CHAPTER ONE

Introduction

1.1 Background of the Study

In any school system, academic performance matters and it is the priority to

students. Several studies have shown that factors such as motivation and study time have
impacted on student’s achievement (Cote & Levine, 2000, Singth, Granville & Dika,
2002)

Levin and Tsang (1987) address this problem by developing a theoretical model
of the student time allocation problem using an educational production function that is
expanded by variables representing student effort and time. It is assumed that the student
has resources in terms of both time and effort at his personal disposal. They can combine
these resources to produce activities efficiently so as to maximize their utility. Using an
example with two activities, namely learning activity in school and out-of-school activity,
they suggest that an increase in instructional time leads to a decrease in effort per unit of
time and therefore the net effect on educational performance will be small.

Study time refers to a specific time a student assigns for himself or herself to
study in order to acquire knowledge. It does not really matter whether learners study at
the same time each day, whether they shut off the radio or television while on private
reading and whether they use supplementary materials in their personal studies. Study
time also includes some external activities that affects the internal process of learning
(Rothkopf,1982)

The study of Grave (2010) “The Effect of Student Time Allocation on Academic
Achievement” results suggest that that the time allocation matters for educational
achievement, even after controlling for a number of variables, including ability,
motivation, characteristics of the study, and the university. Regarding the different types
of time use considered here, time devoted to courses seems to affect educational
achievement positively for female and for high ability students.

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 The study was born out of the curiosity of the researchers to investigate the time
allocation for studying and their academic performance. Researchers are student
themselves and would like to determine the relation of significant variables.

1.2 Importance of the Study

In this paper, the researchers contribute to this literature by investigating the

relationship between the time allocation for studying and its effect to academic
performance of students. There are already numerous studies related to the topic.
However, this can also be used as a tool of reference for the future researches. This study
was conducted with analysis and comprehensiveness to better come up with an accurate
conclusion regarding the relation of hours spent in studying and the academic
performance. The study is mainly significant mainly because of its benefactors.
Primarily, the students to becoming aware of such phenomenon and can eventually adapt
recommendations on effective study habits with regards of the time consumed in studying
that can come up with self-efficacy and improvement of academic performance.
Furthermore, academe can set new learning strategies of improving the quality of
learning.

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 CHAPTER TWO

Objectives of the Study

2.1 Research Questions

The researchers endeavor to answer the following questions:

 Is there any significant relationship between the hours spent in studying to the
Grade 11 STEM student’s academic performance?

 What is the correlation between the study hours on the academic performance of
Grade 11 STEM students

2.2 Objectives

The researchers aim to determine if there is a significant relationship between the

study hours of students and their academic performance. The study seeks to determine if
the number of hours spent in studying, regardless of the studying techniques, have an
effect to academic performance specifically the acquired average grade of the
respondents. Secondly, to determine other factors that can possibly affects academic
performance of the students.

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 CHAPTER THREE

Data Presentation

3.1 Data Description

The study was conducted at the University of Science and Technology of

Southern Philippines- CDO Campus. The researchers have chosen the Grade 11 STEM
students as their respondents. There are a total of 14 sections in Grade 11 STEM. The
study used the random sampling technique of choosing the respondents to avoid
unfavorable biases. There are a total of 56 respondents.

The instrument used to gather data is through survey questionnaires. The first part
is the profiling where the respondents are required to write their names and sections. It is
followed by the student’s estimated total number of hours spent in studying in a week,
regardless of the upcoming quizzes and exams. Signatures of the respondents are also
required to the extent of its validity.

3.2 Data Presentation of Data

Fullname Section Average Grade Total number of study hours a week

Agbalog, Ivy Mae 11- ALPHA 1.97 4
Cubillan, Hannah Marie 11- ALPHA 1.82 2
Gonzales, April Gem 11- ALPHA 1.76 8
Huerbana, Precious 11- ALPHA 1.66 2
Lariosa, Allan Gabriel 11- ALPHA 1.39 1
Salvatiera, Jullie Mae 11- ALPHA 1.86 12
Tejor, Wayne Charles 11- ALPHA 1.6 2
Cuaresma, Iris Kathleen 11- GAMMA 1.79 14
Leonar, Maryjhan Pillar 11- GAMMA 2 18
Pahunang, Ellaine Claire 11- GAMMA 1.87 10
Razonable, John Miguel 11- GAMMA 1.74 16
Llamera, Koni 11- LAMBDA 1.9 2
Ranara, Sheirra 11- LAMBDA 1.77 10
Rodriquez, Kate Angelique 11- LAMBDA 1.84 15
Say, Kirsten Koryn 11- LAMBDA 1.9 12
Dahan, Shirly 11- OMEGA 2.04 15
Jajalla, Melissa Andrea 11- OMEGA 1.77 10
Montano, Erika 11- OMEGA 1.74 2

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Silla, Reahnette Ellen Marie 11- OMEGA 1.66 15
Estareja, Samantha 11- RHO 1.99 10
Galla, Alian Del 11- RHO 2.17 5
Lago, Rhea Fate Beatrix 11- TAU 1.76 25
Laride, Earl John 11- TAU 1.64 2
Paculba, Josh 11- TAU 2.14 8
Unsay, Katherine Jane 11- TAU 1.93 10
Balandra, Mikhaela Allaine 11-BETA 1.79 10
Bugash, Imee Jodeal 11-BETA 1.83 20
Carang carang, Arlyn Jane 11-BETA 1.62 7
Ong, Dezyrish Mae 11-BETA 1.78 10
Pastrano, Alexandra 11-BETA 1.48 10
Simine, El Humphrey 11-BETA 1.88 5
Balasabas, Lyssa Nette 11-DELTA 1.9 2
Dela Cruz, Vanessa Jane 11-DELTA 1.93 2
Felicilda, Jonne Fheil 11-DELTA 2.23 2
Insik, Christ Ann 11-EPSILON 1.89 3
Laihee, Christian 11-EPSILON 1.67 3
Mamay, Sittie Nor-Ainnah 11-EPSILON 1.88 20
Bullecer, Haydee 11-ETA 1.8 2
Egama, Rica Mae 11-ETA 1.77 3
Entice, Gabrielle 11-ETA 1.92 2
Cagampang, RG Dominique 11-KAPPA 2.08 2
Dicto, Katherine Mae 11-KAPPA 1.88 1
Fabre, Sheenamel Margaret 11-KAPPA 2.59 5
Japson, Mary Queen 11-KAPPA 1.98 3
Labo, Cole Izan 11-KAPPA 2.29 3
Quino, Blessel Jane 11-OMICRON 1.82 2
Rodriquez, Jean 11-OMICRON 1.68 8
Tamala, JM 11-OMICRON 1.78 3
Abelgas, Joshua 11-RHO 1.97 8
Lopez, Paul Gener 11-RHO 2.23 10
Sabud, Carla Mae 11-RHO 2.3 10
Aquino, Christiana 11-SIGMA 2.31 2
Gantala, Marie 11-SIGMA 2.4 9
Llausas, Crystal Faith 11-SIGMA 2.41 8
Jumuad, Mafel 11-THETA 1.93 8
Mapandi, Amirah 11-THETA 1.84 2

Table 3.1 Data Representation

CHAPTER FOUR

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 Data Analysis

The statistical tool used for the analysis of data was the correlation and regression
analysis since the researchers seek to analyze the relationship among the variables. The
independent variable is the study hours of students in a week and the dependent variable
is the academic performance which will be identified to their average grades. Pearson
Correlation analysis yields a coefficient, which is denoted as r, of 0.032569. The results
show no correlation among the variables. Though the results doesn’t signifies strong
relationship, the researchers assure that the data have been gathered are from unbiased
preferences.

Regression analysis was also used to find the equation needed to fit in the study.
Seemingly, the resulting equation is y= 1.9129 +0.00133x.

Study Hours and Average Grade

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2.5

2
Average Grade

1.5

0.5

0
0 10 20 30 40 50 60
Study Time (hours)

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 Figure 4.1 Scatter plot and regression line

CHAPTER FIVE

Conclusions and Discussion

The results above illustrates that the study hours has no correlation on the average
grades of the students. It is indeed a possible outcome since there is no regular basis of
the student’s total hours of study. The independent variable is purely estimated among the
students. Figure 4.1 illustrates the student’s study hours and average grades. Most
students that have one to three study hours a week surprisingly seem to acquire grades
not lower than 2.0. On the other hand, the researchers observed that there are also
students who spend five to ten hours in studying acquired a close difference of average
grades from the ones who studied for a short period of time. Some students that
consumed a lot of time studying, still gets lower grades than the others. Others attained
high grades for they had more study hours. To sum it all, it is more likely impossible to
conclude the pattern of the results based on the gathered and collected data.

As results indicated that there is no correlation among the variables, the

researchers concluded that the number of hours spent in studying isn’t always applicable
for all of the students. Study habit is one of the factors and an important determinant of
that affects the student’s time allocation for studying. Effective study habits like note-
taking, time management, keywords, rote learning etc. can affect the study hours.
Students may minimize their time of studying if one has systematic learning strategies to

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avoid the waste of time. Another viewed factor is that students have different learning
capabilities. Others learn in just a glimpse of the book and others cannot. According to
Ormrod (2010), Intellectual Quotient or IQ often predicts school achievements and
performance. However, it also depends on the student’s motivation, quality of instruction,
family resources, parental support, peer expectations and so on. By this, we can conclude
that there are others who don’t need to put much effort in studying to pass the academic
requirement.

Teachers also contributed an impact towards the student’s perception and the
academic performance. Effective teaching method disseminates information and can
stock as a body of knowledge to the students. According to the study of R.R Belecinna
(2005), teachers have important role because they hold the authority in the classroom.
Teachers who introduce exciting educational strategies like cooperative learning, higher-
order thinking skills, multiple intelligences, and integrated curricula challenge students to
expand their critical thinking, let alone stretch their creativity.

Numerous studies have shown that the time allocation for studying has a
significant effect on the student’s performance. However, this research study simply
implies that the study hours don’t always affect the academic performance and the grades
of the students. Various factors must be considered upon determining the causes of
acquiring the average grades. An evidence of this is the students themselves who had
their own issues and priorities to deal with in life. At the end of the day, the learners are
the ones who manage their time in balancing their academic activities and other
important matters in life.

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 Bibliography

Ukpong D. E., and George, I. N (2013) “Length of Study-Time Behaviour and Academic
Achievement of Social Studies Education Students in the University of Uyo”

Grave, B. (2010): “The Effect of Student Time Allocation on Academic Achievement”

Bauer, T., and K. F. Zimmermann (1998): “Learning efficiency of economic students,”

Belecina, R. R. (2005) Portfolio as an Alternative Assessment: Effects on Problem-

Solving Performance, Critical Thinking, and Attitude in Mathematics. Unpublished
Dissertation, College of Education, University of the Philippines, Diliman, Quezon City,
Philippines

Bratti, M., and S. Staffolani (2002): “Student time allocation and educational production
functions”

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