malibago National High School. Other grade levels and

academic strands are not included.

Study Variables – The study focuses solely on study habits as the independent

variable and academic performance as the dependent variable. Other factors that may

affect academic performance, such as socioeconomic status, intelligence quotient

(IQ), or teacher effectiveness, are beyond the study’s scope.

Data Collection Method – The study relies on self-reported survey questionnaires to

gather data. The accuracy of responses depends on the honesty and recall ability of

the participants.

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 Time Frame – The research is conducted within a specific period during the

academic year, meaning long-term effects of study habits on academic performance

are not covered.

Generalizability – The findings of this study apply only to the selected participants at

Malibago National High School and may not necessarily represent students from

other schools or educational settings.

Definition of Terms

Operational Definition

Study Habits - this study, study habits refers to the measurable and observable and

behaviors and strategies that Grade 12 students under the General Academic Strand at

Malibago National High School use in their academic activities. These include time

management, note taking, reading strategies, reviewing lessons, and completing

assignments.

Operational Definition

Academic Performance – Academic performance is operationally define as the

students level of achievements in their general average for the current semester. This

data will be collected from official school records and used as a quantitative measure

to determine the relationship between study habits and academic success.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a comprehensive review of both foreign and local literature

pertinent to the role of study habits in enhancing academic performance among Grade 12

students under the General Academic Strand. The review aims to establish a theoretical

foundation by examining existing research and identifying areas that this study seeks to

address.

Foreign Literature

The Impact of Structured Study Habits on Academic Performance Among Students

Study habits refer to the behaviors, practices, and routines that students adopt to

facilitate learning and academic success. Effective study habits include time management,

note-taking, active participation, and self-discipline. According to Brown and Holtzman

(2021), students with consistent and structured study habits tend to perform better

academically than those with poor study routines. Factors influencing study habits include

motivation, environment, and personal discipline.

Self-Regulated Learning Strategies and Their Effects on Academic Performance

Academic performance, on the other hand, is measured through students' grades,

assessments, and overall academic standing. According to Zimmerman and Schunk (2020),

academic performance is significantly affected by self-regulated learning strategies, which

encompass goal setting, self-monitoring, and reflection.

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Study Habits and Their Role in Academic Success: A Comparative Analysis

Good (1998) describes study habits as learning strategies in which students

approaches to his or her study that maybe systematic and effective approach or random and

ineffective strategy. In simple language, Students with Good Study Habits excel in

Academics whereas Students with bad Study Habits fail.

This is especially relevant in the case of Nigeria Students develop their study habits

driven by economic conditions, family support, school environment and even availability of

learning resources in many ways.

A student in Nigeria who wakes up early to help with household chores before

heading to school. After school, they may have to work part-time or take care of younger

siblings, leaving little time for focused studying. Without a structured routine or effective

techniques, their academic performance might suffer—not because they lack intelligence, but

because their circumstances make it harder to develop good study habits.

Conversely, another student who had a well-lit study area, mentorship,

encouragement, and so on may find it easier to be disciplined and organized in their learning.

In reference to this, the above contrast explains why study habits are not simply an affair to

be governed by one's discipline but something that is actually governed by the environment

of which the discipline forms a part.

Good’s study reminds us that academic success is more than just talent — it’s also

about the habits that students develop and the support that they have. Recognizing what

drives study habits enables us to design an educational process that empowers all students to

learn.
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 Study habits refer to the consistent practices, techniques, and behaviors that students

develop to effectively acquire, retain, and apply knowledge. These habits include time

management, note-taking, reviewing materials, setting study goals, and creating a conducive

learning environment. Good study habits help students stay focused, organized, and

motivated, reducing stress and improving learning efficiency.

The Influence of Study Habits on Students’ Academic Performance

According to Jafari (2019), study habits are among the most significant factors

influencing a student’s academic performance. Effective study habits allow students to

engage with their learning materials in a way that fosters comprehension and long-term

retention, leading to better academic results. Conversely, poor study habits, such as

procrastination, lack of organization, and ineffective time management, can negatively

impact academic success.

The Role of Learning Environments and Study Habits in Academic Achievement

Hills (2000) states that an encouraging and favorable learning environment will

develop positive study habits among learners, which in turn can reinforce academic

performance. Conversely, learners studying in unfavorable conditions might have trouble

concentrating, and this may have a negative effect on academic performance. Financial

barriers, too, can inhibit a learner's ability to be academically successful. However, a learner's

study habits should play a paramount role in academic achievement. There are some students

who might go to classes, but do not note-take, or complete homework assignments, or read

their textbooks or use the library, and those behaviors could directly (or indirectly) inhibit the

students' academic performance in the subject area, particularly in mathematics. It is the

intention of this study to investigate a variety of study habits used by students and to what

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extent these relate to academic performance. The issues of academic underachievement and

overall performance have been a primary concern among educators, guidance counselors,

educational planners and so forth, because it is a considerable waste of educational

opportunities. As such, it is important to look at the underlying causes and contributing issues

to underperformance as a way of advancing the academic issues at hand.

Local Literature

The Impact of Structured and Disciplined Study Habits on Academic Performance

Among Senior High School Students in the Philippines During Blended Learning

According to Castillo and Tamayo (2023), structured and disciplined study habits

significantly enhance students' academic performance. Their study, conducted among senior

high school students in the Philippines during blended learning, found that students who

established consistent study routines, organized their learning materials, and practiced self-

discipline performed better academically. The findings suggest that fostering good study

habits is essential for students' academic success.

Learning Style Preferences, Study Habits, and Academic Achievement of Applied

Science Students at Cagayan State University at Lasam

According to Magulod (2019) examined the learning style preferences, study habits,

and academic achievements of students enrolled in applied science courses at Cagayan State

University at Lasam. The descriptive correlational research found that students preferred

visual, group, and kinesthetic learning styles and demonstrated moderate study habits. A

significant relationship was established between learning styles, study habits, and academic

performance, suggesting that aligning instructional strategies with students' learning

preferences can enhance educational outcomes.

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The Impact of Study Habits on the Academic Performance of Senior High School

Students in Cagraray Island

Bibon and Barcenas (2022) conducted a quantitative study to explore the impact of

study habits on the academic performance of 128 senior high school students in Cagraray

Island annd also establish if the use of those study habits covered in the study offered any

significance to academic success. The research revealed that listening to teachers,

memorizing lessons, and reviewing the lessons were the most common study habits practiced

by students. Contrary to this evidence, study habits related to creating review schedules,

seeking additional reading from other sources, and taking notes are the most significant study

habits. One of the most significant lessons learned from this study was that students did not

understand what study habits were the most effective. Because of this finding, the study

suggests that while students might be study, their study habit is not necessarily the effective

method that maximizes learning. The evidence in the study suggests a need for schools and

teachers to become active stakeholders in learning and study habits and methods. Teachers

and schools should actively engage students in understanding effective and strategic study

habits including, but not limited to study schedules, thinking critically about reading, and

taking active notes as an important process that leads to comprehension, retention and

learning, and ultimately success.

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Factors Affecting the Study Habits of Grade 11 Students at Maticmatic National High

School

In her 2019 study, Salcedo-Relucio(2019) examined the variety of factors

contributing to the study habits of Grade 11 learners at Maticmatic National High School for

the 2017-2018 school year. The mixed-methods approach of the study provided valuable

insight into how external and internal factors could facilitate or compromise students'

capability to foster study habits. The study found, among other results, that the majority of

students had poor study habits including little reading and ignoring note-taking, and the poor

habits were strongly correlated with low academic performance. The large range and wide

spread of the details also offered evidence that study habits are a key determinant of a

person’s success in school, making it an important subject to study, especially for

understanding how learners under the General Academic Strand (GAS) can improve their

academic related studies through study habits. Notably, a major contributing factor to the

development of study habits included the home environment. The household setting of

students plays an essential role in student's study habits and while a sustained helps maintain

students' focus, a chaotically or poorly supported home would lead to difficulties completing

academic studies. Peer pressure is another large contributor in students discovery of study

habits as peer pressure would frequently influence their time prioritization. If a student is

socialized with peers or friends who do not prioritize study habits, they may also adopt poor

study habits, and on the other hand a socially academic group of friends may foster or

encourage academic learning.

In addition, social media addiction was identified as a primary distraction for students,

causing them to spend less time on academic tasks. Because of excessive time on social

media, students frequently found themselves distracted from schoolwork, which affected their

14
ability to concentrate on schoolwork and recall important information. Another factor that

substantially impacted students’ study habits was work and financial instability. Students who

needed to work to either help pay for their education or support their families generally

struggled to find enough time to complete their studying, which eventually contributed to

their academic performance. The study also determined that students’ inability to focus on

their schoolwork was influenced by family stress, e.g., household conflict and family

finances.

This contributed to ineffective learning strategies and poor academic performance.

Based on these findings, the researchers recommended that parents assume more

responsibility for their children’s education by enriching their home learning environment.

Students would improve their ability to academically perform well by providing ways to

support students with their academic responsibilities, while also reducing distractions, and

encouraging academic discipline. Students would develop new habits to study more

effectively by alleviating those factors that reduced effective study habits for successful

students. This is particularly applicable to understanding study habits in terms of enhancing

academic performance, as it relates to understanding study habits to increase academic

performance of Grade 12 students under the General Academic Strand (GAS).

The Relationship Between Study Habits and Academic Performance Among General

Academic Strand (GAS) Students

A study conducted by Dela Cruz (2020) at a senior high school in Quezon City

examined the relationship between study habits and academic performance among General

Academic Strand (GAS) students. The findings revealed that students who maintained

structured study schedules, engaged in active note-taking, and utilized various study

techniques performed better academically compared to those with unstructured study habits.
15
The research emphasized that time management, self-discipline, and motivation are critical

factors that influence students’ academic success. Additionally, it was observed that students

who developed a habit of reviewing lessons regularly and seeking clarification from teachers

exhibited higher retention rates and a deeper understanding of subject matter. Furthermore,

the research suggested that educational institutions should provide training programs to help

students develop effective study habits. Schools can implement workshops on time

management, test-taking strategies, and concentration techniques to enhance students’ study

skills. Teachers and parents also play a crucial role in fostering a conducive learning

environment by encouraging students to maintain a disciplined study routine and setting

realistic academic goals. The findings of this study serve as an essential reference for

educators and policymakers in developing interventions aimed at improving the study habits

and academic performance of senior high school students.

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 CHAPTER III

METHODOLOGY

This chapter presents the methodology of the research, including the research design,

research locale, respondents of the study, sampling method, research instrument, data

gathering procedure, and data analysis.

Sampling Procedure

The respondents of this study are the Grade 12 students under the General Academic

Strand (GAS) at Malibago National High School. These students were selected as they are

the primary subjects of the research, which aims to determine the role of study habits in

enhancing their academic performance.

A total of 68 respondents were chosen total enumeration sampling to ensure that the data

collected is representative of the population. The inclusion criteria for the respondents were

as follows:

1. Must be a Grade 12 student under the GAS strand

2. Must be officially enrolled at Malibago National High School during the academic

year 2024-2025.

3. Willing to participate voluntarily in the study.

The study ensured that ethical considerations were observed by seeking informed consent

from the respondents. Their participation remained anonymous, and the data collected was

used solely for academic purposes.

17
Research Instrument

The tool used in gathering data for this research was a researcher-made survey

questionnaire. The researchers prepared a survey consisting of five (5) questions, which

included several inquiries about the role study habits in enhancing academic performance

among Grade 12 students under General Academic Strand at Malibago National High School.

It was administered to 68 selected respondents.

The primary tool for data collection is a survey questionnaire, divided into three sections:

1. Demographic Profile – Includes questions on the respondent’s age, gender, and

other relevant background information.

2. Study Habits Assessment – A set of Likert scale questions (1 - Never, 2 - Rarely,

3 - Sometimes, 4 - Often, 5 - Always) covering key aspects of study habits such as

time management, learning strategies, concentration, and note-taking.

3. Academic Performance – Respondents will self-report their General Weighted

Average (GWA) from the previous semester, serving as the measure of academic

performance.

Data gathering procedure

The researchers will begin the data collection process by seeking permission from the

school administration of Malibago National High School to conduct the study among Grade

12 General Academic Strand (GAS) students. Once approval is granted, the researchers will

distribute a structured survey questionnaire designed to assess students' study habits and their

academic performance. Before answering the questionnaire, participants will be briefed about
18
the purpose of the study, assured of confidentiality, and asked to provide informed consent.

The survey will be administered during a scheduled class period to ensure maximum

participation and minimize disruptions. Participants will be given ample time to complete the

questionnaire, after which the researchers will collect the responses for analysis.

Data analysis

After collecting the survey responses, the researchers will review and encode the data

for statistical analysis. Descriptive statistics, such as frequency, percentage, mean, and

standard deviation, will be used to summarize the study habits and academic performance of

the students. To determine the relationship between study habits and academic performance,

the researchers will use Pearson’s correlation coefficient. This statistical method will help

establish whether a significant correlation exists between the two variables. The findings will

then be interpreted basedon the computed values, and conclusions will be drawn to address

the research objectives.

19
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