CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In any school system, academic performance is the priority to students as well as

the teachers. Several studies have shown that factors such as motivation and study time

have impacted on students‘ achievement (Cote & Levine, 2009, Singth, Granville &Dika,

2010). Since grade is a primary parameter of such learning, if a learner earns high grades

it is thought that he/she has learned well while low grades indicate poor learning

outcome. However, many have also found out that several factors contribute to the

grades. No single factor can be taken in isolation as predicting grades. It has been an

influence of so many factors such as gender, IQ, study habits, study time, age, year of

study, level of parent’s educational attainment, social status, number of children, birth

order, etc. In fact, almost all the above environmental, personal and natural factors exert

influence on academic performance.

The determinants of academic performance are a recurrent topic in public policy

debates on higher education. One largely unsettled issue concerns the impact of the most

essential factors in the educational production, student’s effort and study time on

academic achievement. While many would probably agree that students will not learn

unless they put forth some amount of effort, our understanding of the ways study time

impacts on performance as measures by attaining a certain course grade is rather limited.

Quantifying the effect of study time on achievement seems important from at least two

perspectives i.e from the perspective of the instructor, who creates classroom learning,

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experiences and measures learning outcomes, and finally from the perspective of the

student who seeks to balance competing personal goals.

In predicting students’ success, researchers have drawn on results of studies

across a broad spectrum of education which concludes that their aptitude, experience,

study time, effort and environment contribute significantly to academic achievement.

Some students are nonchalant towards the learning and practice of Social Studies

Education despite the fact that there is availability of qualified and trained teachers to

handle the course.

By this, the researcher aims to study the relationship between study time and

academic achievement among Grade 12 students and know whether there is a significant

relationship between the two variables.

Statement of the Problem

The general problem of the study is to explore the relationship between study time

and academic achievement among Grade 12 students at Pres. Diosdado P. Macapagal

Memorial High School.

Specifically, it seek to answer the following questions:

1. How does the academic achievement of the students be described?

2. How does the study time in studying be described?

3. Is there any significance between time spent in studying and academic

achievement?

4. What solution can be suggested to improve the academic achievement of the

students?

2
Significance of the study

Students. They will tend to balance their time in studying at home and in school. They

will no longer worry about their grades because they have the time management for

studying inside and outside the school.

Teachers. The result of the study will help them to teach the lessons easily during

classes. They could have less time consuming in discussions because the students have

advanced studying at home.

Schools. The outcome of the study may address the problem encountered by the teachers

and students. It will also give awareness to our school to create a program to help solve

the problem or to exposed in this study.

Future Researchers. The outcome of the study will be the basis for them to make their

own study. They will apply those different techniques in order to easily make a study.

Scope and Delimitation of the Study

The study focused and limited only on the relationship between study time and

academic achievement among Grade 12 students at Pres. Diosdado P. Macapagal

Memorial High School. These are categorized base on the information that can be

gathered on the survey questions. The research was conducted only during the first

semester of the month June-November S.Y. 2017-2018.

The respondents was selected through random sampling and 25% of the

population per section of Grade 12 students at Pres. Diosdado P. Macapagal Memorial

High School from the section of GAS 2-1, GAS 2-2, TVL 2, ABM 2 and STEM 2.

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 CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the related literature and studies, the conceptual framework ,

the hypothesis and the definition of the variables.

Related Literature

Study Time. Study time is a well planned and deliberate pattern of study, which

has attained a form of consistency on the part of the students towards understanding

academic subjects and passing examination (Pauk, 2007; Deese, 2008; Akinboye, 2011

cited by Oyedeji). Therefore, study can be interpreted as a planned program of subject

matter master. According to Crow and Crow, (2007), the chief purposes of study are: to

acquire knowledge and habits which will be useful in meeting new situations, interpreting

ideas, making judgments creating new ideas and to perfect skills.

Academic Achievement. Therefore, successful achievement in any form of

academic activity is based upon study,interpretation and application. Everyone has

different study habits.Good study habits rest on the attitudes towards work and sense of

responsibilities. Child (2009, p.95) reports that,“studies with human and animal subjects

have revealed that an ability to learn how to solve problems of a given kind can be

developed with sufficient practice on tasks of a similar nature.”Study habits vary from

student to student.

Students high in metacognitive and self-regulatory abilities are thought to be

characterized by active involvement in their own learning process, continuous planning,

4
and carefully monitoring of the task that they are required to complete, their own study

behaviors, and the match between task and study behavior (Zimmerman, 2010). In

addition, self-regulated learners seek assistance from peers and teachers, possess high

self-efficacy and effective time management skills, and are goal directed and self-

motivated (Ley, 2009).

Relationship of time spent in studying and academic achievement. Effective

studying requires not only that the student possess knowledge of appropriate studying

techniques and practices (study skills), but also sustained and deliberate effort (study

motivation), self-regulation, ability to concentrate, self-monitoring (study habits), and a

sense of responsibility for and value in one’s own learning (study attitude) (Diseth, 2013;

Entwistle, 2011; Marton, 2010; Schmeck, 2009; Schmeck, 2009; Schmeck, 2007;

Watkins, 2007).

Other researches found that high performing students don’t put all subjects in one

study session, plan when they will study, study at consistent times of the day/week, have

specific goals for study sessions, never procrastinate a study session, start with the most

difficult subject first, review notes before starting an assignment, avoid being disturb

during study sessions, use study groups effectively (to study), review notes, schoolwork

and other materials over the weekend and don’t cheat in exams (10 Habits of High

Effective Students). These habits were observed during classroom observation in the

progress of this investigation. Helsel and Miles (1985) mentioned that high performing

students are able to make distinctions of sensitive important points during lectures.

Beside the above aspects, the researcher lists aspects from field observation of

international students that add to the understanding of the issue

5
Related Studies

Studies done by Astin (2011) identified time as a student’s most valuable

resource. Astin’s (2011) student involvement theory states, “the extent to which students

can achieve particular developmental goals is a direct function of the time and effort they

devote to activities designed to produce these gains” (p. 522). Research suggests that the

time students spend engaged in co-curricular programs and activities and the level at

which they are involved generates positive developmental outcomes including increased

academic success (Astin, 2009).

Some habits are considered to be more desirable than others from the point of

view of academic achievement. Crow and Crow (2007, p.261)‟s Educational Psychology

states that study requires a purpose and what one learns as a result of study depends

largely upon the degree to which one succeeds in achieving that aim or purpose. Child

(1981, p.95)‟s Psychology and the Teacher asserts that we talk about forming bad or

good habits in many everyday activities in both social and educational contexts.Sawar et

al. (2009) in their analysis on “Study Orientation of High and Low Academic Achievers

at Secondary School Level on Pakistan” revealed that the high achievers had better study

orientation, study attitude than the low achievers.

Study skills are usually defined as students’ ability to manage time and other

resources to complete an academic task successfully. In the research ofOzsoy, Memis and

Tamur (2009) stated that ‘Study habit’ is the amount and kinds of study routines which

the student used during a regular period of study occurred in conducive environment. In

6
the literature, study skills are usually defined as students’ ability to manage time and

other resources to complete an academic task successfully. The student’s approach to

learning is highly individualistic with a wide variation of technique observable.

According to Good’s dictionary of education, “Study habit is the tendency of pupil to

study when the opportunities are given, the pupil’s way of studying whether systematic or

unsystematic, efficient or inefficient. Crede and Kuncel (2008) define study habit as

study routines, including, but not restricted to, frequency of studying sessions, review of

material, self-testing, rehearsal of learned material, and studying in a conducive

environment.

Conceptual Framework

Figure 1. In the first frame describe the independent variable of the study which is

the time spent in studying of the students while the second frame describes the dependent

variable of the study which is the academic achievement of the students.

Independent Variable Dependent Variable

Level of Study Academic

Time among male Achievement
and female

Figure 1. Conceptual Paradigm of the Study

In this study, the conceptual model of the study comprises of two elements, the

independent variable (IV) and the dependent variable (DV).

7
Hypothesis of the Study

There is no significant relationship between study time and academic achievement

of the students.

Definition of Variables

For the clarity and better understanding, the following are defined in the context

of how they are used in this study.

Study Time. In this study this refers to the time allotted for the studying.

Academic Achievement. In this study this refers to the result of the students’

performance.

8
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methods that use by the researchers to their research in

terms in the following: research design, population and sampling of the study, research

instrument, data gathering procedure and data processing and statistical treatment.

Research Design

A descriptive method approach of research was appropriate for this study as it

allowed the researcher to determine, analyze and evaluate the existence or relationship

between study time and academic achievement among Grade 12 students. In the study,

the researcher intended to analyze a sample of approximately 25% of participants in

every section in grade 12.

According to Roger (2014), “A descriptive study is one in which information is

collected without changing environment. The methods involved range from the survey

which describes the correlation study which investigates the relationships between

variables.” And by that, descriptive method research design is more appropriate to use by

the researcher on their topic.

Population and Sampling of the Study

The total population of Grade 12 students, school year 2017-2018 is 202. The

Slovin’s formula was used to compute for the sample size and stratified random sampling

will be employed in selecting the student-respondents who became the subject of the

study and the sample will consists of 25% of the population per section of Grade 12

9
students. Percentage was also used to determine the percent of total given samples per

class.

Table 1 shows the distribution of respondents per section. The computation for

determining the sample size for the students table was already applied and present in the

table.

SECTION MALE FEMALE TOTAL MALE FEMALE SAMPLE

Aquamarine 13 27 40 9 18 27 68

Garnet 27 3 30 18 2 30 67

Alexandrite 18 20 38 12 13 25 66

Sapphire 30 19 49 20 13 33 67

Opal 29 16 45 19 11 30 67

Total 117 85 202 78 57 135

The table 1 shows the total number of population of the selected level. Out of 202

students, 117 were female and 85 were male. Of the total population, 51 students were

chosen as a respondents of the study, 29 were female and 22 were male.

Research Instrument

A survey questionnaire called “Study Skills Assessment Questionnaire” was used

as the main instrument in gathering the needed information for this study. The

questionnaire was structured in such a way that the respondent will be able to answer it

easily. Thus, the set of questionnaire was structured using the checklist format. A

checklist format requires the respondents to indicate his/her degree of agreement or

disagreement to every statement. The instrument had a 4-point likert rating of Agree(A),

10
Strongly Agree(SA), Disagree(D) and Strongly Disagree(SD). The survey questionnaire

is composed of 20 questions. It is composed of two parts: Part I, includes the students’

profile which are their age and average grade; Part II, involves their perceptions about the

study skills and academic achievement of the students.

Data Gathering Procedure

The researchers seek first the approval of the principal of the Pres. Diosdado P.

Macapagal Memorial High School to allow them to conduct a study. Upon the approval,

the researchers will administered the questionnaire personally to the respondents. The

questionnaire was administered to a total of 51 selected students. These respondents were

asked to supply their honest responses to the questions.

The researcher thereafter all copies of the questionnaire from the students for

analysis. It is conducted for a week to gather the needed information and data; however,

they extended it for another 5 days in order to complete all within the period of time.

Data Processing and Statistical Treatment

The data gathered were organized, analyzed, interpreted and tabulated through

frequency was employed. count and weighted mean. In order to interpret the result of

computation, the likert scale

For the response on the study skills rating scale, a point likert scale was adopted

for the purpose of interpretation.

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 Scale Interpretation

3.50 – 4.00 Very Highly Agree

2.50 - 3.49 Highly Agree

1.50 - 2.49 Moderately Agree

1.0 – 1.49 Disagree

The Pearson correlation was also used to test the hypothesis of the study if it is

accepted or not accepted.

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 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data gathered to describe

the relationship between study skills and academic achievement among Grade 12

students at PDPMMHS. Data gathered in response to the research questions are presented

in this chapter.

Demographic Profile of the Respondents

The survey respondents included 135 students, 78 were female and the remaining 57

were male. The students were asked to answer the survey questionnaire indicating his/her

degree of agreement or disagreement to every questions. The survey questionnaires

answered by the students-respondents were presented and included in identifying the

greater frequency or the least frequency of each statement.

Table 1 indicates the frequency distribution and percentage of the average grade of

the respondents on the first grading period.

Table 1
Frequency Distribution and Percentage of the Average Grade of Grade 12 students
Average Grade Frequency Percentage
Excellent (90-94) 37 27.41
Good (85-89) 59 43.70
Fair (80-84) 39 28.89

It could be observed from Table 1 that out of 135 respondents, only 37 students-

respondents who’s average grade ranges from 90-94 were excellent, 59 students-

13
respondents who’s average ranges from 85-89 were good, while the remaining 39

students-respondents who’s average ranges from 80-84 were fair.

It also shows that most of the students were doing impressive in their studies. They

were able to comply the requirements and interact during classes while some of them

have a hard time in having good grades on their own.

Table 2 indicates the descriptive measures of one hour study time and academic

performance.

Table 2
Descriptive Measures of One Hour Study Time as perceived by the Respondents
Questions Mean Verbal Interpretation
1.An hour study time is 2.54 Highly Agree
not academic performance
oriented.
2. An hour study time 2.14 Moderately Agree
most often lead to poor
examination grade.
3. An hour study time can 2.58 Highly Agree
only be effective during
revision time.
4. Longer study time 3.05 Highly Agree
usually results in
impressive academic
performance.
5. Although I study for 2.23 Moderately Agree
longer time duration, yet I
always achieve poor
performance in my
academics.
6. I can only assimilate 2.53 Highly Agree
when I read up to an hour
time.
Average Mean: 2.51 Highly Agree

14
 It could be observed from Table 2 that the highest mean of 3.05 and interpreted as

“highly agree” was given to the statement that impressive academic performance can be

achieved through longer study time while the lowest mean of 2.14 and interpreted as

“moderately agree” was given to the statement that an hour study time most often lead to

poor examination grade.

This shows that most students believe that longer study time can bring an impressive

academic performance while on the other hand, some students do not really believe that

one hour study time can lead to poor examination grade.

Table 3 indicates the descriptive measures of thirty (30) minutes study time and

academic performance.

Table 3
Descriptive Measures of Thirty (30) minutes Study Time as perceived by the
respondents
Questions Mean Verbal Interpretation
7. I study for thirty (30) 3.10 Highly Agree
minutes, yet I can still achieve
good academic performance.
8. Thirty (30) minutes study 2.31 Moderately Agree
time is only feasible prior to
examination.
9. I can recall all I study in 2.45 Moderately Agree
thirty (30) minutes time.
10. Positive results can also be 2.41 Moderately Agree
achieved if I read in thirty (30)
minutes.
11. Reading in thirty (30) 2.36 Moderately Agree
minutes is never results oriented
for me.
12. Length of study time does 2.14 Moderately Agree
not affect my academic
performance.
13. The longer study time I 1.96 Moderately Agree
spent for my study, the poorer
my academic performance.
Average Mean: 2.31 Moderately Agree

15
 It could be observed from Table 3 that the highest mean of 3.10 and interpreted as

“highly agree” was given to the statement that thirty (30) minutes study time can still

achieve good academic performance while the lowest mean of 1.96 and interpreted as

“moderately agree” was given to the statement that longer study time most often lead to

poor academic performance.

This shows that students believe that good academic performance can also be

achieved even though they study for at least half of an hour while on the other hand,some

students slightly agree that longer time often leads to poor academic performance.

Table 4 indicates the descriptive measures of fifteen (15) minutes study time and

academic performance.

Table 4
Descriptive Measures of Fifteen (15) minutes Study Time as perceived by
Respondents
Questions Mean Verbal Interpretation
14. Fifteen (15) minutes study is 2.83 Highly Agree
not enough for effective studies
because students have different
intellect.
15. Although I study for fifteen 2.39 Moderately Agree
(15) minutes, yet I always
perform well in my
examination.
16. Fifteen (15) minutes studies 2.41 Moderately Agree
affect academic performance
negatively.
17. Fifteen (15) minutes study 2.59 Highly Agree
time does not improve academic
performance.
18. Fifteen (15) minutes study 2.56 Highly Agree
time does not yield a good
result.
19. Although I study for only a 2.53 Highly Agree
very short time, yet I perform
very well in my academic
achievement.
Average Mean: 2.55 Highly Agree

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 It could be observed from Table 4 that the highest mean of 2.83 and interpreted as

“highly agree” was given to the statement that fifteen (15) minutes study time is not

enough for effective studies for having a different intellect of students while the lowest

mean of 2.39 and interpreted as “moderately agree” was given to the statement that

performing well in examination can be achieved through fifteen (15) minutes study time.

This shows that students believe that shorter time is not enough for having an

effective studies because they have different intellect while on the other hand, some

students slightly agree that they can still perform well for a 15 minute study time.

Table 5 indicates the frequency distribution of GPA and the descriptive measures of

one hour, thirty minutes and fifteen minutes study time as perceived by respondents.

Table 5

Frequency distribution of GPA and the descriptive measures of study time

GPA FREQUENCY One Hour Thirty Fifteen Verbal

Study Time Minutes Minutes Interpretation
Study Time Study Time
Fair (84-80) 37 2.42 2.26 2.22 Moderately
Agree
Good (85-89) 59 2.51 2.31 2.55 Moderately
Agree
Excellent 39 2.65 2.51 2.73 Highly
(94-90) Agree
Total 135

It could be observed from table 5 that respondents who have attain a fair average

grade ranges from 80 to 84 that having a longer study time has found to be less effective

17
 while respondents who have attain an excellent average grade ranges from 90 to 94 that

having a shorter study time has found to be more effective.

Table 6 indicates the correlation of study time and academic achievement.

Table 6
Study time and academic achievement

Correlations
Academic
Study time Achievement
Study Time Pearson Correlation 1 -.100
Sig. (2-tailed) .251
N 135 135
Academic Pearson Correlation -.100 1
Achievement Sig. (2-tailed) .251
N 135 135
**. Correlation is significant at the 0.01 level (2-tailed).

The test for significant relationship shown in Table 5 reveals a coefficient correlation

of -0.100 and p-value of 0.251. Thus, there is enough evidence to accept the null

hypothesis. No significant relationship exists between study time and academic

achievement.

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 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusion based on the results

obtained, analyzed and interpreted data presented in the previous chapter, and

recommendations.

SUMMARY OF FINDINGS

The general problem of the study is, to explore the relationship between study

time and academic achievement among Grade 12 students.

The following are the findings that can be summarized as follows:

1. How does the academic achievement of the students be described?

The overall results shown that most of the Grade 12 students have

obtained high grades which was interpreted as good while least of Grade 12

students have obtained low grades which was interpreted as fair. It was based in

their academic performance in the past first grading during the first semester S.Y.

2017-2018.

2. How does the study time of the students be described?

In terms of studying, having longer study time for most of the respondents

has found to be less effective while having shorter study time for least of the

respondents has found to be more effective.

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 One hour study time- Highly Agree (2.51)

Thirty minutes study time- Moderately Agree (2.31)

Fifteen minutes study time- Highly Agree (2.55)

3. Is there a significant relationship between the study time and academic

achievement of the students?

The longer study time they will use, the less effective academic

performance they will get while the shorter study they will use, the more effective

academic performance they will get.

Conclusion

In view of the foregoing finding, the ff. conclusions were drawn:

1. Time spent in studying has no relation with the academic achievement of

the students.

2. Time spent in studying is not a factor in a gaining a better academic

achievement.

Recommendation

Based on the findings and conclusions presented, the following recommendations

are suggested:

1. The researchers recommend that the students should learn how to manage their

well for them to study more.

2. The researchers recommend that the students should listen to the lesson in order

for them to learn rather than doing unrelated things to the subjects.

20
3. The researchers recommend extra studying time for the students who got fair

grades and study more in the subjects that they have a hard time dealing with.

4. Teachers, on the other hand, should find an easier way of teaching because not all

students have that same intelligence.

5. Students should just focus on their lesson and shouldn’t talk about the things that

is unrelated to the lesson.

6. For the future researchers, it is recommended to study more how the study time

affect the academic achievement.

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