THE IMPACT OF STUDY TIME ON THE ACADEMIC

PERFORMANCE AMONG GRADE 11 STUDENTS OF LIBERTAD

NATIONAL HIGH SCHOOL

HANNAH M. BAUTISTA
HANSEL O. PALACIO

An Undergraduate Research
Submitted to the Faculty of the
English Department Libertad National High School
9021, Libertad Misamis Oriental
In Partial Fulfillment of the
Requirements for the Strand of
Humanities and Social Sciences B

Humanities and Social Sciences B

October 2025
 BIOGRAPHICAL DATA

NAME :Hansel Ongngog Palacio

HOME ADRESS :Purok 8-A, Lirupan, Libertad Misamis
Oriental
DATE OF BIRTH :April 4, 2007
PLACE OF BIRTH :Tabacda Tubo, Abra Cordillera
Administrative Region (CAR)
PARENTS :Jun Tungyaben Palacion
Emelda Ongngog Palacio

EDUCATIONAL BACKGROUND

ELEMENTARY :Kinder to Grade 5, Tabacda Elementary

School
Grade 6, Kili Elementary School
Tubo, Abra (CAR)
S.Y. 2019-2020

SECONDARY :Grade 7 to 8, Tiempo National High School

Grade 9 to 10 Cristina B. Gonzales
Memorial High School
Bucay, Abra (CAR)

:Grade 10 to 12, Libertad National High

School
Humanities and Social Sciences B
Libertad Misamis Oriental
March 2025

MEMBERSHIP IN ORGANIZATION

:Grade 12 Member, Barkada Kontra Droga

(BKD)
Libertad National High School
Libertad Misamis Oriental
S.Y. 2025-2026

AWARDS

:Grade 10, With Honor

Libertad National High School
S.Y. 2023-2024
:Grade 11, With Honor in 1 st and 2nd
Semester
Libertad National High School
S.Y. 2024-2025

:Grade 12, With Honor 1 st Semester

 BIOGRAPHICAL DATA

NAME :Hannah Madriaga Bautista

HOME ADDRESS :Purok 1, Sta. Cruz Gimaylan Libertad
Misamis Oriental

DATE OF BIRTH :February 1, 2008

PLACE OF BIRTH :Cagayan De Oro City
PARENTS :Ricky Bacalso Bautista
Josephine Madriga Bautista

EDUCATIONAL BACKGROUND

ELEMENTARY :Libertad Central School

Libertad Misamis Oriental
S.Y. 2019-2020

SECONDARY :Libertad National High School

Libertad Misamis Oriental
March 2025
 CHAPTER 1
INTRODUCTION

1.1. Background and rationale

Study time plays a significant role in determining how well students

perform academically. For senior high school students, especially

those in academic strands that require intensive reading, writing,

research, and presentations, effective use of study time is essential.

Without sufficient time and focus devoted to learning tasks, students

may struggle to keep up with their academic requirements (Buenavides

et al., 2020).

Managing study time effectively, however, is not just about

increasing the number of hours spent studying, but about using those

hours wisely. Students who plan their schedules, avoid distractions,

and stick to routines tend to grasp concepts better and perform more

effectively in assessments. In contrast, poor time management often

leads to cramming, missed deadlines, and academic

underperformance (Pimentel et al., 2020).

Moreover, many students face challenges beyond the classroom,

such as household duties or part-time work. These responsibilities can

reduce the time available for studying and impact both academic

performance and emotional well-being (Delapunta et al., 2024;

Delacruz et al., 2024). Therefore, understanding how study time

correlates with academic success is important in helping students,

teachers, and parents foster effective learning habits.

 The quality of study time is also a key factor. Long hours spent

studying with distractions or without a clear goal are often less

productive than shorter, focused sessions. Skills like setting priorities,

taking breaks, and tracking progress can significantly improve learning

outcomes and reduce academic stress.

This study aims to explore the relationship between study time and

academic performance among senior high school students at Libertad

National High School, focusing on students in the HUMSS and ABM

strands. By identifying patterns and correlations, the study seeks to

provide data-driven insights that can support better academic

outcomes.

1.2. Statement of the problem

This study aims to determine the impact of study time on the

academic performance of Grade 11 students at Libertad National High

School. It seeks to answer the following research questions:

1. What is the average number of hours Grade 11 students spend

studying per day and per week?

2. Is there a significant relationship between study time and

academic performance?

3. Does increasing study time lead to better academic

performance?

1.3. Objective of the study

 1.3.1. General objective

To examine the relationship between study time and academic

performance among Grade 11 students at Libertad National High

School.

1.3.2 Specific objectives

1. To determine how many hours students study each day and

each week.

2. To assess the impact of study time on students' academic

performance.

3. To evaluate whether longer study hours are associated with

higher academic achievement

1.4. Scope and limitation of the study

This study focuses on 100 selected Grade 11 students enrolled in

the Humanities and Social Sciences (HUMSS) and Accountancy,

Business, and Management (ABM) strands at Libertad National High

School. It aims to examine the relationship between the amount of time

students spend studying and their academic performance during the

current school year. The study will gather data on students’ average

daily and weekly study time and compare these with their academic

grades. However, this study does not consider other influencing factors

such as family background, personal motivation, teaching quality, or

mental health. Therefore, the results may only be applicable to the

chosen respondents and may not be generalized to all students or

other academic strands.

1.5. Significance of the study

Parents – This study will help parents understand how their children’s

study habits influence academic performance, enabling them to provide

better support at home.

School Administrators – School leaders can use the findings to

develop programs or policies that promote effective study habits and

time management among students.

Students – The results of this study will help students become more

aware of how their study time affects their academic outcomes and

encourage them to adopt better study strategies.

Teachers – Teachers can use the study’s insights to guide students in

developing effective study routines and improving classroom

performance.

1.6. Definition of terms

Academic Performance – The level of achievement shown in

students’ grades or general average.

Quantitative Research – A type of research that involves collecting

and analyzing numerical data to understand patterns and relationships.

Strand – A specialized academic track in senior high school, such as

HUMSS or ABM.
Study Time – The amount of time students spend studying outside of

their regular classroom hours.

Time Management – The ability to plan, prioritize, and use time

effectively to accomplish tasks and goals.

 CHAPTER 2
REVIEW OF RELATED LITERATURE

The connection between study time and academic performance

has been a common focus among researchers, both locally and

internationally. Many studies agree that how much time students spend

studying, and how well they manage that time, can greatly affect how

well they do in school.

In the Philippines, Delos Reyes and Torio (2018) conducted a study

in a senior high school in Laguna and found that students who spent at

least two hours studying every day often scored higher on quizzes and

written exams. They also found that these students were more

confident in class and less likely to cram before tests. Similarly, Garcia

(2020) explored the study habits of Grade 11 students in Batangas and

concluded that those who studied regularly and avoided distractions

had higher general weighted averages. The study also showed that

students who followed a routine were more consistent in submitting

quality outputs.

Santos and Villanueva (2019) conducted their research in a public

high school in Quezon City and highlighted that students who practiced

time management and followed a personal study plan were more

successful in subjects that required deep understanding and critical

thinking. They pointed out that these habits were especially helpful in

subjects like social sciences and literature. In Cavite, Lazaro (2021)

found that senior high school students who dedicated at least an hour
each day to reviewing lessons or preparing for upcoming tasks showed

gradual but steady improvement in their academic performance

throughout the school year. Meanwhile, Padilla and Cruz (2022)

studied students in Mindoro and discovered that learners with regular

study schedules outperformed those who studied only when exams

were near. Their findings showed that students who prepared ahead of

time were less stressed and performed better in both written and oral

tasks.

Outside the Philippines, many researchers have found similar

results. In the United States, Nonis and Hudson (2010) discovered that

students who spent more time studying, especially those who used

techniques like note-taking and self-quizzing, tended to achieve better

grades than those who studied less or used passive learning methods.

Credé and Kuncel (2008), through a review of multiple studies,

concluded that study habits, including time spent studying, had a

stronger link to academic success than standardized test scores. Their

findings emphasized that consistent effort often leads to better results

over time.

Plant, Ericsson, Hill, and Asberg (2005) conducted a study in

Sweden that focused on college students and revealed that those who

studied with clear goals and a structured plan performed better in

exams. They noted that it wasn’t just about how long students studied,

but how focused and intentional that study time was. In their well-

known paper, Chickering and Gamson (1991) introduced the principle

of “time on task,” which means that the more time students spend on
academic tasks, the more they learn. This principle is still widely used

in education today. Lastly, George and Kelechi (2021) conducted a

study in Nigeria and found that high school students who consistently

studied for 2 to 3 hours a day had higher scores in most subjects

compared to those who studied for less than an hour. They

emphasized that forming good study routines early on can lead to

better academic performance in the long run.

In summary, both local and international research supports the idea

that study time, especially when used wisely and consistently, plays an

important role in academic success. These studies show that

managing time well, planning ahead, and making studying a regular

habit can help students not only improve their grades but also reduce

stress and gain confidence in their schoolwork. This review provides a

strong foundation for the current study, which aims to examine how

study time affects the academic performance of senior high school

students.
 CHAPTER 3
THEORETICAL AND CONCEPTUAL FRAMEWORK

3.1. Theoretical framework of the study

This study is guided by three major theories that explain how study

time, motivation, and time management influence students’ academic

performance. These theories help provide a better understanding of

why and how students use their time to study, and how this affects their

school performance.

The first is the Expectancy-Value Theory developed by John

William Atkinson in 1957 and expanded by Jacquelynne Eccles and

her colleagues in the 1980s. This theory explains that a student’s

motivation to study depends on two things: how much they believe they

can succeed (expectancy), and how much they value the outcome

(value). In other words, if students think that studying will help them get

good grades, and they believe that good grades are important, they are

more likely to study. This theory is important to the current study

because it helps explain why some students are willing to spend more

time studying than others.

The second theory is the Temporal Motivation Theory, created by

Steel and König in 2006. This theory explains why students often delay

studying and then feel a strong push to study right before a deadline. It

combines different ideas, like the value of a task, the time left before
it’s due, and how motivated the student is. The theory suggests that

motivation increases as deadlines approach, which is why many

students start studying harder as exams get closer. This helps explain

some common behaviors among students, such as cramming or last-

minute reviews.

The third theory is the Time Management Theory by Alan Lakein in

1973. This theory focuses on how people manage their time to meet

goals. According to this theory, students who use their time wisely, by

planning their tasks, setting priorities, and avoiding procrastination, are

more likely to succeed in school. Good time management allows

students to balance their academic tasks with other responsibilities,

and it helps reduce stress. In the context of this study, this theory

supports the idea that not only the amount of study time matters, but

also how that time is used.

These three theories together provide a strong foundation for

understanding the relationship between study time and academic

performance. They explain why students choose to study, when they

feel most motivated to do it, and how planning and using their time

effectively can lead to better academic results.

3.2. Conceptual framework of the study

Figure 1 shows the relationship of the independent variable (Study

time) and the dependents variable when is the academic performance.

Study time Academic performance

Fig.1. Conceptual framework of the study

CHAPTER 4
RESEARCH METHODOLOGY

4.1. Research design

This study uses a correlational research design to examine the

relationship between the amount of study time and the academic

performance of Grade 11 students at Libertad National High School.

This design helps determine whether and how strongly study time is

related to students’ grades without manipulating any variables.

4.2. Subject of the study

The respondents of this study are 100 Grade 11 students from

Libertad National High School. They were selected from two academic

strands: Humanities and Social Sciences (HUMSS) and Accountancy,

Business, and Management (ABM). These students were chosen

because their academic tasks often require time management and

independent studying, making them suitable participants for the

research. The selection of respondents was done through simple

random sampling to give each student an equal chance of being part of

the study.

4.3. Data gathering procedure

The researchers started by seeking permission from the school

administration to conduct the study. After approval, the researchers

distributed questionnaires to the selected students to collect

information about their study time. The academic performance data

were gathered from the students’ school records with proper consent.

The data collection was done carefully to ensure honesty and

confidentiality.
Fig.2. Map showing the location of Libertad National High School,
Poblacion, Libertad Misamis Oriental

4.4. Instrument of the study

In this study, the researchers will be doing surveys using our own

made questionnaires. The researchers will select Grade 11 HUMSS

and ABM student to participate in the research. The researchers made

5 items questionnaire.

4.5. Data analysis

n
P=( )×100
N

Where:

P = percentage

n = number of students with a specific study time

N = total number of students surveyed

 CHAPTER 5
RESULTS AND DISCUSSIONS

5.1 Percentage distribution of grade 11 Senior High School students

according to their time on studying per day.

Table 1 represents the study hour per day of respondents.

Appendix 1. Letter of request to the principal of Libertad National
High School to conduct the study
 Republic of the Philippines
Department of Education
Region X- Northern Mindanao
Division of Misamis Oriental
Libertad District
LIBERTAD NATIONAL HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES

SENIOR HIGH SCHOOL