CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
Research Design
The researcher will use a quantitative method with a correlational research
design for the study titled “The Effects of Study Time After School on the
Academic Performance of Grade 12 Students in Calintaan National High School.”
According to Bhandari (2021), a correlational research design examines
relationships between variables without manipulating or controlling them. This
type of design helps identify the strength and direction—positive or negative—of
the relationship between the variables under study.
Population and Sampling
The target population for this study consists of all Grade 12 students enrolled at
Calintaan National High School during the academic year 2023-2024. The
sample will be selected using a stratified random sampling technique to ensure
that students from different Grade 12 sections in Calintaan National High School
are proportionally represented. A sample size of approximately 100 students will
be chosen to provide reliable data and generalizable results.
Research Instrument
The primary instrument used for data collection will be a structured
questionnaire. The questionnaire will consist measures of study time after school
and academic performance. Study time will be measured in terms of the average
number of hours spent studying after school per week, while academic
performance will be assessed using students’ latest Grade Point Average (GPA).
The questionnaire will be pilot-tested with a small group of students to ensure
clarity and reliability.
Data will be collected through self-administered surveys distributed to the
selected students. Before distribution, the researcher will obtain permission from
the school administration and informed consent from both students and their
parents/guardians. The surveys will be conducted during school hours, ensuring
that students have sufficient time to provide accurate responses. To maintain the
confidentiality of the participants, no personal identifiers will be included in the
questionnaire.
Theoretical Framework
The Palm-Beach Study Time Learning Theory
The Palm-Beach Study-Time Learning Theory, postulated in 1864 by
Professor Palm Beach of the University of California, posits that the amount of
time dedicated to studying is a key determinant in predicting and controlling
students’ learning outcomes. This theory provides a foundational understanding
of how study time directly impacts academic performance, suggesting that the
more time a student spends on studying a particular task, the more likely they are
to achieve favorable learning outcomes. It emphasizes the relationship between
time investment and academic achievement, where the effectiveness of learning
is directly proportional to the amount of time devoted to a task.
The theory draws from the idea that learning is not only influenced by
innate ability or instructional quality but is also heavily contingent on the time a
student is willing to commit to studying. According to Palm Beach, academic
achievement can be viewed as a function of time spent on task, implying that
there is a positive correlation between the quantity of time spent and the
successful completion of academic tasks. The implication for educators and
students is that regulating and maximizing study time can significantly enhance
learning efficiency and overall academic performance.
Furthermore, the theory supports the notion that consistent and well-
managed study time fosters improved comprehension, retention, and application
of knowledge, thus contributing to better academic results. It also underscores
the importance of structured study habits and time management skills, providing
a framework for both students and educators to strategize and optimize learning
experiences effectively.
The theory also stated that students nowadays are spending less time
studying than they used to do in the past. Over the past few decades, the
educational landscape has evolved sig nificantly. Increased availability of digital
resources, social media, and various forms of entertainment have contributed to
shorter attention spans and reduced focus on traditional study methods. As a
result, students may find themselves distracted and less engaged in prolonged
study sessions compared to previous generations (Karpinski & Duberstein,
2009).
Theory of Academic Performance
The theory of academic performance (ToP) emanates from Elger (2007),
and the author described “perform” as an ability to produce a valued results and
“performer” as an individual or a group that engage in collaboration while the
level of performance as the location in an academic journey. According to Elger
(2007), there are six components of performance levels, and they are: level of
knowledge, level of skills, level of identity, personal factors, and fixed factors and
proposed three axioms for effective performance as performer’s mindset,
immersion in an enriching environment, and engagement in reflective practice.
The theory of performance challenges educators to improve their performance
through empowerment to help others learn effectively and grow. This type of
learning will foster quick success and produce knowledge that will influence
society.
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Scope and Delimitation of the Study
This study looks at the relationship between the time students spent on
studying after school and their academic performance in Grade 12 at Calintaan
National High School during the School Year 2024-2025. It specifically examines
how the amount of time dedicated to studying after school affects students’
grades, understanding of the material, and overall academic success. The
research focuses on Grade 12 students enrolled at Calintaan National High
School, with a total of 100 respondents selected using stratified random
sampling. This method ensures that different groups within the population are
represented, including a balanced number of male and female students and
participants from various socioeconomic backgrounds to explore any potential
effects on study habits.
The study will include Grade 12 students from the Agriculture and Fishery Arts
strand, the General Academic Strand (Gas), and the Technical-Vocational-
Livelihood (TVL) strand to see how study time and performance vary across
these fields. Data will be collected through a structured survey designed to
gather detailed information about the time spent studying after school and its
relationship with academic performance. Data will be collected through a
structured survey containing closed-ended questions. The survey will be tested
beforehand to ensure it is reliable and accurate before being given to the
students.
Significance of the Study
This study aims to provide valuable insights into how study time after school
affects the academic performance of
Grade 12 students in Calintaan National High School. The study is beneficial to
the following:
Students: Understanding the impact of study time will help students develop
better time management skills, improve
their academic performance, and achieve their educational goals more
effectively. This research will guide students on how much time they should
dedicate to studying after school to see academic improvements.
Teachers: The findings of this study will enable teachers to tailor their instruction
and support to better meet students' needs. Teachers will also be able to identify
students who may require additional help with time management and implement
strategies to enhance classroom performance and engagement.
Parents: This study will assist parents in fostering effective study habits in their
children. It will help parents monitor their children's academic progress, address
issues such as procrastination, and create a supportive learning environment,
ultimately contributing to their children's academic success.
Future Researchers: The results of this research will provide a basis for further
exploration of the relationship between study time after school and academic
performance. It will enhance the understanding of how study time influences
learning outcomes and will serve as a valuable reference for future studies in this
area.
Definition of Terms
Academic Performance. Assessed through the students’ general average in
the most recent grading period. This measure indicates their level of
achievement across their coursework and provides a basis for analyzing the
correlation between study time and academic success.
Fixed Factors. Evaluated through standardized tests or medical assessments to
measure stable characteristics like cognitive ability, intelligence, or physical
conditions that influence academic performance.
Knowledge. Operationally defined as the score achieved by respondents on
tests or quizzes designed to measure their ability to recall, explain, and apply
information related to specific subjects or concepts.
Level of Identity. Assessed through self-report questionnaires or interviews that
explore how respondents perceive their role, values, and beliefs, along with
behavioral observations of how they interact with others.
Level of Skills. Measured by performance in practical tasks or simulations that
require the use of technical, cognitive, interpersonal, or physical skills, evaluated
through criteria such as accuracy, efficiency, or proficiency.
Personal Factors. Measured using psychometric tools or structured surveys
that capture personality traits, motivations, and emotional states, with
observations to validate how these factors manifest in real-world actions.
Study Time. Total hours that Grade 12 students from Calintaan National High
School dedicate to academic-related activities outside of regular school hours.
This includes activities such as reviewing lessons, completing assignments, and
preparing for exams. It will be measured through a survey where students self-
report the average number of hours they spend studying per day or week.
Research Hypothesis
H1: There is a positive correlation between the amount of study time after
school and the academic performance
of Grade 12 students at Calintaan National High School.
2. H2: Grade 12 students who utilize effective study techniques will have higher
academic performance compared
to those who do not.
3. H3: There are significant differences in academic performance among Grade
12 students in the General
Academic Strand (Gas) and Technical-Vocational-Livelihood (TVL) strands
based on the amount of time spent
studying.
4. H4: Personal factors, such as motivation and study environment, significantly
influence the study habits of Grade 12 students at Calintaan National High
School.
5.H5: Students who study more than the average number of hours reported will
demonstrate higher academic
performance than those who study less than the average.
Research Objectives
[Link] determine the average number of hours Grade 12 students at
Calintaan National High School spend studying
after school each week.
2. To assess the relationship between study time and the academic
performance of students in the General Academic
Strand (Gas) and Technical-Vocational-Livelihood (TVL) strands.
3. To evaluate the impact of specific study techniques on the academic
performance of Grade 12 students.
4. To identify the personal factors that influence the study habits of Grade
12 students outside of regular
school hours.
5. To analyze whether differences in study time correlate with variations in
academic performance across different
educational strands at Calintaan National High School.
Statement of the Problem
This study aims to determine the relationship between study time after school
and the academic performance of Grade 12 students at Calintaan National High
School. Rooted within the Theory of Academic Performance (TAP) proposed by
Elger, the TAP emphasizes that academic performance is the ability to produce
valued results and involves collaboration among individuals engaged in the
learning process.
This research specifically seeks to address the following questions:
1. What is the average amount of study time Grade 12 students allot to studying
after school?
2. How does the level of knowledge and skills, identity, and personal factors of
the students affect the correlation between study time and academic
performance?
3. Is there a significant relationship between the study time after school and the
academic performance of the students?
CHAPTER I
INTRODUCTION
Background of the Study
Time spent studying has a significant impact on children's education and
academic performance. Extra study time after school can positively affect a
student’s performance, giving them the opportunity to review lessons, answer
assignments, and engage in other academic activities. According to Alharbi
(2018), effective time management and allocating additional hours for studying
outside school hours are associated with better academic outcomes, as students
are more prepared to face assessments and complete assignments.
Students often juggle academic responsibilities and personal interests, leading to
challenges in balancing their time effectively. Chung and Lee (2020) emphasize
that the ability to manage time properly directly affects academic performance.
When students fail to allocate enough time for academic work, it can lead to
grade declines and underperformance, further complicating their educational
journey.
Education plays a crucial role in developing human capital and fostering
economic growth. Academic performance is not only essential for personal
development but also impacts the wider community. Kang et al. (2019) highlight
the importance of parental involvement, noting that family structure and support
can enhance a student’s ability to manage study time effectively, leading to
improved academic performance. This is consistent with more recent research
that stresses the influence of home environments on students' ability to focus on
academics, manage time, and achieve success in school.
Spending time studying has a positive effect on academic performance. Students
who study longer tend to score better on tests The increase in study time is
attributed to the demands and characteristics of the coursework. The effects of
elaboration on test performance are independent of study time. Students are
willing to spend more time studying with a classmate when the mean and
variance of academic skills are higher. Human capital accumulation is not
predetermined at the time of college entrance, suggesting that studying can
impact grade performance. (Cole, Z. 2020)
Academic performance is a critical indicator of a student's success in the
educational system. It reflects the extent to which students achieve their learning
goals, as assessed by various metrics, such as test scores, grades, and overall
academic achievements. In today’s competitive world, academic performance
has become increasingly important, not only for personal development but also
for future professional opportunities. Schools and educators place a significant
emphasis on improving student outcomes, as they are closely linked to both
individual growth and societal progress (Liu & Lu, 2018).
It is important to know the effects of the amount of time studying at home after
school so that we would be able to know how are the students going to make
time and set goal at home in doing our homework, reviewing the lessons
discussed and having an advanced study. It will enlighten the students about how
much time is needed to study after school in order to do well enough in school.
The researchers decided to conduct this research in order to know the
relationship of the amount of time spent in studying after school and the
academic performance of the students. The researchers are going to find out
how the academic performance of students vary depends on how much time they
spent on studying after school and to know whether how much time is effective in
achieving high performance and how much time negatively impacts on students’
performance.
Study Time After School and the Academic Performance of Grade 12
Studentsin Calintaan National High School
A Research Paper Submitted to the Senior High School Faculty
of Calintaan National High School in Partial Fulfillment for the Subject
Practical Research II.
By
Villanueva, Jezzel Jane L
Barrientos, Bernadette
Balmonte, Shyrel Jane
Dela Cruz, Aaron I.
Payas, Mc Cyver D.
Pinalba, James D.
November, 2024