Republic of the Philippines

Department of Education

Regional Office No. III

Division of Northern Samar

DON JUAN FLORES AVALON NATIONAL HIGH SCHOOL

IMPACT OF STUDY HABITS TO THE LITERACY OF GRADE 12 STUDENTS IN DON JUAN FLORES
AVALON NATIONAL HIGH SCHOOL

RESEARCHERS

Baby Joy Mejos

Shenamae Mastelero

Anafe Tan

Charlie Glodo

Jaylina Amotto

William Caranog

Nardo Surio

2026
 TABLE OF CONTENTS

TITLE PAGE

CHAPTER

I INTRODUCTION

Background of the Study

Objective of the Study

Statement of the Problem

Theoretical Framework

Conceptual Framework

Paradigm

Assumptions

Hypothesis

Significance of the Study

Scope and Delimitation of the Study

Definition of Terms

II REVIEW OF RELATED LITERATURE

III CHAPTER

Research Design

The Participants of the Study

The Research Instrument

Data Collection
 CHAPTER I

BACKGROUND OF THE STUDY

Study habits play an important role in shaping a student’s academic

performance and overall literacy development. Good study habits such as

setting a regular study schedule, taking organized notes, focusing during

lessons, reviewing materials, and practicing writing help students

understand lessons more effectively. When students follow productive study

routines, they are more likely to improve their vocabulary, comprehension,

and ability to express ideas clearly Literacy is fundamental skills that

play crucial role in academic success and lifelong learning. Study

habits are a key factors that influences literacy developments, as the key

affect how students process, retain, and apply information.

However, many students today struggle with poor study habits due to

distractions from technology, lack of time management, limited motivation,

or ineffective learning strategies. These weak study practices may

negatively affect their literacy skills, causing difficulties in reading

comprehension, writing tasks, and critical thinking activities. As

literacy is a fundamental requirement for success in all subjects, it

becomes essential to understand how study habits influence a learner’s

ability to read, write, and understand academic content.

Because literacy is closely linked to learning performance,

identifying the relationship between study habits and literacy levels can

help schools create better support programs for students. This study

therefore aims to examine how students’ study habits impact their literacy
development. By understanding this connection, teachers, parents, and

students themselves can adopt strategies that promote stronger academic

skills and improved literacy outcomes.

The impact of study habits on literacy is evident in various aspects

of academic performance. For example, students who develop effective study

habits tend to have better note-taking skills, which are essential for

retaining information and recalling key concepts. Additionally, good study

habits enable students to manage their time effectively, allowing them to

complete assignments and projects on time. Effective study habits are

crucial for literacy development, and researchers have identified several

key strategies that can improve literacy skills. By understanding the

impact of study habits on literacy, educators and students can work

together to develop effective learning strategies.

In conclusion, study habit play a significant role in literacy

involvement, by developing effective study habits, students can improve

their skills, achieve academic success, and becoming lifelong learners.

Effective study habits, such as active learning strategies, time

management, and note-taking, can improve reading comprehension, writing

skills and overall academic achievements. Educators and students can work

together to develop effective learning strategies and promote a culture of

literacy.

OBJECTIVE OF THE STUDY

The main objective of this study is to determine the impact of

students study habits on their literacy level. Specifically, this research

aims to:
 1. Identify the common study habits practiced by students.

2. Examine the relationship between students literacy performance.

3. Determine which specific study habits most significantly influence

students literacy outcomes.

4.

STATEMENT OF THE PROBLEM

This study aims to determine the impact of reading habits on the

literacy of Grade 12 student in Don Juan F. Avalon National High School.

Specifically, it seeks to answer the following questions:

1. What is the reading habit of Grade 12 students in terms of:

a. Frequency of reading

b. Types of reading materials used

c. Time spent on reading

2. What is the literacy level of Grade 12 students in terms of:

a. Vocabulary

b. Reading comprehension

c. Writing skills

3. Is there a significant impact of reading habits to the literacy level?

THEORETICAL FRAMEWORK

This study is anchored on three major theoretical areas: the Theory

of Study Habits and Academic Achievement, the Information Processing

Theory, and the Sociocultural Theory of Literacy. These theories

collectively explain how students’ study habits influence their literacy

development.

The first theory relevant to this study is the Theory of Study Habits

and Academic Achievement (Credé & Kuncel). This theory emphasizes that

study habits such as time management, note-taking, reading routines, and

learning strategies strongly predict students’ academic performance.

Studies support this assumption, showing that consistent study behaviors

directly enhance reading comprehension, vocabulary growth, and overall

literacy skills. This theory suggests that positive study routines

increase exposure to texts, create meaningful practice, and contribute to

improved literacy performance.

The second theoretical foundation is the Information Processing

Theory (Atkinson & Shiffrin). This cognitive framework explains how

learners receive, encode, store, and retrieve information. Effective study

habits such as students to understand and retain literacy-related content

better. Research indicates that students who apply structured study

strategies are more capable of processing complex texts, resulting in

enhanced reading and writing proficiency.

The third theoretical area is the Sociocultural Theory of Literacy

(Vygotsky). This theory asserts that literacy is developed through social

interaction, communication, and guided learning. Study habits like group

study, peer discussion, and collaborative reading activities contribute to

literacy growth by allowing students to negotiate meaning, share

interpretations, and build vocabulary through social context. Studies

highlight the importance of social learning both online and face-to-face

in improving reading comprehension and critical literacy skills.

CONCEPTUAL FRAMEWORK

This study aims to identity the impact of study habits to the

academic performance of grade 12 students. Literacy, which encompasses

reading comprehension, writing ability, and vocabulary skills, can be

developed and improved through consistent and organized study practices.

The way students manage their time, take notes, review lesson, and

maintain focus during study sessions contributes to their ability to

understand, analyze, and communicate ideas effectively.

The framework follows the Input-Process-Output (IPO) model. The input

includes the profile of the participants in terms of sex, age, and strand,

as well as their study habits and literacy level. These variables serve as

the foundation for determining factors that may affect student’s literacy

performance.

The process involves the preparation, distribution, and analysis of

survey questionnaire to gather data from Grade 12 students regarding their

study habits and literacy skills. The data collected will be analyzed

statistically to identify the relationship between study habits and

literacy outcomes.

The output of this study is the determination of the impact of study

habits on the literacy of Grade 12 students. The findings will identify

which study habits contribute positively to literacy development and will

provide recommendations for improving learning strategies that enhance

reading and writing proficiency among students.

PARADIGM

1. Profile of the •Preparation and Impact od Study

participant in Distribution of Habits on the
terms of: questionnaire to Literacy of
Grade 12 Grade 12
a. Sex
students. Students in Don
b. Age Juan F Avalon
•Gathering of National High
c. Strand data about their School
2. Study habits
study habits and
of grade 12 literacy level.
students such as: •Identification
•Analysis and
a. Time interpretation of effective
Management of results to study habits
relationship that enhance
b. Reading literacy
between study
Practice
habits and
•Recommendations
c. Note-taking literacy.
for improving
and reviewing
practice students reading
and writing
3. Level of performance
literacy in terms
of:

a. Reading
Comprehension

b. Writing Skills

c. Vocabulary
development

ASSUMPTIONS

1. It is assumed that students will answer the survey questionnaire

honestly and accurately, providing reliable information about their study

habits and literacy levels.

2. It is assumed that the respondents' study habits directly influence

their literacy performance, meaning better study habits may result in

higher literacy levels.

3. It is assumed that the tools used in the study (questionnaires,

literacy assessments) are valid and reliable, and capable of measuring

what they are intended to measure.

4. It is assumed that the participants have varying study habits, which

will allow the researcher to identify which habits positively or

negatively affect literacy.

5. It is assumed that external factors (such as learning environment,

motivation, access to resources) may influence literacy but will not

significantly distort the main relationship being studied.

6. It is assumed that all respondents have basic exposure to reading and

writing activities, enabling a fair assessment of their literacy skills.

HYPOTHESIS

H₀: There is no significant relationship between reading habits and

literacy level of Senior High School students.

H₁: There is a significant relationship between reading habits and

literacy level of Senior High School Students.

SIGNIFICANCE OF THE STUDY

Teachers. The results of this study will provide teachers with valuable

insights into how study habits influence literacy levels. This may guide

them in designing instructional methods and learning activities that

encourage students to practice efficient study techniques and strengthen

their literacy competencies inside and outside the classroom.

Parents. This study will help parents understand how their children study

habit affect their literacy development. By being aware of the connection

between study routines and literacy skills, parents can provide proper

guidance, support, and encouragement at home.

School Administrators. This research may serve as a reference in

developing academic programs and school policies that promote effective

study habits among students. The findings can also help administrators

create literacy-enhancement programs that aim to improve the overall

quality of education in the school.

Researcher. The researcher gain deeper insight and the study can

strengthen the researcher understanding for educational theories, literacy

development, and effective learning strategies.

Future Researchers. This study may serve as a useful reference for future

researchers who wish to explore related topics concerning study habits,

literacy development, and academic performance. It may also provide a

foundation for further studies aiming to identify additional factors that

affect students’ learning outcomes.

SCOPE AND DELIMITATION

This study focuses on determining the impact of study habits on the

literacy of Grade 12 students in Don Juan Flores Avalon National High

School during the School Year 2025–2026. It aims to assess how various
study habits such as time management, reading practices, note-taking, and

reviewing techniques affect the students’ literacy skills, particularly in

reading comprehension, writing ability, and vocabulary development.

The respondents of this study are limited to Grade 12 students from

different academic strands enrolled in Don Juan Flores Avalon National

High School. The researchers will gather data through a structured

questionnaire designed to measure the students’ study habits and literacy

levels.

The study is delimited to the relationship between study habits and

literacy only. Other factors that may influence literacy development, such
as teaching methods, learning environment, family background, or socio-
economic status, are not included in this research. The results and
conclusions will therefore be based solely on the data collected from the
selected Grade 12 respondents within the said school.

DEFINITION OF TERMS

Reading Habit

Conceptual Definition: Reading habit refers consistent practice of

reading different materials such as books, articles,

Operational and online texts to gain knowledge and improve understanding.

Operational Definition: In this study, reading habit is measured by how

often Grade 12 students read, what materials

they read, and how much time they spend on reading.

Literacy

Conceptual Definition: Literacy is the ability to read, write, understand,

and use language effectively.

Operational Definition: In this study, literacy is assessed through

students’ vocabulary, reading comprehension, and writing skills.

Vocabulary

Conceptual Definition: Vocabulary refers to the set of words a person

knows and uses for communication.

Operational Definition: In this study, vocabulary is measured by students’

ability to understand and use appropriate

words in sentences or contexts.

Reading Comprehension

Conceptual Definition: Reading comprehension is the ability to understand,

interpret, and make meaning out of written texts.

Operational Definition: In this study, reading comprehension is determined

by students’ scores on comprehension-related questions and tasks.

Writing Skills

Conceptual Definition: Writing skills refer to a person’s ability to

express ideas clearly through written language.

Operational Definition: In this study, writing skills are evaluated based

on students’ organization of ideas, grammar, clarity, and sentence

construction.
 CHAPTER II

REVIEW OF RELATED LITERATURE

Effective study habits are considered one of the key factors that

influence students’ literacy development. According to Abid, Aslam,

Alghamdi, and Kumar (2023), students’ reading habits and study skills are

positively correlated with their academic achievement in English. Their

study revealed that learners who regularly practice good study habits—such

as reading consistently, organizing their study schedules, and managing

time effectively—tend to perform better in language-related subjects. This

finding supports the idea that study habits directly contribute to

improving literacy skills like reading comprehension and writing

proficiency.

Similarly, a study conducted by Meliton et al. (2024) examined the

relationship between reading habits and reading comprehension among Grade

11 students in a Philippine senior high school. The researchers found a

significant positive relationship between students’ reading frequency and

their comprehension levels. Students who practiced reading more often were

found to have higher levels of understanding and interpretation of texts.

This emphasizes that literacy, particularly reading comprehension, is

enhanced through regular and purposeful reading, which is also a vital

component of effective study habits.

Furthermore, Hamdiyah and Darmawan (2024) explored the effects of study

and self-regulation on student performance. The study highlighted that

students who are disciplined in their study routines and capable of

managing their time and concentration tend to achieve higher academic

results. Self-regulated learners are more likely to apply consistent

study habits, leading to improved comprehension and writing skills. This

supports the assumption that literacy development depends not only on

natural ability but also on how learners plan, monitor, and evaluate

their own learning.

In the Philippine context, literacy remains a critical issue,

particularly among high school students. A 2024 report published by

Aloysian Publications revealed that many students entering senior high

school continue to experience difficulties in reading comprehension and

writing tasks. This ongoing challenge underscores the importance of

promoting effective study habits to strengthen literacy skills (Aloysian

Publications, 2024). Strengthening reading and study practices could

therefore be a practical approach to addressing the country’s literacy gap

among secondary learners.

Moreover, Mabborang and Balero (2023) conducted a study on reading

comprehension among senior high school students, focusing on differences

across academic strands and learning modalities. Their results showed that

students’ strand and mode of learning significantly affected their reading

comprehension levels, while gender did not show a notable influence. This

suggests that students’ academic background and learning environment may

shape how they apply study habits and how these habits, in turn, affect

literacy outcomes.

Overall, the reviewed studies reveal a consistent pattern: effective

study habits and regular reading practices lead to better literacy

outcomes, including improved comprehension, vocabulary, and writing

ability. Both international and local findings affirm that cultivating

good study behaviors is crucial in developing students’ literacy skills.

In line with this, the present study aims to determine how the study

habits of Grade 12 students in Don Juan Flores Avalon National High School

influence their literacy levels. Through this, the research hopes to

identify which study.

 CHAPTER III

RESEARCH DESIGN

This study utilized a quantitative research design. Quantitative

research is characterized by the use of statistical methods to analyze

numerical data collected from respondents. This design was chosen because

it allows the researcher to determine the relationship between students’

study habits and their literacy levels through measurable data.

Descriptive-correlational design was applied to describe the existing

study habits of Grade 12 students and to determine if these habits

significantly influence their literacy skills. Statistical tools such as

mean, standard deviation, and Pearson correlation were used to interpret

the data gathered from the respondents.

THE PARTICIPANTS OF THE STUDY

The participants of this study were the Grade 12 students of Don Juan

Flores Avalon National High School during the school year 2025–2026. A

total of 195 students were selected as respondents using stratified random

sampling, ensuring that each strands STEM, ABM, TVL, and HUMSS was

proportionally represented in the sample. This method provided a more

accurate and comprehensive representation of the 12 grade population.

LOCALE OF THE STUDY

The Map of Don Juan flores Avalon National High School

THE RESEARCH INSTRUMENT

The main instrument used in this study was a survey questionnaire

developed by the researcher. The questionnaire was divided into two parts:

1. The first part gathered demographic information of the respondents

(age, gender, strand, etc.).

2. The second part measured the respondents’ study habits and literacy

level through a series of structured statements rated using a five-point

Likert scale (5 – Always, 4 – Often, 3 – Sometimes, 2 – rarely, 1 –

Never).

The questionnaire was validated by three experts in education and

research before administration to ensure clarity and reliability. The

reliability of the instrument was tested through a pilot study, and

results showed a Cronbach’s Alpha of 0.87, indicating high internal

consistency.

DATA COLLECTION

Before the data collection, a letter of permission was sent to the

school principal to conduct the study. Upon approval, the researcher

personally distributed the questionnaires to the selected Grade 12

students. The purpose of the study was explained to the respondents, and

confidentiality of their responses was assured. Respondents were given

enough time to answer the survey forms honestly. After retrieving the

accomplished questionnaires, the data were tallied, summarized, and

analyzed using appropriate statistical tools.