FINAL PROJECT
The Impact of Study Habits on Academic Performance in
English Classes
High School: Juan Xavier Espinoza
Classes surveyed: 10th Grade "A" and 1st
Year of Bachillerato "A"
Link del Video
Click Student: Jeampierre Cevallos
Statistics 3-3
General Objective:
To analyze the relationship between study habits and academic performance in English
among high school students at Juan Xavier Espinoza.
Specific Identify the most common study habits among
students.
Objectives: Measure the average academic performance in
English.
Examine whether there is a statistical
relationship between study habits and grades.
Compare performance between students who
use active study techniques and those who do
not.
Population and
Sample
Total population
Students from 10th Grade "A" and
1st Year of Bachillerato "A"
(approximately 60 students).
50% Sampling method:
Sample selected: Convenience sampling, based on
availability during class and
30 students (20 from 1st Year of
Bachillerato "A" and 10 from 10th
voluntary participation.
Grade "A").
Instrument Design and Type
of Variables
Instrument used:
Weekly study time
Study frequency
Study techniques used
Current grade in English
Variables used:
Variable Type Role
Weekly study hours Quantitative Independent
Study techniques used Qualitative Independent
Study frequency Qualitative (ordinal) Independent
English grade Quantitative Dependent
Descriptive Results
Weekly Study Hours
Mean: 6.8 hours
Mode: 5 hours
Median: 6 hours
Standard deviation: 2.4
Most students study between 5
and 7 hours per week.
Most Common
Study Techniques
Technique Frequency Percentage
Underlining 18 60%
Summarizing 15 50%
Flashcards 5 17%
Mind maps 4 13%
No techniques used 6 20%
Underlining and summarizing are the most
common techniques. Active methods are used
less frequently.
English Grades (0–10 scale)
Grade Range Number of Students
5.0 – 5.9 5
Average grade: 7.6
6.0 – 6.9 8
Most students scored
7.0 – 7.9 9 between 6 and 8 points.
8.0 – 8.9 6
9.0 – 10 2
Descriptive or Inferential Analysis (if applicable)
Pearson Correlation:
Between weekly study
hours and English grade
r = 0.62, p < 0.01
There is a moderate and
significant positive
correlation.
t-Test:
Group A: Uses active
techniques (flashcards, mind
maps) → average: 8.3
Group B: Does not use active
techniques →average: 7.1
t(28) = 2.15, p < 0.05
Students using active
techniques score significantly
higher.
Conclusions
[Link] who dedicate more time to studying tend to
achieve better English grades.
[Link] use of active study techniques (like flashcards and
mind maps) is associated with higher academic
performance.
[Link] students rely on underlining and summarizing, but
more effective strategies are underused.
[Link] is a significant correlation between study habits
and academic performance in English.
Recommendations
[Link] workshops focused on active study strategies.
[Link] the use of flashcards, mind maps, and self-
assessment techniques.
[Link] students in managing their study time effectively.
FINAL PROJECT
THANK YOU !
"Small changes in how
we study can lead to big
achievements."
Student: Jeampierre Cevallos
Statistics 3-3