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FACTORS AFFECTING STUDY HABITS AMONG 4th YEAR

CRIMINOLOGY STUDENTS OF KOLEHIYO NG LUNGSOD NG
LIPA: BASIS FOR ACTION PLAN

A Thesis Proposal Presented to the

Faculty of the College of Criminal Justice
Kolehiyo ng Lungsod ng Lipa
Brgy. Marawouy, Lipa City, Batangas, Philippines 4217

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Science in Criminology

By:

Cuevas, Jojo Leynes

Empaz, Jimhel Valencia
Rodriguez, Bernadette Melendres

June 2023
APPROVAL SHEET
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This thesis entitled “FACTORS AFFECTING STUDY HABITS AMONG

4th YEAR CRIMINOLOGY STUDENTS OF KOLEHIYO NG
LUNGSOD NG LIPA: BASIS FOR ACTION PLAN ” prepared and
submitted by Bernadette M. Rodriguez, Jojo L. Cuevas, and Jimhel V. Empaz
in partial fulfillment of the requirements for the degree of Bachelor of Science in
Criminology has been examined and recommended for acceptance and research
presentation.

GRACE D. ALINCASTRE, RCrim

Research Adviser

PANEL OF PRESENTER

Accepted by the Panel of Examiners with a grade of PASSED.

Chairman

Member Member

Accepted in partial fulfillment of the requirements for the degree of

Bachelor of Science in Criminology.

RENATO PREZA, JD
Dean, College of Criminal Justice
ACKNOWLEDGMENT
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Grateful acknowledgment is hereby made to those who in one way helped

us in the preparation of this research:
To the 4th year criminology students of Kolehiyo ng Lungsod ng Lipa, for
allowing the researchers to distribute questionnaires and providing necessary
information concerning the research;
To the Faculty Members, especially to our Dean, Mr. Renato K. Preza;
Program Chair, Ms. Grace D. Alincastre; to our instructors, Mr. Pedro Katigbak,
Mr. Ranillo O. Limbo, Mr. Rommel M. Alcantara and to our thesis adviser, Ms.
Grace D. Alincastre, for guiding us in accomplishing this paper; for the support
that they gave us throughout the thesis process and for tirelessly checking and
rechecking until perfection;
To our Families, for their prayers and understanding, support and for their
benevolence, love and constant encourage in order to accomplish this study;
To our Research Validator, Ms. Zhara Jean M. Mendoza; Research
Statistician, Mr. Pedro Katigbak, and Research Grammarian……
To all the panelists who served as guidance for the accomplishment of this
piece of work.
And most of all to Almighty God, who gave us strength, will and wisdom to
understand different things that will help strengthens the authors’ personalities
toward a new career.

To all of you, thank you very much…

The Researchers
DEDICATION

This piece of hard work is whole heartedly dedicated to our families, who
have given their support and guidance and have always been our inspiration in
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every step we made. Likewise, they never failed to give their support financially
and morally, their understanding, love, and trust.

To faculty members, who by their guidance and wisdom have helped us in

keeping our goals in track and our dreams of becoming conscientious officers of
the law come into realization;

To our dear friends, for their support, comfort, and understanding;

To our Group Members, for the happy moment of sharing ideas;

To you, who reads this piece of work;

And most of all to Almighty God, who guide us and care a lot in our
everyday life and for showing us blessings, and the enlightenments;

YOU all serve as inspiration to us…

Badette
Jojo
Jimhel

TABLE OF CONTENTS

Contents Page No.

Title Page ------------------------------------------------------------------------------ i
Approval Sheet ----------------------------------------------------------------------- ii
Acknowledgment --------------------------------------------------------------------- iii
Dedication ------------------------------------------------------------------------------ iv
Table of Contents --------------------------------------------------------------------- v
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List of Tables --------------------------------------------------------------------------- vii

List of Figures -------------------------------------------------------------------------- viii
Thesis Abstract ------------------------------------------------------------------------ ix

Contents Page No.

INTRODUCTION
Background of the Study --------------------------------------------- 1
Conceptual/Theoretical Framework ------------------------------- 8
Statement of the Problem -------------------------------------------- 10
Null Hypothesis --------------------------------------------------------- 11
Scope and Limitations -------------------------------------------------- 11
Literature Review -------------------------------------------------------- 12
Definition of Terms ------------------------------------------------------ 16
METHODOLOGY
Research Design--------------------------------------------------------- 19
Population and Sampling Techniques------------------------------ 20
Research Instrument---------------------------------------------------- 21
Data Gathering Procedures------------------------------------------- 22
Statistical Tools ---------------------------------------------------------- 23
Ethical Consideration--------------------------------------------------- 24
-
REFERENCES ---------------------------------------------------------------------------- 25

APPENDICES
Letter Requests
Survey Questionnaire
Documentation

Curriculum Vitae
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LIST OF TABLES

Table Page No.

1
2
3
4

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LIST OF FIGURES
Figure Page No.
1.1 Conceptual Paradigm 7

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ABSTRACT

This study was conducted to determine the factors affecting study habits

of 4th year criminology students of Kolehiyo ng Lungsod ng Lipa. It utilized the 4th

year criminology students. The researchers utilized the quantitative-descriptive

method of research, with the questionnaire as the main data gathering

instrument. The statistical tools applied were frequency count, percentage,

weighted mean, chi-square, and t-test.

This study concluded that the study further revealed that females, aged

twenty-two, full-time students with three to four hours of daily study time, and

who have resources available at home, reported the most significant impact of

these factors on their study habits. Additionally, the study showed that

respondents with a monthly family income of five thousand pesos to ten

thousand pesos were the most affected by these factors. The findings of the

study suggest that a multifaceted approach is necessary to address the issue of

poor study habits among students. Instructors and administrators need to

develop strategies that consider the specific needs and circumstances of

individual students, including their sex, age, study hours, and available

resources.

Based on the conclusions, it is recommended that family may provide

support, as well as instructors and administrators may promote self-awareness,
encourage time management skills, implement technology tools, and provide

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academic support exclusive to all CCJ students and give priority to 4 th year
students since they are graduating students who will take CLE after they
graduated for them to pass it and have the possibility to be one of the top
notchers.

Keywords:

Study Habits
Resources Available at Home
Monthly Family Income
Personal Factors
Social Factors
Economic Factors

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INTRODUCTION

Education at its best is a process of teaching people to explore ideas, to

ask questions about the experience called “living” and to embrace ambiguity, to

notice the unusual without fear and to look upon the ordinary with new eyes.

(Greene,2017). As cited by Prensky (2013), the purpose of education is to impart

knowledge and to help develop the powers of reasoning and judgment within

society. Education is vital to everyone because through this, individuals not only

acquire knowledge of former principles, but individuals learn to develop new

ideas and concepts. It is valuable because it provides an opportunity to learn

more about the past, the present, and it helps to contemplate thoughts of the

future. As well as the opportunity to provide knowledge, skill, technique,

information and enables people to know the rights and duties towards the family,

society, and the nation. Nelson (2022) added that education is an important tool

which is very useful in everybody’s life. Education is what differentiates us from

other living beings on earth. It makes man the smartest creature on earth. It

empowers humans and gets them ready to face challenges of life efficiently. It is

the most significant tool in eliminating poverty and unemployment. Moreover, it

enhances the commercial scenario and benefits the country overall. So, the

higher the level of education in a country, the better the chances of development

are.

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Academic achievement can be influenced by factors that come from within

students (internal) and from outside (external). Factors from within include

personal factors and social factors, while from outside include economic factors.

To achieve good education, individuals should possess different habits and to

know the different factors that have a large influence on academic achievement.

Academic performance is a complex process that is influenced by several

factors, such as study habits. (Odiri, 2015). A person's unique study behavior is

known as a study habit, and it is a combination of study technique and skill. To

put it another way, a person's study habits include the behaviors and skills that

can boost one's motivation and transform the study process into one that is

efficient and yields high returns, ultimately improving one's learning. Yusuf,

Onifade and Bello (2016) opined that academic performance is a measurable

and observable behavior of a student within a specific period. He added that it

consists of scores obtained by a student in an assessment such as class

exercise, class test, mid-semester, mock examination, and end of semester

examination. Study habits tell a person that how much he will learn and how far

he wants to go, and how much he wants to earn. These all could be decided with

the help of one's study habits, throughout the life.

Study habits have been the most important predictor of academic

performance and play a special role in the academic achievement of students.

Most students face coping with their studies daily because of poor reading ability

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and inefficient study habits. Poor study habits can be a major factor in the failure

to achieve academic achievement. Good study habits include being organized,

keeping good notes, reading your textbooks, listening in class, and working every

day (Verma, 2016).

Study habits as conceptualized by Bakare (2017) embraces competences

in the areas of homework and assignment, time allocation, reading and note-

taking, study period procedures, concentration, written work, examination taking

and teacher consultations. Using his study habit inventory, he concluded from

several research that study habit variables correlated positively with academic

performance. Other researchers such as Tope (2012), Bagongon and Connie

(2019) and Salami and Aremu (2016) used Bakare’s (2017) study habit inventory

and established a relationship between study habits and academic performance.

A student who is successful in his desired career has good study habits.

However, every student has his own study habits depending on his preferences

with regards to the duration of time devoted in studying, what place or

environment would be the best venue to study, the study skills and techniques

will the student utilizes during his study and more. It will depend upon the person

if he is voluntarily interested in studying or be prompted by the distraction of the

social networking sites such as Facebook, Twitter, Instagram, Tumblr, etc. which

all of these can be easily accessed through phones and majority of the students

possesses a smartphone. These findings suggest that children’s academic

performance is likely to improve when cultivating proper study habits.

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Many students despite having required intelligence are unable to maintain

the expected academic records and possibly fall short on study habits and hence

perform poorly in academics, therefore, it becomes important to understand how

study habits are important for academic performance which can be clearly

identified as cited by (Vyas, 2012). Ebele and Olofu (2017) on the impact of study

habits on the academic performance of the school children, found that study

habits and academic performance do have a substantial relationship, thereby

giving an insight into how teachers and student guidance counsellors can help

students to develop good study habits to enhance the academic performance.

The importance of study habits in student's life it that plays a major role in

academic achievement, because without studies no one can be successful.

Students' study habits are primarily influenced by the situations that

teachers and parents create in classrooms and homes, but these factors can be

managed by observing the activities or skills that students exhibit related to

studies, as when teachers sense that an uncontrolled situation is present.

According to Berga et al., (2021), a coin has two sides, so habits can also be

described in two ways, the first of which has already been discussed, and the

second of which is that habits can change in response to mood swings, such as

instability or being out of balance in life because of unforeseen events that

completely affect the person, whether in institutions, organizations, or home, etc.

When a person works in these environments, it frequently transpires that

unexpected events come on way and abruptly alter the routines.

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Education is very important to a person. But in today's era that has just

recovered from the Covid-19 pandemic and students have had major

adjustments in study habits, it has also had a major impact on academic

performance. The educational setting has been disrupted by the COVID-19

pandemic and this paved the way for the country to shift from face-to-face

learning to different alternative learning modalities to new normal. To sustain and

provide quality education despite the ongoing pandemic crisis, the new normal

education was implemented after a series of planning and pilot implementation of

different learning modalities. Both teachers and students were forced to adapt to

the new way of accessing the body of knowledge as heavily relied mostly on the

use of online resources (Chavez et al., 2020). Studies show that the significance

of online education is not as good as the in-person learning (Widodo et al.,

2020). The COVID-19 pandemic has left a mark on education as it had been

known before.

Learning in the new normal is a challenge for the teachers, students and

even parents. Those who used to have an almost perfect score in every online

examination, is now barely get half the score. This is a proof that because of the

poor study habits that has been possessed during the online class, students are

having difficulties in face-to-face class. Those who answered well in the online

class recitations could hardly answer in the face-to-face recitations because of

the poor study habits as well during the online class.

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Throughout the world, education has changed in recent years due to the

COVID-19 pandemic. At present, the pandemic seems to have ended, at least for

the moment, and as life returns to normal little by little, attention needs to be paid

to the transition back to face-to-face education and its implications.

The Philippines is currently in the process of adapting to the new normal

form of education, and educators' continuous innovations, as well as the active

participation of other stakeholders, are the driving forces behind its success.

Many students do not learn, the reading comprehension weakens, some

students learn to cheat, and most of all suffer from stress which in turn is the

reason why students neglect the studies (Chavez et al., 2020).

Thus, the researchers chose the topic as an attempt to determine the

factors affecting study habits and what action plan can be recommended which

can contribute to the development of the student’s academic performance.

Study habits are the most important predictor of academic performance

and global research has revealed that study habits affect academic performance.

According to Unal (2021), there are gaps in the students' study habits originated

from the learning style, digital tools, home environment, recording the class,

faculty members, time management, family, nutrition, social environment, and

psychological factors. The transition from online classes to face-to-face classes

brought adjustments to learners who do not practice good study habits. It does

not attain effective and stable learning, and therefore will not have an appropriate

level of academic achievement. In other words, students with better academic

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achievement use these habits more than those with lower academic

achievement. (Arora, 2016).

This study will be conducted in KLL-College of Criminal Justice at

Barangay Marawouy, Lipa City, Batangas. The researchers chose this study to

determine the Factors Affecting study habits of 4th year Criminology students. In

addition, it is beneficial for the researchers because of quick access samples and

gather data.

The variables of the study are the predicted factors which affects the study

habits of the students. These factors include the profile of the respondents in

terms of determining the age, whether the respondent is a male or a female, if

the respondent is a full-time student or a working student, the monthly family

income which is the combined monthly income of the occupants of the house,

and the different resources available at home. As well as the factors such as

personal, social, and economic. These variables are those which the researchers

think have a high rate of factors affecting the student's study habits and resulting

to poor academic performance. However, this can be a reason as well to have an

action plan so that students can learn more, be more active, more efficient, and

continue to practice good study habits for good academic performance.

Significance of the study

This study is significant because success is built on good education. The

enlightened mind is educated.

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To the KLL-College of Criminal Justice. This study is significant because it will

bring to the attention of teachers the factors that contribute to the persistent rise

in bad study habits.

To the 4th year Criminology Students. This study is significant because it will

demonstrate how poor academic achievement affects an individual's overall

development as well as how bad study habits affect academic performance.

To the Researchers. This study is significant because the researchers can

investigate factors affecting study habits of the students. It was also intended to

develop an action plan for implementing the necessary modifications to the

educational policy.

To the Future Researchers. The ideas presented in this study can be used as

reference data in conducting new research or in testing the validity of other

related findings of future researchers. This study will also serve as the cross-

reference that will give them background or an overview of factors affecting the

study habits of students.

The transition from almost two years of online class to face-to-face

classes requires students to adjust the learning habits. All these changes,

challenges and problems influence the way students learn and the studying

habits. The constellation of factors that determine student success includes the

academic performance of students. Additionally, it plays a significant role in

education, primarily as a tangible instrument for evaluating the learning process

of students. Further, this examined the influence of study habits on academic

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performance. The study intends to determine the factors affecting study habits

among 4th year Criminology students and provide a basis for action plan.

Theoretical Framework

In conducting this study, various theoretical models have been developed

to explain the existence problem and phenomenon.

The Social Responsibility Theory as proposed by Ayodele & Adebiyi

(2013), Study habits are student’s ways of studying whether systematic, efficient,

or inefficient implying that efficient study habits produce positive academic

performance while inefficient study habits lead to academic failure.

The study is supported by the theory because it asserts that the

respondents' academic performance is related to the factors affecting study

habits. Additionally, it demonstrates that a person's study habits can help them

develop a balanced personality by providing them with the right environment,

feedback, and direction.

The Educational relevance of Gestalt theory as proposed by Mutsotso

and Abenga indicates the need for considering the whole but also the details with

the environment.

The study is supported by the theory because his implies that in

understanding the academic performance of a students, the environment which

stimulates certain study skills, study habits, use of instructional materials and

teaching method should be considered to know the perception and

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understanding of a lesson by student. Hence, appropriate teaching method, good

questioning technique, practical teaching and relevant instructional material are

necessary for

development of study habits and improved performance.

Conceptual Framework

Profile Factors
of the Affecting
Respondents Study Habits

Action
Plan

The first box is the profile of the respondents which includes the age, sex, type

of student, number of hours studying, resources available at home and family

monthly income.

The second box consists of factors affecting the study habits in terms of

personal, social, and economic which will be determine through a validated

survey questionnaire.

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The third box in this research study is the proposed action plan for implementing

the necessary modifications to the educational policy.

Statement of the Problem

This study focuses on the action plan for factors affecting the study habits

among 4th year Criminology students of Kolehiyo ng Lungsod ng Lipa.

Specifically, this study aimed to answer the following questions:

1. What is the profile of the Fourth year Criminology Students in terms of:

1.1 age;

1.2 sex;

1.3 type of student;

1.4 number of hours studying;

1.4 resources available at home; and

1.5 monthly family income.

2. What are the factors affecting study habits of the respondents?

2.1 personal factors;

2.2 social factors; and

2.3 economic factors.

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3. Is there a significant relationship between the profile of the respondents and

the factors affecting the study habits among fourth-year criminology students at

Kolehiyo ng Lungsod ng Lipa?

4. Is there a significant difference when grouped according to profile?

5.Based on the findings of the study, what action plan can be recommended?

Null Hypothesis

The Null hypothesis to be proven in the study were:

1. There is no significant relationship between the profile of the respondents

and the factors affecting the study habits among 4th year Criminology

students at Kolehiyo ng Lungsod ng Lipa.

2. There is no significant difference when grouped according to profile.

Scope and Limitations

This study aimed to determine the factors affecting study habits among 4 th

year Criminology students in Kolehiyo ng Lungsod ng Lipa and recommend an

action plan. It is limited to the perception of the respondents between the factors

affecting study habits when group according to profile. The locale of the study is

Kolehiyo ng Lungsod ng Lipa at Marawouy, Lipa City. It is the most suited to

attain the objectives of the study.

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The study considers 4th year Criminology students in Kolehiyo ng Lungsod

ng Lipa because the respondents can give high-quality data, can gather right

insights and are willing to take part in this study.

The study was conducted for Academic Year 2022-2023.

Literature Review

Academic performance has been defined and explained by several

authors. According to Narad and Abdullah (2016) academic performance is the

knowledge gained which is assessed by marks by a teacher and/or educational

goals set by students and teachers to be achieved over a specific period. In

addition, these goals are measured by using continuous assessment or

examinations results. Rono (2013) also indicated that academic performance of

students is a key feature in education. Narad and Abdullah (2016) opined that the

academic performance of students determines the success or failure of any

academic institution.

The authors' definitions demonstrate that academic performance is

defined in terms of measurable outcomes like test scores and class exercises.

This means that the operational definition of academic performance used in this

study is a student's performance across all subjects at the end of a particular

term.

Osa-Edoh and Alutu (2012) in a study established a high correlation

between study habits and learners’ academic performance. Good study habits
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(Higginbotham, 2019) determine high academic performance (Issa, Aliyu,

Akangbe, & Adedeji, 2012; Kaur & Pathania, 2015) of the learners greatly

because of the interconnection of study habits with scholastic achievement.

Rabia, Mubararak, Tallat & Nasir (2017) also concluded through the study that

there is a significant relationship between study habits and academic

performance. And everyone has different study habits. However, these habits

vary depending on the environment or working situations that are experiencing.

Age of the individual, as it increases usually affects the various

developmental changes and it affects every area of human performance

(Ukneze, 2017). In addition, it has often been said that older students, being

more highly motivated and being more experienced in many realms of life, should

obtain higher grade point average (Sturman, 2013). Similarly, Morris (2015)

reported that, younger students obtain higher grade than older students, because

of

their relative freedom from cares. He also observed that, age of the students

while he/she attended college might be of some importance about his academic

success in college (Naderi, Abdullah & Kumar, 2019). Ng & Feldman (2018)

found a moderate positive relationship between age and performance.

Regarding sex differences, Suman & Gupta (2017) did find a significant

difference between study habits and academic achievement. The relationship

between sex and academic performance have been researched extensively for

the past decade (Farooq & Berhanu, 2012). According to Ghazvini and
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Khajehpour (2014) there is a difference between the cognitive levels of boys and

girls. Learning task of girls is more adaptive than boys. Similarly, Nnamani and

Oyibe (2016) and Jayanth et al. (2014) found that sex has a significant impact on

academic performance. Maric and Sakac (2014) also observed that girls have

higher academic performance than boys. MeenuDev (2016) noticed that girls are

superior to boys in academic performance. Likewise, in comparison to male

students, Salami's (2013) study disclosed statistically significant difference in the

study habit of students where female students were better in study habit

practices such as frequency of attending lectures and seeking academic

assistance, missing class tests and assignments, duration of study, adherence to

timetable and note-taking. The impact of sex on academic performance is

unclear from the above discussion; While some researchers have discovered a

statistically significant difference, others have not. It has been discovered that

while the performance of boys and girls varies depending on the subject, the

cognitive levels are distinct.

The type of student affects the number of hours studying and the

resources available at home which may affect the study habits as well and

resulting to poor academic performance. Charmaine (2014) shared that there are

lots of problems working students must face without escape. There are three

major roles to fulfill: the role as a student, the role as a worker, and the role as a

human. As a student, focusing on class and budgeting time to review or practice

the study habits in all the piled-up lessons is quite challenging. As a worker, it is
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never easy to maintain the accuracy and promptness of a working student’s

work. As a human, the lack of time to socialize with family and friends is also

affected or compromised. Abenoja et al. (2019) found out that studying while

working is undoubtedly tough because it requires managing your social life,

family time, school, and work. One of the disadvantages of being a student while

holding a job is that students are often short on time and commonly find

themselves with limited time to study, sleep, and maintain healthy eating habits.

Today, a wide range of students combine academic study with employment.

Students choose to work for a variety of reasons, including the necessity of

integrating into the job market and the desire to fill spare time.

This article explains how students' academic performance is affected by

type of student, hours of studying, and even the resources available at home.

The schedule is an essential component of school success; the schedule design

ensures that courses are in a format that supports and promotes learning (Rettig

& Canady, 2013), as there is a relationship between class schedules and

students’ academic achievement (Sisson & Sisson, 2015). The time and

frequency of studying can affect student learning and there is an inseparable link

between class instruction time and work schedules (Bonner, 2012).

Hijazi, et.al. (2016) believed that the relationship between students’

performance and student family income is positive because money can buy you

all the comforts that you need to concentrate on the studies but interestingly the

result also shows that students belonging to more prosperous families do not
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give proper attention to studies, thus affluence cannot make a student

necessarily serious about his/her studies. Kadushin (2017) argued that low-

income limits both educational attainment and academic performance of

students.

In the view of (Ajira et al, 2017), personal factors consist of interpersonal

and intrapersonal factors, hence, the state of the home affects the individual

since the parents are the first socializing agents in an individual’s life. This is

because the family background and the context of the child affect his or her

reaction to the real-life situation real life situations and his level of performance.

Omolewa (2012) affirmed that academic performance of the child could be traced

to the home he comes from. Ron Fry, (2020) said that the parent’s involvement is

essential to a child’s eventual success. A parent not even for a minute,

underestimate the importance of his commitment to his child’s success. Nancy L.

Weishew (2013) points out that parents can help improve their children’s

behavior in school by becoming more involved in their education, monitoring their

actions, and helping to increase their achievement, educational, expectations,

and positive self-perceptions. Synder et al (2020) claimed that the family

environment is the most powerful influence in determining the child’s academic

performance. It is obvious that substantial influence on a child’s academic

performance. It was confirmed that family stress leads to depression among

students, negatively affecting the academic performance and learning outcomes.

Aafreen MM, et.al (2018).

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Social factors such as peer pressure and social media addiction really

does affect the study habits of a student because students either spend the

whole day together with friends or spend more time on social media other than

educational purposes and this tends to cause distraction from the learning

environment, affecting academic progress (Marasigan, et.al, 2012). Peer

pressure frequently appears to have various effects on a student's school

performance. It is how students are influenced by peers, whether positively or

negatively. Teenagers need to find comfort in others, which teenagers do in the

company of peers, even though unaware of the ways that are influenced

academically by peers. According to Osharive (2015), social media have effects

on student’s study habits causing poor academic performance. It contains lack of

privacy, distracting students from academic work, taking most of the productive

time and sometimes tend to develop an aggressive or violent behavior towards

family, peers, and social circle.

According to Keith, Pence and Thornberg (2016) there exists a positive

relationship between economic factors such as monthly family income and the

study habits. Good financial support for education is an essential stimulus in

motivating students to perform better. Low family income is a predictor of the

level of academic performance, alienation and drop out of students (Beegle and

Rice,2015). In brief, Family income becomes educational controlling factor

globally. The literature review shows that the relationship between family income

and students’ academic performance is a global phenomenon. Significant

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number of studies found that students from low-income families perform poorly

than those from relatively richer families.

According to reviewed literature, there is awareness of the impact that the

family's home environment has on students' performance. The social and

economic status of the home is known. Numerous studies demonstrate that a

child's school performance is significantly influenced by family background. The

role that a family's upbringing plays in a child's academic performance is

significant at all educational levels. It is widely believed that the home has a great

influence on students’ psychological, emotional, social, and economic state. It is

generally acknowledged that the children's academic motivation and

achievement are significantly influenced by the quality of family interactions.

Definition of Terms

The following terms are herein defined operationally and conceptually to

facilitate the readers clearer understanding of this study.

Academic Performance- the evaluation of a student's performance in several

academic courses.

Action Plan- is a list of the actions that must be completed to accomplish a

particular goal.

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Factors-a situation, truth, or factor that has an impact on how something turns

out.

Study Habit- is an action, such as reading, taking notes, or convening study

groups, that students perform on a regular and habitual basis in order to

complete the task of learning.

Type of Student- refers to whether working or full-time student.

METHODOLOGY

This section presents and discusses the important components of the

research undertaken by the researchers. It includes discussion of the research

design, population and sampling techniques, research instrument, data gathering

procedures, statistical tools, and ethical consideration.

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Research Design
The study used the descriptive research design, specifically, quantitative

research method. According to McCombes (2019), descriptive research aims to

describe a population, situation, or phenomenon accurately and systematically. It

can answer what, when, where, when and how questions, but not why questions.

As cited by Hopkins (2008) quantitative research aims to determine the

relationship between an independent variable and a dependent or outcome

variable in a population.

While Ritchie et al. (2013) as cited by Rudison (2015) opined that by using

the descriptive method the researcher will be able to observe a large mass of

target population and make required conclusions about the variables. The

researchers by using descriptive research can effectively design a pre-structured

questionnaire. The information collected from the responses of can be

statistically presented in this type of research method. Since the researchers are

trying to analyze the people’s opinion, attitude, behavior, and satisfaction level in

relation to criminological topics hence the researcher should effectively use the

descriptive method to statically analyze the data.

Researchers chose quantitative research method because it is more

scientific, objective, fast, focused, and acceptable. It gives idea of how many

people think, feel, or behave in a certain way. In quantitative research,

researchers get objectivity and accuracy wherein the data you’re collecting is

often closed-ended, which means people are choosing to clear-cut multiple-

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choice answers, such as yes/no or agree/disagree. And when it comes to diving

into the results, there’s no room for debate. A certain number of people do one

thing, and a certain number of people do another.

Population and Sampling Techniques

This study was conducted in Kolehiyo ng Lungsod ng Lipa. The place was

considered as the venue of the study to determine the factors affecting study

habits among 4th year Criminology students. The researchers utilized 4th year

Criminology students of Kolehiyo ng Lungsod ng Lipa. The researchers believe

that based on the criteria that have set, these participants can provide the best

information that is significant to the aims of the said research.

The researchers used purposive random sampling technique. This is a

non-probability sampling technique which is the most appropriate to select the

most qualified respondents and knowledgeable to the subject matter. Also, the

researchers used the following fixed criteria to identify and select the

respondents of this study:

1. High-quality data: the respondents have the right background to help

researchers with the correct data.

2. Gather right insights: the respondents answer the survey so selflessly, it

is highly likely that respondents will share the real experiences.

3. The respondents are willing to take part in this study.

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Further, using the total population of the targeted respondents of 140 and

with the application of Raosoft’s Formula at five percent (5%) margin of error, the

computed total sample size was 93.

Research Instrument

A self-made survey questionnaire was formulated by the researchers

based on the existing literatures and results of previous studies. The research

tool was presented in checklist form which the first part focused on the

demographic profile of the respondents that include sex, monthly family income,

full time student and working student. The other part was presented also in a

checklist form which focused on the dependent variables of the study which are

the factors affecting study habits of the respondents which include financial

instability, hectic class schedule, family stress, peer pressure, and social media

addiction.

Attached in the said questionnaire is a cover letter of request addressed to

the respondents and seeking information their cooperation in this endeavor. On

the other hand, the questionnaire proper is provided with a clear direction to

guide the respondents in filling up the paper.

The questionnaire was validated by the Research Adviser and practicing

Criminologist who are knowledgeable to this field of criminology. After the

validation and corrections were incorporated by the researchers, the self-made

survey questionnaire was subjected for reliability test. Reliability test was
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conducted by the researcher to validate the appropriateness of the questionnaire

in measuring the parameters of the study. Nunally and Bernstein (1994) that an

alpha greater than or equal to 0.70 would suffice to conclude that the tool is

reliable and valid. As a result, since the test scale alpha is greater than, the tool

used in this study is reliable and valid.

Data Gathering Procedures

The data gathering procedure followed the following procedures. The first

step in data gathering was the formulation and validation of the research

instrument.

The most vital and critical component of the study is the conduct of the

survey since it is the primary source of data that identifies the factors affecting

study habits of the respondents. The researchers sought permission to Dean of

the College of Criminal Justice. The questionnaires were personally handed, and

the contents were carefully explained to the respondents for them to answer it

with honesty and integrity. Thereafter, the administration of the questionnaire

was retrieved, and the data were tallied, computed, analyzed, and interpreted.

After which, the researcher obtained related studies and literature to support the

results of the study. The researcher also consulted some personnel that can help

to improve this study.

Statistical Tools
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The following statistical tools will be used to treat the data to be gathered:

1. Frequency Count. The data is presented in frequency form to show the

actual distribution of the respondent’s demographic profile.

2. Percentage. It is used to determine the rate of the demographic profile of the

3. respondents.

4. Ranking. This tool was used to determine the order of the indicators

mentioned in the study for a clearer interpretation of the perception of the

respondents.

5. Weighted Mean. This tool was used to consolidate the perceptions of the

respondents, to have an in-depth interpretation of the profile of the

respondents.

In analyzing and interpreting the retrieved responses, the researchers set

the assigned weight for each option and the scale that determines the aggregate

responses as follows:

Value Limit Interpretation

5 4.20-5.00 Strongly Agree

4 3.40-4.19 Agree

3 2.60-3.39 Neutral

2 1.80-2.59 Disagree

1 1.00-1.79 Strongly Disagree

Ethical Consideration
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Prior to the conduct of this study, the researchers sought permission to

KLL-College of Criminal Justice for gathering of the pertinent data and the

distribution of questionnaire to the targeted respondents. The researchers

provided explanation of the questionnaire for them to be guided in answering it.

The participation of the respondents on this study is entirely voluntary and the

data gathered was always treated with confidentiality and shall be used for this

research alone and would not be revealed to any other party who carries out

similar research study.

The researchers are the only one who will have the access on the records

and information gathered. If the respondents wish not to participate anymore,

students can inform the researchers without the job being affected.

At the end of this research, the researchers prepared the final report that

the respondents and the KLL-College of Criminal Justice where the participants

are affiliated can access the result of the study and the recommendation on the

betterment of services offered to the public. Also, the researchers give a copy of

this study to the Kolehiyo ng Lungsod ng Lipa Library for ready reference for

future researchers.

RESULTS AND DISCUSSIONS

This part of the study shows the presentation, analysis and interpretation

of the data gathered from the questionnaires answered by the respondents.

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1. Profile of the Respondents.

Tables 1 presents the distribution of demographic profile of the

respondents.

Table 1
Distribution of Respondents’ Profile
(N= 135)

Profile Variables Frequency Percentage (%) Ranking

Age
21 24 18% 3
22 75 56% 1
23 30 22% 2
24 3 2% 4
25 2 1% 5
26 1 1% 5
Sex
Male 66 49% 2
Female 69 51% 1
Type of Student
Full Time Student 104 77% 1
Working Student 31 23% 2
Number of Hours Studying
1-2 hours 52 39% 2
3-4 hours 61 45% 1
5 hours and above 22 16% 3
Resources available at Home 1
Smartphone 105 78% 1
Tablet/iPad 7 5% 3
Laptop 18 13% 2
Desktop Computers 3 2% 4
Others 2 1% 5
Monthly Family Income
Php 5,000- Php 10, 000 65 48%
Php 10,001- Php 15,000 42 31%
Php 15,001- Php 20,000 17 13%
Php 20,001 and above 11 8%

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Data showed that out of 135 total-respondents, 75 of them or 56% at rank

1 belonged to the age range of 22 years old followed by the age range of 23

years old with a frequency count of 30 or 22% at rank 2. The least is the age

range 26 years old with a frequency count of 1 or 1% in rank 5.

In terms of sex, female respondents ranked 1 with frequency count of 69

or 51% followed by male respondents with that garnered frequency count of 66

or 49% in rank 2.

In terms of type of student, full time students with the highest frequency

count of 104 or 77% ranked 1 followed by working students with that garnered

frequency count of 31 or 23% in rank 2.

With regards to number of hours studying, 3-4 hours acquired the highest

frequency count of 61 or 45% in rank 1, followed by 1-2 hours in rank 2 which got

a frequency count of 52 or 39%. The least among the number of hours studying

is 5 hours and above that gained frequency count of 22 or 16% in rank 3.

Next, with regards to resources available at home, smartphone acquired

the highest frequency count of 105 or 78% in rank 1, followed by laptop in rank 2

with a frequency count of 18 or 13%. The least is the others that gained

frequency count of 2 or 1% in rank 5.

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And lastly in terms of monthly family income, Php 5, 000- Php 10,000

income garnered the highest frequency count of 65 or 48% and Php 10, 001-

Php 15, 000 income with frequency count of 42 or 31% in rank 1 and 2,

respectively. The least among the indicators is Php 20,001 and above that

reaped frequency count of 4 or 11% in rank 4.

It implies that the respondents at the age of 22, likely to have a high level

of cognitive ability and strong working memory, which allows them to process

and retain information efficiently. While at the age of 26, respondents may still

possess a high level of cognitive ability, their working memory may not be as

strong as it was in their early twenties. The age of an individual is an important

factor that can significantly affect their study habits. Different age groups have

different learning capabilities, preferences, and priorities, which can influence

their study habits in various ways. In this research, females are the most

respondents. It has shown that females tend to excel in verbal and linguistic

abilities compared to males. This includes the ability to do homeworks

immediately before doing the unimportant thing. Study habits tend to improve

with age and female students seem to have better study habits than their male

counterparts. According to Keiser et al. 2016, female students found to be more

conscientious than their male counterparts. As stated in Table 1, 77% of the

students are full-time students which simply implies that the respondents have

advantage in study habits because full-time students are more likely to be

engaged in educational activities such as reading, writing, and participating in

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class discussions than part-time students. This engagement can lead to a better

academic performance and a more rewarding academic experience. A study

conducted by the NSSE found that full-time students reported higher levels of

satisfaction with their overall academic experience than part-time students. This

can be attributed to the fact that full-time students have a more immersive

learning experience and are able to fully engage with the subject matter (Kuh et

al., 2014). The resources available at home can have a significant impact on our

daily lives, it is important to examine their effect on study habits. Smartphones

offer a wealth of resources that can be beneficial to students. With access to the

internet, students can quickly and easily access information on a wide range of

topics, including academic research, news, and other educational resources. The

study found that students who used smartphones to access educational

resources, such as online textbooks and educational apps, performed better on

tests and had higher overall grades than those who did not use smartphones for

educational purposes (Chen & Yan, 2016). Smartphones can also aid in time

management and organization. With a variety of apps available, students can

create schedules, set reminders, and manage their workload more effectively.

This can help to reduce stress and anxiety and ensure that students are able to

complete their assignments on time. Another study published in the Journal of

Educational Computing Research found that using smartphones can improve

time management and organization. The study found that students who used

smartphones to set reminders and manage their schedules reported higher levels
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of productivity and were better able to manage their workload than those who did

not use smartphones for time management (Lee & Kim, 2017). In study of Pryer

et al. (2020) found that female’s study for more hours than males, ask more

questions than males in class and seek feedback on assignments than males.

This is corroborated by Lam et al. (2012) who argues that females’ achievement

in academic performance is attributed to the greater effort they put into their

studies compared to males. The Philippines is considered as one of the low-

income countries in the world (Patalinghug, et. al 2017) as shown in the low

monthly family income of the respondents in Table 1, despite the figure, this did

not become a hindrance for them to continue their studies and improve.

2. Factors Affecting Study Habits

Table 2 shows the perception of the respondents on the factors affecting

study habits of 4th year criminology students of Kolehiyo ng Lungsod ng Lipa in

terms of personal factors.

Table 2
Personal Factors

Indicators WM VI R

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1. I spend my vacant time doing assignments or studying the

lesson. 3.69 A 5
2. I lack in concentration because of my family issues. 3.11 N 11
3. I think about family problems even when I'm at school. 3.01 N 13
4. I practice time management. 4.12 A 1
5. I exert more effort when I do difficult assignments. 4.12 A 1
6. I give enough time to review each subject. 3.88 A 3
7. I attend class late. 1.97 D 17
8. I procrastinate in passing my activities. 3.09 N 12
9. I study well in cafeteria than at home. 3.59 A 6
10. I study with no distractions. 3.39 N 8
11. I study at the last minute before exams. 3.19 N 10
12. I study the lessons I missed if I was absent from the class. 3.59 A 6
13. I study only when there is a quiz. 2.91 N 15
14. I study only when I like. 2.97 N 14
15. I study under pressure because I am afraid of
disappointments. 3.36 N 9
16. I have comfortable place to study. 3.73 A 4
17. I am having a hard time reviewing because of my job. 2.34 D 16
Composite Mean 3.29
Legend: SA- Strongly Agree N- Neutral SD- Strongly Disagree WM- Weighted mean
A- Agree D- Disagree VI- Verbal Interpretation R- Ranking

As seen on the table, indicator “I practice time management” and “I exert

more effort when I do difficult assignments” obtained the highest weighted mean

of 4.12 interpreted as “A or Agree” in rank 1. This indicates that since most of the

respondents are full-time students, it is an advantage for them to allows for more

time and flexibility in terms of studying and academic pursuits. Without the

burden of a job, a full-time student can dedicate more time to attending lectures,

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studying, participating in extracurricular activities, and engaging in research or

other academic pursuits. This can lead to a better study habits and academic

success. A study conducted by the Higher Education Research Institute (HERI)

found that full-time students reported higher levels of academic and personal

development than part-time students. This can be attributed to the fact that full-

time students have more time and flexibility to engage in academic and

extracurricular activities that promote personal growth and development

(Pascarella et al., 2012).

On the other hand, the least among the indicators is “I attend class late.”

that acquired weighted mean of 1.97 and interpreted as “D or Disagree” in rank

17. This result simply indicates that students are very eager to attend class on

time to learn and enhance their knowledge. Despite of having low financial

support, students still want to pursue studying and do whatever it takes to attend

class regularly. Avoiding being late in school helps to create a consistent routine

that is beneficial for study habits. When students arrive on time for classes, they

are able to set a regular study schedule that allows them to plan their time

effectively. This regularity and consistency can lead to a more productive study

habit and ultimately lead to academic success. According to a study published in

the Journal of Education and Practice, students who arrive on time for classes

are more likely to be attentive and engaged in the learning process. This

engagement can lead to better study habits and academic performance (Eze &

Ihekwoaba, 2016).
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The composite mean is 3.29 and described as “N or Neutral”. In the world

of academia, time management, effort, and attendance are crucial components

of a student's success. These factors are not only essential in the academic

realm but also in personal and professional life. The interpretation of these

factors can be both positive and negative, but it is crucial to understand the

neutral interpretation of these aspects in terms of time management, effort, and

attending class on time, and their connection to study habits. Neutral

interpretation of time management is about striking a balance between being

efficient and being productive. The concept of time management does not mean

completing the task in the least amount of time possible. Instead, it means being

able to allocate time for different tasks effectively, with priority given to the more

important ones. Overall, a neutral interpretation of time management, effort, and

attendance in terms of study habits emphasizes the importance of balance and

moderation. It is essential to manage time, put in effort, and attend classes

regularly and on time. Still, it is equally important to avoid being too hard on

oneself and finding a balance between academic pursuits and personal well-

being. According to a study published in the Journal of Educational Psychology,

students who adopt a neutral interpretation of time management, effort, and

attendance are more likely to experience academic engagement and motivation.

These students are better able to find a balance between academic and personal

responsibilities, engage in effective study habits, and persevere through

academic challenges (Cassady & Johnson, 2018).

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Table 3 shows the perception of the respondents on the factors affecting

study habits of 4th year criminology students of Kolehiyo ng Lungsod ng Lipa in

terms of social factors.

Table 3
Social Factors

Indicators WM VI R
Social Factors
1. I stay up late and feel sleepless due to watching social media
videos. 3.18 N 5
2. I get the feeling that life would be sad, boring, and empty
without browsing on social media. 3.10 N 9
3. I use mobile phone while reviewing my notes. 3.64 A 2
4. I look at my mobile phone or send chat messages during D
class. 2.49 13
5. I spend more time on the internet than studying. 2.96 N 10
6. I skip school because my friends urge me to do so. 1.86 D 19
7. I feel like I only wanted to have fun with my friends than to
study in school. 2.27 D 16
8. I get low scores in my tests and assignments due to peer
pressure. 2.44 D 14
9. I always say ‘YES’ to my friends even if my parents do not
agree. 2.18 D 17
10. I fall asleep in class because of my friends who are sleeping
too. 1.99 D 18
11. I prefer finishing assignments first before watching any
television program. 3.77 A 1
12. I prefer studying with friends rather than studying alone. 3.13 N 8
13. I neglect schoolworks because of social media. 2.36 D 15
14. I spend less time with my friends during school days to
concentrate more on my studies. 3.30 N 3

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15. I see to it that extracurricular activities do not hamper my

studies. 3.29 N 4
16. I work with other students on projects during class. 3.17 N 6
17. I spent hours online is more than I spent in reading. 2.93 N 11
18. I review using gadgets at home rather than browsing my
notes. 3.17 N 6
19. I am eager to go on social media. 2.83 N 12
Composite Mean 2.85
Legend: SA- Strongly Agree N- Neutral SD- Strongly Disagree WM- Weighted mean
A- Agree D- Disagree VI- Verbal Interpretation R- Ranking

As seen on the table, indicator “I prefer finishing assignments first before

watching any television program.” obtained the highest weighted mean of 3.77,

interpreted as “A or Agree” in rank 1. In today's society, there are countless

distractions that can take away from a student's ability to focus and complete

their assignments. Television programs, social media, and other entertainment

options can easily distract students from completing their work on time. However,

a positive impact can be seen when students prioritize their assignments over

entertainment and respond with this indicator. Finishing assignments first before

watching any television program is an excellent way to develop discipline, time

management skills, and a strong work ethic. Students who prioritize their

assignments tend to be more focused and productive. They are better able to

manage their time, prioritize their workload, and complete their work to a high

standard. A study published in the Journal of Experimental Psychology found that

students who prioritize their assignments over entertainment tend to have better

cognitive control. This means they are better able to regulate their attention,

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inhibit distractions, and maintain focus on their academic work (Kane et al.,

2017).

While the least among the indicators is “I skip school because my friends

urge me to do so.” that acquired weighted mean of 1.86 and interpreted as “D or

Disagree” in rank 19. The student’s response of being disagree to the question "I

skip school because my friends urge me to do so" shows that it can have a

positive impact on study habits. It can lead to better self-discipline, personal

responsibility, motivation, and social skills, all of which are important factors in

achieving academic success. A study published in the International Journal of

Educational Research (2014) found that students who were able to resist peer

pressure and attend school regularly had better study habits, such as being more

organized and better at time management and were more likely to engage in

positive academic behaviors, such as participating in class discussions and

seeking help when needed.

The composite mean is 2.85 and described as “N or Neutral”. This result

shows that a neutral interpretation on the factors such as social media and peer

pressure on study habits suggests that it is important for students to balance

social engagement with academic responsibilities. Social media can be a useful

tool for accessing educational resources and engaging in academic discussions

with peers. However, students must also be mindful of the potential distractions

and negative effects that social media and peer pressure can have on their study

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habits. By being intentional about their social media use and resisting negative

peer pressure, students can maintain good study habits and achieve academic

success. According to Alzahrani and Alalwan (2018), social media use had a

positive impact on academic performance in high school students. The authors

noted that social media allowed students to connect with their peers and access

educational resources, which enhanced their learning experience. A neutral

interpretation of this finding suggests that social media can be a helpful tool for

academic purposes, as long as students use it to support their learning and avoid

getting distracted by non-academic content.

Table 4 shows the perception of the respondents on the factors affecting

study habits of 4th year criminology students of Kolehiyo ng Lungsod ng Lipa in

terms of economic factors.

Table 4
Economic Factors

Indicators WM VI R
c. Economic Factors
1. I easily get irritated and tend to release my anger/irritation on
my classmates when I'm thinking of having lack of money. 2.33 N 14
2. I set aside a specific amount and go into savings. 3.74 A 4
3. I usually intended not to submit my activities due to financial
stress. 2.10 D 15
4. I feel worried about my payments in school. 3.08 N 11
5. I borrow money from my classmates. 2.39 D 13

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6. I worry about my budget if there are sudden school

expenses. 3.43 A 9
7. I can buy the complete requirement in school. 3.48 A 7
8. I have a budget on producing outputs creatively on time. 3.45 A 8
9. I have the energy to interact with my classmates during group
activities due even with financial stress. 3.56 A 5
10. My parents can give S enough money for my projects. 3.80 A 3
11. My parents give extra money for my personal needs. 3.56 A 6
12. My parents can immediately give money whenever I ask. 3.25 N 10
13. My parents support me financially in my study. 4.28 SA 1
14. I am unable to follow lessons because I was not able to
purchase the required textbook or photocopy of textbook that
are not in the library and are needed for the class. 2.44 D 12
15. I am satisfied with daily allowance. 4.15 A 2
Composite Mean 3.27
Legend: SA- Strongly Agree N- Neutral SD- Strongly Disagree WM- Weighted mean
A- Agree D- Disagree VI- Verbal Interpretation R- Ranking

As seen on the table, indicator “My parents support me financially in my

study.” obtained the highest weighted mean of 4.28, interpreted as “SA or

Strongly Agree” in rank 1. This indicates that the majority of the respondents

strongly agree that their parents support them financially in their studies.The high

level of agreement to this indicator suggests that financial support from parents is

an important factor in the study habits of the respondents. This support could

include paying for educational fees, providing funds for school supplies, and

supporting their living expenses while studying. With this support, students are

likely to have less financial stress, allowing them to focus more on their studies

and develop better study habits. This finding is consistent with previous studies

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that have shown the positive impact of parental support on students' academic

achievement (Dubow et al., 2019; Sirin, 2015). Parental support has been found

to be particularly important for first-generation college students who may face

unique challenges in navigating the higher education system (Pascarella et al.,

2014). Overall, the high level of agreement to this indicator highlights the crucial

role of parental support in the study habits and academic success of the

respondents. Instructors and administrators should consider the importance of

financial support for students in promoting good study habits and improving

academic outcomes, particularly for disadvantaged students who may face

additional barriers to academic success.

On the other hand, the least among the indicators is “I usually intended

not to submit my activities due to financial stress.” that acquired weighted mean

of 2.10 and interpreted as “D or Disagree” in rank 15. This indicates that many of

the respondents disagreed with the statement that they usually intended not to

submit their activities due to financial stress.The low level of agreement to this

indicator suggests that financial stress is not a significant barrier to the

respondents' ability to submit their academic activities. This finding is consistent

with previous research that has shown that financial stress can negatively impact

students' academic performance and increase the likelihood of dropping out of

school (e.g., Swail, Redd, & Perna, 2013). However, it is important to note that

the low level of agreement does not necessarily mean that financial stress is not

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a concern for some students. It is possible that some students may be

experiencing financial stress but are still able to prioritize their academic

activities. It is also possible that the respondents have access to financial

assistance such as scholarships, grants, or loans, which may alleviate some

financial stress and allow them to focus on their academic activities. Additionally,

the respondents may have developed good financial management skills that

enable them to balance their academic expenses and financial obligations.

Overall, the low level of agreement to the indicator "I usually intended not to

submit my activities due to financial stress" suggests that financial stress may not

be a significant barrier to the respondents' ability to submit their academic

activities. However, it is important for instructors and administrators to continue to

address the financial needs of students to ensure that financial stress does not

hinder their academic success.

The composite mean is 3.27 and described as “N or Neutral”. This means

that some respondents agreed with the statement, while others disagreed or

remained neutral. One possible explanation for this neutral interpretation is that

the respondents may have different perceptions of what constitutes "low monthly

family income" and "financial stress." For some students, a low monthly family

income may be a source of financial stress, while others may be able to manage

their expenses with a lower income. Additionally, some students may have

access to financial assistance or support from family and friends that helps them

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manage their financial obligations. It is also possible that some students may not

fully understand the concept of financial stress or may not be aware of their own

financial situation. This highlights the importance of financial education and

awareness programs for students to help them develop better financial

management skills. Overall, the neutral interpretation of these indicators

suggests that the respondents have mixed experiences with managing their

finances. While some may be able to manage their expenses despite having a

low income, others may be struggling to make ends meet. This underscores the

need for instructors and administrators to provide financial assistance and

support for students from low-income families to ensure that they have equal

opportunities for academic success.

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CONCLUSION AND RECOMMENDATIONS

This section presents the findings of the study where recommendations

were derived to address the problems.

Conclusions

Based on the results of the study, the following conclusions were drawn:

1. Majority of the respondents based on the findings of the study, reported that

personal factors, social factors, and economic factors can affect their study

habits. The study further revealed that females, aged twenty-two, full-time

students with three to four hours of daily study time, and who have resources

available at home, reported the most significant impact of these factors on their

study habits. Additionally, the study showed that respondents with a monthly

family income of five thousand pesos to ten thousand pesos were the most

affected by these factors.

The findings of the study suggest that a multifaceted approach is necessary to

address the issue of poor study habits among students. Instructors and

administrators need to develop strategies that consider the specific needs and

circumstances of individual students, including their sex, age, study hours, and

available resources.

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Furthermore, the study highlights the need to address economic factors that

affect students' study habits, such as access to study materials and financial

resources. Since the Kolehiyo of Lungsod ng Lipa is a government institution that

offers a free but quality tertiary education for its qualified students, instructors

and administrators may encourage the students to join the scholarships and

financial assistance programs of the local and national government.

In conclusion, the study suggests that personal, social, and economic factors can

significantly impact students' study habits, and a multifaceted approach is

necessary to address the issue. By considering the specific needs and

circumstances of individual students, instructors and administrators can develop

strategies that is exclusive to the CCJ department and effectively improve study

habits among students, leading to improved academic outcomes.

2. The perception of the respondents on the factors affecting the study habits

among 4th year Criminology students at Kolehiyo ng Lungsod ng Lipa resulted to

Neutral interpretation. It suggests that personal factors, social factors, and

economic factors can all affect study habits among students. While some factors

may have a greater impact than others, the research highlights the importance of

considering all of these factors when developing strategies to improve study

habits.

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Personal factors such as motivation, time management, and learning style can

significantly impact a student's study habits. Social factors such as family

support, peer pressure, and academic environment can also play a crucial role.

Economic factors such as financial resources and access to study materials can

further impact a student's ability to develop effective study habits.

Therefore, it is important to take a holistic approach that considers all of these

factors when designing interventions to improve study habits among students. By

doing so, instructors and administrators can develop strategies that are tailored

to the specific needs and circumstances of individual students, leading to

improved academic outcomes.

3. There is a significant relationship between the profile of the respondents and

the factors affecting the study habits among 4th year Criminology students at

Kolehiyo ng Lungsod ng Lipa.

4. There is a significant difference when grouped according to profile.

Recommendations

Based on the conclusions drawn, the following recommendations were

given:

1. Promoting self-awareness: Instructors and parents can help students

become more self-aware of their learning style, motivation, and time

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management skills. By doing so, students can better understand their

strengths and weaknesses and develop study habits that work best for

them.

2. Providing support: Family support can play a crucial role in improving

students' study habits. Parents can create a conducive environment at

home, providing quiet spaces for studying, limiting distractions, and

ensuring adequate study materials are available.

3. Encouraging time management skills: Students need to learn how to

manage their time effectively to succeed academically. Instructors can

teach time management skills, such as creating schedules and prioritizing

tasks, to help students stay organized and avoid procrastination.

4. Implementing technology tools: Since based on the result, all students

have their own resources available at home. Technology tools such as

online learning platforms, educational apps, and software can help

students manage their study time, track their progress, and access

learning materials easily.

5. Providing academic support: The College of Criminal Justice can offer

academic support such as tutoring services, study groups, and counseling

services exclusive to CCJ students most especially to all 4 th year students

since they are graduating students who need extra help with their studies

to pass the board examination and have the big chance to be one of the

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top notchers. Such services can help students overcome academic

challenges and improve their study habits.

By implementing these action plan, instructors and administrators can help

CCJ 4th year students and other to develop effective study habits, leading to

improved academic outcomes.

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QUESTIONNAIRE

===========================================================
FACTORS AFFECTING STUDY HABITS AMONG 4TH YEAR

CRIMINOLOGY STUDENTS OF KOLEHIYO NG LUNGSOD NG

LIPA: BASIS FOR ACTION PLAN

The undersigned will conduct a thesis entitled, “Factors Affecting Study Habits

among 4th year Criminology Students of Kolehiyo ng Lungsod ng Lipa: Basis for

Action Plan”.

This study will attempt to determine Factors Affecting Study Habits among 4 th

year Criminology Students of Kolehiyo ng Lungsod ng Lipa and propose an

Action Plan.

There are no right or wrong answers as long as you did it honestly. Rest

assured that your answers to this survey-questionnaire will be treated with

utmost confidentiality. The survey result will be analyzed for academic purposes.

Thank you for your kind cooperation in the conduct this survey. Your

responses will contribute to this academic research.

-The Researchers

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I. Demographic Profile of the Respondents

Directions: Please provide the following information by filling in the data or by
putting a check that corresponds your response.

Name: (Optional) ______________________________

Age: ______

Sex: Male Female

Type of Student: Working student Full Time student

Number of Hours Studying:

1-2 hours 3-4 hours 5 hours and above

Resources available at Home:

Smartphone Laptop Others:

___________

Tablet / iPad Computer

Monthly Family Income:

Php 5,000 – Php 9,000 Php 15,001 – Php 20,000

Php 9,001 – Php 15,000 Php 20,001 and Above

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II. Factors Affecting Study Habits

Directions: Please answer the questionnaire honestly by putting a check on the

appropriate boxes as to your perception of the factors affecting study habits.

Legend:
5- Strongly Agree
4- Agree
3- Neutral
2- Disagree
1- Strongly Disagree
(5) (4) (3) (2) (1)
PERSONAL FACTORS
1. I spend my vacant time doing
assignments or studying the lesson.
2. I lack in concentration because of my
family issues.
3. I think about family problems even when
I'm at school.
4. I practice time management.
5. I exert more effort when I do difficult
assignments.
6. I give enough time to review each
subject.
7. I attend class late.
8. I procrastinate in passing my activities.
9. I study well in cafeteria than at home.
10. I study with no distractions.
11. I study at the last minute before exams.
12. I study the lessons I missed if I was
absent from the class.
13. I study only when there is a quiz.

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14. I study only when I like.

15. I study under pressure because I am
afraid of disappointments.
16. I have comfortable place to study.
17. I am having a hard time reviewing
because of my job.
(5) (4) (3) (2) (1)
SOCIAL FACTORS
1. I stay up late and feel sleepless due to
watching social media videos.
2. I get the feeling that life would be sad, boring,
and empty without browsing on social media.
3. I use mobile phone while reviewing my notes.
4. I look at my mobile phone or send chat
messages during class.
5. I spend more time on the internet than
studying.
6. I skip school because my friends urge me to
do so.
7. I feel like I only wanted to have fun with my
friends than to study in school.
8. I get low scores in my tests and assignments
due to peer pressure.
9. I always say ‘YES’ to my friends even if my
parents do not agree.
10. I fall asleep in class because of my friends
who are sleeping too.
11. I prefer finishing assignments first before
watching any television program.
12. I prefer studying with friends rather than
studying alone.
13. I neglect schoolworks because of social
media.
14. I spend less time with my friends during
school days to concentrate more on my studies.
15. I see to it that extracurricular activities do not
hamper my studies.
16. I work with other students on projects during
class.

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17. I spent hours online is more than I spent in

reading.
18. I review using gadgets at home rather than
browsing my notes.
19. I am eager to go on social media.

(5) (4) (3) (2) (1)

ECONOMIC FACTORS
1. I easily get irritated and tend to release my
anger/irritation on my classmates when I'm
thinking of having lack of money.
2. I set aside a specific amount and go into
savings.
3. I usually intended not to submit my activities
due to financial stress.
4. I feel worried about my payments in school.
5. I borrow money from my classmates.
6. I worry about my budget if there are sudden
school expenses.
7. I can buy the complete requirement in
school.
8. I have a budget on producing outputs
creatively on time.
9. I have the energy to interact with my
classmates during group activities due even
with financial stress.
10. My parents can give me enough money for
my projects.
11. My parents give extra money for my
personal needs.
12. My parents can immediately give money
whenever I ask.
13. My parents support me financially in my
study.
14. I am unable to follow lessons because I
was not able to purchase the required textbook
or photocopy of textbook that are not in the
library and are needed for the class.

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15. I am satisfied with daily allowance.

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