CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the different related literature and studies gathered through a

thorough search. The review of related literature and related studies focuses on study habits

and conceptual understanding of students, particularly in mathematics. Sources published and

unpublished will be credited as an acknowledgement to the author.

Related Literatures

Recent literature shows that study habits are very important in learning mathematics,

especially for students who want to become teachers. Tavares, Oliveira, and Silva (2022)

explained that when students make it a habit to solve problems and review their lessons

regularly, they can understand algebra more deeply. This helps them not only as learners but

also as future teachers who will explain the subject to others. Rahman and Singh (2023) also

shared that using time wisely, checking progress, and studying with classmates can make hard

math topics easier to learn. These practices help students stay focused, confident, and motivated

in their studies. In addition, Martinez and Brown (2024) pointed out that good study habits do

not only improve grades but also give students a strong foundation in algebra that they can use

for future learning. When students stay disciplined, manage their time well, and study together

with others, they can improve their skills in algebra and prepare themselves better for success

in school and in their future teaching careers.

Research has consistently highlighted Filipino students' struggles with mathematical

understanding, particularly in developing a deeper conceptual knowledge. International

assessments, such as those from the Program for International Student Assessment (PISA),

have shown that Filipino students underperform in key areas like problem-solving and critical

thinking, which are closely linked to conceptual knowledge. Locally, these findings are echoed
in research revealing learning difficulties in algebra, including the mastery of mathematical

language and solving word problems (Preclaro, 2019).

A primary factor contributing to this lack of conceptual understanding is students' over-

reliance on procedural shortcuts rather than grasping the deeper meaning of mathematical

concepts (Molina, 2014). This emphasis on procedure over concept is a common issue in

mathematics education, where the focus on calculation often supersedes an understanding of

the principles that underpin algebraic tasks (Crooks & Alibali, 2014, as cited in Molina, 2014).

The Enhanced Basic Education Act of 2013 or Republic Act No. 10533, also called the

K–12 Law, was introduced to raise the quality of education in the Philippines. Its purpose is

not only to make students understand their lessons more deeply but also to equip them with

skills such as critical thinking and problem solving (Republic Act No. 10533, 2013). In the

subject of mathematics, this shift encourages learners to move beyond rote memorization of

formulas and instead focus on grasping the concepts behind them. Because study habits play a

key role in how students learn and retain information, it becomes necessary to examine how

these habits influence their understanding of algebra, particularly among BSED Mathematics

students who are being prepared to teach under the K–12 curriculum.

Related Studies

A study of Hermano and Gaudicos (2025) define study habits as organized and

intentional routines such as time on task, note-taking, and test-taking skills that students

consistently apply to improve academic performance. Their study entitled “Predicted

Relationship Between Study Habits and Mathematical Achievement Among STEM Students”

predict mathematical performance across various learning styles. It emphasizes that effective

study habits enhance comprehension, problem-solving, and retention of mathematical

concepts, especially when matched with instructional strategies.

performance in mathematics. Using a sample of 200 students from public secondary schools in

Uyo, Nigeria, the research found a significant positive relationship between study habits and

academic performance. Their study emphasizes that developing effective study habits is crucial

for improving mathematical achievement. It also recommends academic interventions like peer

collaboration and structured study environments to foster better learning environments and

support students in developing disciplined study routines.

Bani Irshid and Khasawneh (2023) investigated the impact of a training program on the

pedagogical knowledge of 34 middle-grade mathematics teachers. The researchers utilized a

quasi-experimental, pre-test and post-test design to measure changes in the teachers' knowledge

of teaching and student thinking. The findings revealed a significant positive effect of the

training program, as teachers demonstrated an improvement in their pedagogical knowledge.

Teachers became more skilled when they were trained to focus on understanding concepts

rather than just procedures. Specifically, the percentage of teachers who reached a "skilled

performance" level on the post-test increased from 0% to 53%. This study highlights that a

conceptual understanding-based training program is effective in enhancing the pedagogical

skills of mathematics teachers, particularly in teaching strategies and understanding student

thought processes. The results are relevant as they support the idea that targeted professional

development can lead to measurable improvements in teacher competence.

Alam and Mohanty (2024) examined strategies for addressing the complexities of

abstract algebra in university mathematics education, emphasizing how advanced pedagogical

methods can foster deeper conceptualization and understanding among students. Their work

underscores the importance of innovative teaching practices that help learners grasp

challenging algebraic concepts, moving beyond rote procedures to genuine comprehension.

The study highlights that while effective study routines are essential, the development of strong
conceptual foundations supported by thoughtful teaching approaches plays a critical role in

mastering algebra.

Mahinay Jr. et al. (2022) explored how study habits and the use of digital platforms like

Schoology influence the mathematical thinking skills of BSED Mathematics students. This

study was conducted using a descriptive-correlational design and focused on Third Year BSED

Math students. Their findings revealed a moderate positive correlation between students’ study

habits and their ability to think mathematically, suggesting that consistent and strategic study

routines enhance deeper comprehension of mathematical concepts. The outcome demonstrates

that Third Year BSED-Math students have strong mathematical reasoning abilities. This study

underscores the cognitive benefits of effective study habits, which are essential for developing

conceptual understanding in mathematics. Also, this study emphasizes that study habits are not

just behavioral routines but cognitive tools that enhance mathematical thinking. The integration

of digital platforms like Schoology also suggests that technology-supported study habits can

foster deeper conceptual understanding.

The study of Santiago and Pio (2025) entitled “Factors affecting BSED-Mathematics

students’ learning achievement in mathematics at Ifugao State University-Potia Campus”

investigated various factors influencing academic performance in mathematics, including study

habits, interest, and instructional methods. Using descriptive-correlational design, their study

emphasized that student-related factors, particularly study habits and motivation, play a

significant role in shaping learning outcomes. The findings of the study highlighted that while

environmental, teacher-related, and parent-related factors also play roles in the students’

academic performance, it’s the students’ own motivation and academic discipline that most

strongly influence their performance. This study recommends that students should possess

better study routines and schools should support interest-building strategies.

skills and study habits influence their performance in mathematics. Using a descriptive

correlational design, the researchers surveyed 121 secondary students and analyzed their basic

math proficiency and study habits alongside their mathematics grades. The findings revealed

that strong foundational math skills particularly in understanding, estimating, and computing

significantly affected students’ mathematics performance. However, study habits alone showed

no direct significant relationship to the students’ performance in mathematics. While basic

math skills were found to be more strongly associated with performance than study habits

alone, the study still underscores the importance of foundational understanding in academic

success.

A study entitled “Conceptual understanding and academic performance of students in

mathematics” by Edulsa Jr. (2022) demonstrated that students with low conceptual

understanding tend to perform poorly in mathematics. The study was conducted at Kidapawan

City National High School and focused on assessing the level of conceptual understanding in

mathematics among Grade 10 students and its relationship with their academic performance.

Diagnostic tests and performance assessments was utilized to evaluate how well students

grasped mathematical concepts beyond procedural knowledge. The results revealed a strong

correlation between students’ conceptual understanding and their overall academic

achievement in mathematics. Students who demonstrated deeper comprehension of

mathematical principles such as the ability to explain, justify, and apply concepts tended to

perform better in classroom assessments and standardized tests. This study emphasized that

conceptual understanding is a critical foundation for mathematical success and cannot be

replaced by memorization or mechanical computation alone. It also highlighted the need for

instructional strategies that promote active learning, problem-solving, and reflective thinking.
 According to the study of Capuno et al. (2019) entitled, “Attitudes, study habits, and

academic performance of junior high school students in mathematics” which was conducted

in Cebu, they concluded that while attitudes had a weaker link to performance, study habits

were strong predictors. The study involved junior high school students and used surveys and

achievement tests to gather data. Findings showed that while students’ attitudes toward

mathematics such as enjoyment, anxiety, and perceived usefulness had a weak correlation with

performance, their study habits had a much stronger and more consistent impact. Students who

practiced regular review, time management, and self-assessment tended to perform better in

mathematics, regardless of their emotional disposition toward the subject. The researchers

recommended that applying effective study habits is a more actionable and impactful strategy

for improving mathematics performance than attempting to change attitudes alone.

The related literature and studies written above which were gathered by the researchers

focuses more on study habits and its association on the students’ achievement in mathematics

and their academic performance in general. It has come to light that there were only few studies

conducted about the relationship of study habits to the students’ level of conceptual

understanding in Algebra. The researchers will focus on the relationship of study habits and

level of conceptual understanding in Algebra among BSED Mathematics students. This

reinforces the importance of targeting conceptual mastery in algebra and suggests that study

habits should be designed to promote deep learning rather than rote memorization. This

supports the idea that conceptual understanding in algebra is achieved not only through ideal

teaching methods but also on how students manage their own learning. This study focuses on

the pre-service math teachers because as future educators, they should master algebraic

concepts and be ready to foster conceptual understanding in their own students. Conducting

this study which focuses on the relationship of study habits and conceptual understanding can
help future mathematics educators improve their algebraic understanding as they are expected

to possess excellent mastery of the subject matter.