The Effects of Study Habits on Grade 12 Students Academic Performance in

Pardo National High School

A Research Proposal presented to

the Faculty of Pardo National High School
Senior High School Department
Población, Pardo, Cebu City

In partial fulfillment of the requirements of

Inquiries, Investigation and Immersion subject

BY:
CUGAY, CHARLES JOHN NINO C.
LEGAZPI, ERNESTO JR.
MINGUITO, MARK GIO

APRIL 28, 2024

Research Proposal Paper submitted:

Oral Defense Passed:

TABLE OF CONTENTS
CHAPTER I - THE PROBLEM AND ITS SCOPE

A. Introduction 1
B. Statement of the Problem 1
C. Scope and Delimitation 2
D. Significance of the Study 2

CHAPTER II - REVIEW OF RELATED LITERATURE 3-4

CHAPTER III - RESEARCH METHODOLOGY

A. Research Material/ Instrument of the Study 5

B. Respondents of the Study/ Test Subjects 5
C. Sampling Process 5
D. Research Procedure 5
E. Statistical Maneuvers 6
F. Timeline 7
G. Budget 7

CHAPTER IV - RESULTS, ANALYSIS and

INTERPRETATION OF DATA

CHAPTER V - SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS

A. Hypotheses
B. Conclusion
C. Recommendations

BIBLIOGRAPHY

APPENDIX

A. Raw Data and Computations

B. Pictures
C. Curriculum Vitae of Research Proponents
 1

CHAPTER I
THE PROBLEM AND ITS SCOPE

A. Introduction

Study habits are at the core of academic success. It is an action like reading, taking notes,
conducting study groups that students perform frequently, and regularly accomplishing the learning goals.
It can be defined as effective or counterproductive based on whether it serves the students well. Thus,
study habits are purchasing out a devoted and un-interrupted time to apply oneself to the world of learning
(Rabia, Mubarak, Tallat, Nasir, 2017).
Hayede R. Looyeh et, al. (2017) stated that study habits are the most important predictor variables in
academic performance. Study habits are the methods of study used by students during an academic course
with an appropriate environment; in other words, it is the ability of students to manage time and the
successful accomplishment of academic tasks. Azikwe (1998) describes study habits as " the adopted way
and manner a student plans his reading. After classroom learning to attain mastery of the subject."
According to her "good study habits are a good asset to learners because habits help the student to attain
mastery in areas of specialization and ensure excellent performance, while the opposite becomes
constraint to learning and achievement leading to failure".

B. Statement of the Problem

This study aims to determine the effects of study habits on Grade 12 Students in senior high school
in relationship to the academic performance in Pardo National High School. (School Year 2023-2024) We
sought to answer the following questions:
1. What is the demographic profile of student?
1.1 Age
1.2 Gender
 1.3 1st Semester Average
2. What is the average daily study duration of Grade 12 students in Pardo National High School?
3. What are the factors that affect study habits?

2
C. Scope and Delimitation

This study is primarily focused on the effects of study habits on Grade 12 Students' Academic
Performance at Pardo National High School (PNHS). The researcher aimed to find out the effect of their
study habits on students' academic performance. The researchers limited this research only to 50 Grade 12
students in Pardo National High School (PNHS) with the maximum count of respondents of 10 students
either male or female per Gas section.

D. Significance of the Study

This study about the effects of study habits on grade 12 students’ academic performance will
benefit the following individuals:
Students: This study can benefit students in the development of knowledge and improve their perceptual
capabilities.
Future Researchers: This study would benefit them to gain information for their future studies. This can act
as their guide and help them gain the necessary information for their research.
Teachers: This study would benefit teachers by providing students with different teaching approaches that
will help student's learning capabilities.
Parents: It could help them encourage their children in their studies and more likely to develop effective
study habits.
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

The concept of study habits focuses on the student's performance in school. It is the students' hard
work and effort to achieve better academic performance in their studies. Study habits are part of a
student's everyday life in school. It contributes significantly to the development of knowledge and
perceptual capacities. Study habits tell a person how much he will learn, how far he wants to go, and how
much he wants to earn. These all could be decided with one's study habits. throughout life (Rabia,
Mubarak, Tallat & Nasir, 2017). In this study, the results showed a significant relationship between study
habits and academic performance of the students, which was checked by using a chi-square test on the
sample of 270 students taken from two colleges in Pakistan.

Cote et, al. (2002) In any School System, academic performance is the priority of students as well as
the teachers. Several studies have shown that factors such as motivation and study time have impacted
student achievement. Since grade is the primary parameter of such learning outcomes. According to the
study of Khanam, Sahu, Rao, Kar, and Quazi (2017), Time management is one of the skills that impact
students' academic performance. The researchers have conducted a study about time management, and
the respondents' academic achievement, the medical students in Odisha. The study revealed that the
respondents who obtained a high percentage also had a high mean score on general time management.
And it means that time management is essential to improve one's academic performance.

Peaty et al. (2004) Academic Performance is a complex student behavior that underlies several abilities,
memory, previous knowledge or aptitude as well as psychological factors such as motivation, interest, and
temperaments of emotions to name a few. Danslein and Burnett (1952) found that students getting higher
marks hold more effective study habits as compared to students who had ineffective study habits and thus
lagged in their studies.

Thomas, Omotoke, and Ademola, (2016) The present study investigated the role of self-esteem and
study habits on achievement as there were contradictions about the role of these factors in academic
achievement. The Rosenberg Self-esteem Scale Rosenberg (1979) and the study habits Questionnaire along
with the personal information form were administered to a multistage sample of 128 students at the
University of Chittagong in Bangladesh. Students' honors final year results were considered as their
academic achievement. The results of Pearson's Product moment correlations showed that only study habit
was significantly correlated with academic achievement. Furthermore, the mediation analysis indicated that
self-esteem had no direct significant effect on academic achievement but study habits influenced the
academic achievement.
 CHAPTER III

RESEARCH DESIGN AND METHODS

A. Research Material/Instruments of the study

In this study, the researcher will be using a questionnaire. The questionnaire is a set of orderly
arranged questions carefully prepared to be answered by a group of people designed to collect facts and
information. Using survey questionnaires as a main tool in this study we would be able to determine the
relationship of study habits on students' academic performance. This survey will be done by handing out
survey questionnaires to (50) senior high school students of Pardo National High School (PNHS), the results
of the survey will help the researchers to have solid data that will be used for their study.

B. Respondents of the study/Test Subjects

The participants in this study consist of Grade 12 Senior High School students in the Gas Strand at
Pardo National High School (PNHS). The sample comprises 50 respondents from each section of Gas Strand,
resulting in a total of 50 participants per section.

C. Sampling Procedures
In this study, the researchers utilized a simple random sampling method to ensure unbiased selection of
participants
Population Definition:
The target population consists of all Grade 12 students enrolled in the General Academic Strand (GAS) at
Pardo National High School during the school year 2023-2024.
Sample Size Determination:
A total of 50 students will be selected to form the sample group. This number was determined to provide a
representative subset of the entire GAS student population.
Sampling Frame:
The sampling frame includes the complete list of Grade 12 GAS students at Pardo National High School. This
list will be obtained from the school's administrative records.
Random Selection:
Each student in the sampling frame is assigned a unique identification number.
A random number generator is used to select 50 students from the list. This ensures that each student has
an equal chance of being chosen, thereby eliminating selection bias.
Implementation:
Phase1: The researcher will formally request permission from Pardo National High School to conduct the
survey.
Phase 2: Upon receiving approval, the random number generator will be used to select 50 Grade 12 GAS
students.
Phase 3: Selected students will be informed about the survey and given clear instructions on how to
complete it.
Phase 4: During the survey process, students will have the opportunity to ask questions and seek
clarification on any aspect of the survey to ensure accurate responses.
Phase 5: Students will complete the survey, providing responses to all questions.
Phase 6: Completed surveys will be collected, and students will be thanked for their participation. The
collected data will then be analyzed to understand the effects of study habits on academic performance.
This structured approach to sampling ensures the reliability and validity of the data collected, thereby
supporting the accuracy of the research findings on the effects of study habits on academic performance
among Grade 12 students at Pardo National High School.

D. Research Procedures

Step 1: The researcher will formally request permission from Pardo National High School to conduct
their survey. Step 2: Following approval, the researcher will randomly select 50 Grade 12 Gas (General
Academic Strand) students. Step 3: Clear instructions will be provided to the selected students on how to
accurately complete the survey. Step 4: During the survey process, respondents will have the opportunity
to seek clarification if any aspect of the survey is unclear. Step 5: Respondents will diligently fill out the
survey, ensuring they provide a response to each question. Step 6: Upon completion, all survey
questionnaires will be collected, and the respondents will be thanked sincerely for their participation.
Gratitude will be expressed for their valuable contribution to the research. Treatment: The researcher will
meticulously analyze the gathered data to formulate comprehensive findings and conclusions regarding the
influence of study habits on the academic performance of Grade 12 students.

E. Statistical Maneuvers

The data to be gathered in this study will be subjected to the following statistical treatment:
A descriptive statistic will be used to determine the nature of variables without any attempt to critically
compare the extent of relationships or differences with other variables:

f
P= x 100
n
Where:
 P= Percentage
F= Frequency
N= Total number of frequency/populations

F. Timeline

Making a Research Title September 27, 2023

Identify the Research Problem October 4, 2023

Creating a Research Planning October 24, 2023

Listing Related Studies November 9, 2023

Making a draft: Chapter 1- Chapter 3 November 24, 2023-January 22, 2024

Writing Research Proposal January 29, 2024

G. Budget

Amount Total

Chapter 1 Introduction
Statement of the Problem Php 8. 00 Php 8.00
Scope and delimitation
Significance of the study

Chapter 2 Review of Related Php 4.00 Php 4.00

Literature
Chapter 3 Research
Material/Instrument of the
Study
 Respondents of the
Study/Test Subjects Php 18.00
Sampling Procedures Php 18.00
Statistical Maneuvers
Timeline
Budget
Conceptual Framework
Bibliography
Questionnaire 25pieces Php 50. 00 Php 50.00

Total Php80.00

Conceptual Framework

TIME MANAGEMENT
STUDY TECHNIQUES

Mediator Variable

STUDY HABITS ACADEMIC PERFORMANCE

Independent Variable Dependent Variable

CHAPTER IV

RESULTS ANALYSI AND INTERPRETATION OF DATA

 This chapter presents the data gathered through the research instrument used. The following
analyses and interpretations were presented according to the order of questions laid down in the
questionnaires

Problem 1.1 Profile of Respondents

Figure 1.1 Presentation of Bar Graph of Respondents according to age.

40
35
35
30
25
20
15
9
10
4
5 1 1
0
17 18 19 22 29

Table 1.1 Frequency and Percentage of Respondents in terms of age.

AGE FREQUENCY PERCENTAGE

17 years old 9 18%

18 years old 35 70%

19 years old 4 8%

22 years old 1 2%

29 years old 1 2%

Total 50 100%

Figure 1.1 shows the presentation of bar graph of respondents according to age. Table 1.1 shows the
frequency and percentage of respondents in terms of age. The largest group of respondents is 18 years old,
making up 70% of the total. They chose that age 35 times out of 50. Following them are 17-year-olds, who
represent 18% of respondents, with 9 out of 50 choosing that age. Additionally, 19-year-olds make up 8% of
respondents, with 4 out of 50 choosing that age. Lastly, both 22-year-olds and 29-year-olds each represent
2% of respondents, with 1 out of 50 choosing each of those ages.

Figure 1.2 Presentation of Bar Graph of Respondents according to gender.

 GENDER
40 32
30
18
20
10
0
MALE FEMALE
GENDER

Table 1.2 Frequency and Percentage of Respondents in terms of gender.

GENDER FREQUENCY FREQUENCY

Male 32 64%

Female 18 36%

Total 50 100%

Figure 1.2 shows the presentation of bar graph of respondents according to gender. Table 1.2 shows the
frequency and percentage which it shows the number of the male respondents (64%) is nearly half from the
number of female respondents (36%) with the total of 32 for female and 18 for male. Based on the figure,
the dominated gender among the respondents is male.

Figure 1.3 Presentation of Bar Graph of Respondents according to their 1st Semester Average.

10
8 8
8
6
6 5 5
4
4 3
2 2 2 2
2 1 1 1
0
79 80 81 83 84 85 86 87 88 89 90 91 92 92.5
2

Averages in 1st Semester

90-100 30%
(Outstanding)
85-89 50%
(Very Satisfactory)
 80 84 16%
(Satisfactory)
75-79 4%
(Fairly Satisfactory)
Below 75 0
(Did Not Meet Expectation)
Total 100%

Table 1.3 Level of Performance of Respondents base in their 1st Semester Average.

Figure 1.3 shows the presentation of bar graph of respondents according to their 1 st semester average.
Table 1.3 presents the level of performance of respondents and the percentage, majority of our
respondents are in Very Satisfactory level based on the Table 1.3.

Problem 2. Study Duration

Study Duration
25
20
20 17
15

10 7 6
5

0 Study Duration
30 minutes 1 hour 2 hours 3 hours

Figure 2.1 The bar graph shows the results of the survey. It shows that 20 respondents choose the 1hour
study duration with a rate of 40 % and 17 respondents chose 30 minutes with a 34 % rate. In addition, 7
students responded for 2 hours of duration with a rate of 14%. In continuation 6 respondents with a rate of
12% answered 3 hours as their study duration.

Problem 3. Factors that affect Study Habits

Study Techniques

Figure 3.1 Representation of Bar Graph of the Respondents the ways they study help them grasp and
remember information.
 40 37
35
30
25
20
15
10
10
5 2 1
0
Strongly Disagree Disagree Agree Strongly Agree

Study Techniques

Figure 3.2 Representation of Bar Graph of the Respondents according Student's confidence in picking their
methods that match learning capabilities.
45
40
40
35
30
25
20
15
10 6
4
5
0
0
Strongly Disagree Disagree Agree Strongly Agree

Q2
Figure 3.3 Representation of Bar Graph of the Respondents in terms of Student's Resources have, that
support good study habits.

Q3
45 41
40
35
30
25
20
15
10 5 4
5 0
0
Strongly Disagree Disagree Agree Strongly Agree

Q3
Figure 3.4 Representation of Bar Graph of the Respondents in terms of Student study techniques rates how
well they do in class.

Q4
35 33
30
25
20
15 12
10
4
5 1
0
Strongly Disagree Disagree Agree Strongly Agree

Q4

Table 3.1 Presentation of the Mean, Ranking and Verbal Interpretation of the respondent’s base on the
data collected in Study Techniques.

Study Techniques Mean Rank Verbal Interpretation

Q1 3.0625 2 Highly Important

Q2 3.0426 3 Highly Important

Q3 2.9762 4 Highly Important

Q4 3.102 1 Very Highly Important

The data given shows above Figure 3.1 shows the results about Study Techniques chosen by the
respondents. The 37 respondents Agreed to the statement about study techniques with a rate of 74 %. The
respondents who strongly agreed were 20 % of 10 students. Then the respondents who Strongly Disagree
were 2 students with a rate of 4 % and 1 respondent Disagree with a rate 2 %. Figure 3.2 This graph shows
that 40 students Agreed consisting of 80 % over 100 %, 6 respondents Strongly Agreed with a rate of 12 %,
8 % with 4 students Disagreed. Figure 3.3 This table shows that 41 students (82 %) of 50 students Agreed, 5
Disagreed (10 % of 50 students, 4 respondents Strongly Agreed 8 % of 50 students. Figure 3.4 There are 33
students who Agreed consisting of sixty-six (66 %) of 50 students. 12 Strongly Agree with a rate of twenty-
four (24 %) of 50 students and 4 Disagreed with 8 % rate then 1 Strongly disagreed as 1 % of the
respondents. Table 3.1 shows the presentation of the mean, ranking and verbal interpretation of the
respondent’s base on the data collected in Study Techniques
Time Management

Figure 4.1 The Bar Graph shows the presentation of Respondents in terms of Students tracking their time
spent studying.
 Time Management
35 32
30
25
20
15
11
10
5
5 2
0
Strongly Disagree Disagree Agree Strongly Agree

Time Management

Figure 4.2 The Bar Graph shows the presentation of Respondents terms of Students schedules fit their plan
to study.

35
30
30

25

20

15
11
10 9

5
0
0
Strongly Disagree Disagree Agree Strongly Agree

Q6
Figure 4.3 The Bar Graph shows the presentation of Respondents in terms of Students who found it
challenging to stick to their study schedule.

40
35
35
30
25
20
15
10
10
5
5
0
0
Strongly Disagree Disagree Strongly Agree Agree

Q7

Figure 4.4 The Bar Graph shows the presentation of Respondents in terms of Students who believe that
time management can help improve their grades.

30
27

25
22

20

15

10

5
1
0
0
Strongly Disagree Disagree Agree Strongly Agree

Q8
Table 4.1 Presentation of the Mean, Ranking and Verbal Interpretation of the respondent’s base on the
data collected in Time Management.

Time Management Mean Ranking Verbal Interpretation

Q5 2.7917 4 Highly Important

Q6 3.0208 3 Highly Important

Q7 3.1224 2 Highly Important

Q8 3.4082 1 Very Highly Important

The Graph and Table shows the data given above Figure 4.1 shows the numbers of students who
agreed were 32 respondents with 74 % of the population. 11 Disagreed with 22 rates, 5(10 %)
students strongly agreed and 2 students 4 % of the respondents Strongly disagreed. Figure 4.2 it
shows 60 % or 30 students Agrees to the statement. 11 of them Strongly Agrees that their
schedule fits, (approximately 22% of the respondents). Then 9 students Disagreed being 18 % of
the population out of 50 students. Figure 4.3 shows that 70 % or 35 students Strongly Agreed, 10
students Agreed or approximately 20 % of the respondents, then 5 students (10 %) who Disagreed
about the statement. Figure 4.4 figure shows 27 (54 %) students more than half of the
respondents Agreed to the statement. In addition to 22 (44 %) students who Strongly Agreed to
the statement. 1 or 2 % of the respondents Strongly disagreed. Table 4.1 shows the presentation
of the mean, ranking and verbal interpretation of the respondent’s base on the data collected in
Time Management.
 CHAPTER V
SUMMARY OF FINDINGS CONCLUSION AND RECOMMENDATION

This chapter will be represented in three sections. The first section contributes to hypothesis
followed by the contributes of overall summary of findings and their conclusion. Subsequent to this are the
Implications of the study and followed by recommendation for future research.

A. SUMMARY OF FINDINGS
This study was conducted to determine the effects of study habits on grade 12 students’
academic performance at Pardo National High School, S.Y. 2023-2024. The descriptive method of
research was utilized, and the online survey questionnaire technique was used for collecting the
data. This study population includes all senior high school GAS students at Pardo National High
School. There will be 50 students chosen in total to create a representative sample. A total of 10
respondents will be chosen to provide the samples in all GAS sections. The study looked at the
characteristics and study habits of grade 12 students at Pardo National High School. Most
respondents in the survey were 18 years old, with more females participating than males. Around
half of the students reported a very satisfactory average. On average, students studied for one
hour daily, with the majority finding their study methods helpful and being confident in choosing
methods that suit their learning styles. Additionally, most students had resources supporting good
study habits. Many agreed that study techniques affect their class performance significantly.
Factors affecting study habits included tracking study time, fitting study schedules into their plans,
finding it challenging to stick to schedules, and believing that time management can improve
grades.
B. CONCLUSION
In conclusion, the study shows that everyone has different ways of studying. Some agreed
that certain study methods are helpful, while others weren't so sure. Similarly, many agreed that
managing time well can boost grades, but sticking to study schedules was tricky for some. To help
students succeed, it's important to understand these differences and provide support accordingly.
By doing this, schools can create a learning environment that meets the needs of everyone.
Therefore, it can be concluded based from the findings and interpretation of the survey results
that the majority of the 12 GAS students agree that study techniques help them improve their
performance in their classes.

C. RECOMMENDATION
To address the effects of study habits on academic performance, it is essential to promote
effective study techniques and time management skills among students. Educators should
emphasize the importance of structured study routines, such as using reliable note-taking systems
and planning dedicated study times in advance. By implementing these strategies, schools can
support students in developing better study habits, ultimately improving their academic
performance.

Annotated Bibliography

Azikiwe, U. (1998). Study habits and academic performance among late adolescents. Retrieved on October
10, 2023 from http://krepublishers.com/02-Journals/S-HCS/HCS-09-0-000-15-Web/HCS-09-1-15-Abst-PDF/
S-HCS-9-1-033-242-15-Kaur-Amandeep/S-HCS-9-1-033-242-15-Kaur-Amandeep-Tx%5B6%5D.
Bhandari, P. (2023). Correlational Research Retrieved on March 22, 2024 on from
https://www.scribbr.com/methodology/correlational-research/
Cote, J., Levine, C. G., Singh, R., Granville, T., & Dike, S. L. (2002). Length of study-time behavior and
academic achievement of social studies education students in the University of Uyo. Innovative Educational
Strategies, 6(3), 172-180. Retrieved on October 10, 2023 from http://dx.doi.org/10.5539/ies.v6n3p172
Hayede Rezaie Looyeh, Seyede Fateme Seyed Fazelpour, Shadman Reza Masoule, Minoo Mitra Chehrzad,
Ehsan Kazem Nejad Leili (2017). The relationship between study habits and academic performance of
medical science students. Retrieved on October 10, 2023 from
https://www.researchgate.net/publication/318096362
Khanam, N. et al. (2017). A study on university student's time management and academic achievement.
Department of Community Medicine. Retrieved on January 16, 2024 from
https://www.ijcmph.com/index.php/ijcm ph/article/view/2216
Noor et al. (2022). Simple random sampling. Retrieved on November 23, 2023 from
https://www.researchgate.net/publication/366390022
Rosenberg, M. (1979). Global self-esteem and specific self-esteem: Different concepts. Retrieved on
October 10, 2023from https://www.researchgate.net
Rabia, M. et al. (2017). A Study on Study Habits and Academic Performance of Students. International
Journal of Asian Social Science, Asian Economic and Social Society. Vol 7(10), pp. 891-897. Retrieved on
October 10, 2023 from https://www.researchgate.net/pu
blication/322206720_A_Study_on_Study_Habits_and_Academic_Performance_of_Students
Thomas, A., Omotoke, O., & Ademola, A. (2016). Self-esteem and study habits on academic achievement.
Retrieved on October 10, 2023 from https://scholar.google.com
Thomas Chamorro-Premuzuc & Adrian, F. (2023). Personality traits and academic examination
performance. Personality and Individual Differences. Retrieved on October 10, 2023 from
https://doi.org/10.1002/per.473
 DEPARTMENT OF EDUCATION
CEBU CITY DIVISION
PARDO NATIONAL HIGH SCHOOL
Población Pardo, Cebu City

April 23, 2024

SHEILA T. YCONG, Ed. D.

School Principal II
Pardo National High School

Madam:

We are Senior High School Students from Grade 12 – Capricorn and we are asking permission
from your good office to allow us to conduct a survey in our school. This is in line with our Inquiries,
Investigation and Immersion subject.

Our research is entitled "The Effects of Study Habits on Grade 12 Gas Students Academic
Performance in Pardo National High School " and we are targeting Grade 12 Gas students as our
respondents.

We will see to it that no classes will be disrupted and outmost discretion of our respondents’
identities and personal information will be strictly observed. The survey will be done during free
time and dismissal of classes of the said respondents. We are planning to hold the surveys on April
23-27, 2024

We hope to receive a favorable response to this request.

Respectfully,

CUGAY, CHARLES JOHN NIÑO C.

LEGAZPI, ERNESTO JR.
MINGUITO, MARK GIO
Researchers

Approved:

SHEILA T. YCONG, Ed.D.

Principal II
Questionnaire
Age: Strand:

Gender: 1st Semester Grade Average:

THE EFFECTS OF STUDY HABITS ON GRADE 12 STUDENTS ACADEMIC PERFORMANCE

Instructions: Please answer the given question below, put a check (✓) to the answer you think is the best.
Answer it honestly.

1. How many minutes/hours do you study?

__ 30 mins __ 2 hours
__ 1 hour __ 3 hours or above

Based on the 5-point Likert scales. Rate the following questions by placing a check (✓) in the box.
Remember that there are no right answers in this survey, so please be honest when responding to the
questions. Do not leave each item unanswered.

Legend: 1-Strongly Disagree 2-Disagree 3-Agree 4-Strongly Agree

Items 1 2 3 4

1. The ways I study now help me grasp and remember

information.

2. I am confident in picking my methods that match how

I learn.

3. The resources I have to support good study habits

well enough.

4. I think how I study affects how well I do in my class.

5. I keep track of how long I spend on different study

tasks.

6. My study schedule fits with when I plan to study.

7. Sticking to my study schedule can be a bit

challenging.

8. I believe managing my time better would help my

grades.
 APPENDIX

A. Raws Data and Computation

CATEGORY CODES CODES

MALE 1

FEMALE 2

TOTAL 50

CATEGORY

Strongly Disagree 1

Disagree 2

Agree 3

Strongly Agree 4
Study Techniques
Q1 Q2 Q3 Q4
2 2 2 3
3 3 3 3
4 3 3 4
1 3 2 2
3 3 3 3
4 4 4 4
3 3 3 4
3 3 3 3
3 3 3 3
3 3 3 3
3 3 3 2
3 3 3 4
3 3 3 2
3 3 3 3
3 3 3 3
4 3 3 4
3 3 3 3
4 3 2 4
3 3 3 3
3 3 3 3
3 3 3 3
3 3 3 3
4 4 4 3
3 3 3 3
3 3 3 3
3 3 3 3
4 3 3 4
3 2 3 3
3 3 3 3
1 3 4 4
3 2 2 3
4 3 3 3
3 4 3 3
4 3 2 3
3 3 3 1
3 3 3 3
3 4 3 4
3 4 3 3
4 4 4 4
3 3 3 2
3 3 3 3
3 3 3 4
3 3 3 3
4 3 3 3
3 3 3 3
3 2 3 4
3 3 3 3
3 3 3 3
3 3 3 3
3 3 3 3
Time Management
Q5 Q6 Q7 Q8
2 3 3 3
3 4 3 4
3 4 4 4
1 2 3 1
2 3 3 3
4 4 4 4
3 3 2 4
3 3 3 4
3 3 3 3
3 3 3 3
2 2 3 3
2 2 4 4
2 3 2 4
3 3 3 3
3 3 3 4
3 3 3 3
3 3 3 3
2 3 3 3
2 2 3 3
3 3 3 4
3 3 3 3
3 3 3 3
3 3 3 3
3 2 3 3
3 3 3 4
3 3 3 3
3 3 2 4
2 3 3 3
3 3 3 3
4 4 4 4
1 4 3 4
3 3 3 3
3 4 4 3
2 4 3 4
3 3 3 3
3 3 3 3
3 4 3 4
2 3 3 4
4 4 4 4
3 3 3 3
3 2 3 3
3 4 3 4
4 3 2 3
3 3 4 4
3 3 4 3
4 2 4 4
3 3 3 4
2 2 4 4
3 2 2 3
3 3 3 3
STUDY STRONGLY
TECHNIQUES DISAGREE DISAGREE AGREE STRONGLY AGREE TOTAL MEAN
Q1 2 1 37 8 48 3.0625
Q2 0 3 39 5 47 3.042553
Q3 0 5 33 4 42 2.97619
Q4 1 4 33 11 49 3.102041

Time Management
Strong Disagre
Disagree e Agree Strong Agree TOTAL MEAN
Q 2.79166
1 2 11 30 5 48 7
Q 3.02083
2 0 9 29 10 48 3
Q 3.12244
3 0 4 35 10 49 9
Q 3.40816
4 1 0 26 22 49 3
 Study
Respondent Duratio
s Age Gender Strand Section Grade n

1 18 1 GAS 5 90 2
2 18 2 GAS 2 83 1
3 19 2 GAS 1 84 2
4 29 2 GAS 1 86 1
5 18 1 GAS 1 85 2
6 18 2 GAS 3 91 3
7 18 1 GAS 4 92.52 2
8 18 2 GAS 3 91 3
9 17 2 GAS 5 87 2
10 18 1 GAS 3 79 1
11 17 2 GAS 5 90 2
12 18 2 GAS 2 90 4
13 18 2 GAS 3 85 1
14 17 2 GAS 2 90 2
15 18 1 GAS 3 86 1
16 18 1 GAS 5 86 2
17 18 1 GAS 5 81 2
18 17 1 GAS 3 89 1
19 17 1 GAS 2 85 2
20 18 1 GAS 1 89 1
21 18 2 GAS 1 88 1
22 17 1 GAS 3 90 4
23 18 1 GAS 1 90 2
24 17 2 GAS 3 81 1
25 18 1 GAS 1 85 1
26 22 2 GAS 3 86 2
27 18 2 GAS 1 91 4
28 18 1 GAS 1 85 1
29 18 2 GAS 2 87 1
30 18 2 GAS 2 90 4
31 18 1 GAS 5 89 2
32 19 1 GAS 2 80 2
33 18 1 GAS 2 89 3
34 18 1 GAS 2 92 3
35 20 1 GAS 1 80 1
36 18 1 GAS 4 86 2
37 18 1 GAS 4 84 1
38 19 1 GAS 2 79 1
39 18 1 GAS 4 87 2
40 18 1 GAS 3 90 2
41 18 1 GAS 4 89 1
42 17 2 GAS 4 91 4
43 19 1 GAS 5 85 2
44 18 1 GAS 5 87 3
45 18 1 GAS 5 81 2
46 18 2 GAS 4 89 2
47 18 1 GAS 4 88 4
48 18 1 GAS 5 91 1
49 18 1 GAS 4 89 3
50 17 1 GAS 4 89 3
B. Pictures
 C. Curriculum Vitae

I. PERSONAL DATA

NAME: Charles John Nino C. Cugay

ADDRESS: Sitio Upper Lomboy, Inayawan Cebu City

DATE OF BIRTH: July 4, 2005

AGE: 18 years old

MOTHER: Charlene C. Cugay

FATHER: Jonas B. Cugay

II. EDUCATIONAL BACKGROUND

SENIOR HIGH: Pardo National High School

ADDRESS: 211 A Gabuya Street

YEARS ATTENDED: 2023-2024

JUNIOR HIGH: Pardo National High School

ADDRESS: 211 A Gabuya Street

YEARS ATTENDED: 2021-2022

ELEMENTARY: Inayawan Elementary School

ADDRESS: F. Jaca Street Inayawan Cebu City

YEARS ATTENDED: 2017-2018

I. PERSONAL DATA

Name: Ernesto Jr. F. Legaspi

Address: Lawaan 3 Talisay City Cebu

Date of Birth: October 24, 2005

Age: 18 Years Old

Mother: Jannet F. Legaspi

Father: Ernesto B. Legaspi

II. EDUCATIONAL BACKGROUND

Senior High: Pardo National High School

Address: 211 A. Gabuya Street

Years Attended: 2023-2024

Junior High: Pardo National High School

Address: 211 A. Gabuya Street

Year Attended: 2021-2022

Elementary: Tabunoc Central School

Address: Sangi Tabunoc Talisay City

Years Attended: 2015-2016

I. PERSONAL DATA

Name : Mark Gio J Minguito

Address: 11_A Lower Ciwac Bulacao Pardo Cebu City

Date of Birth: August 29 2006

Age: 17 Years Old

Mother : Mercedita J. Minguito

Father: Antonio C. Minguito

II. EDUCATIONAL BACKGROUND

Senior High: Pardo National High School

Address: 211 A. Gabuya Street

Years Attended: 2023-2024

Junior High: Malagana National High School

Address : Malagana Claveria Mis Or

Year Attended: 2021-2022

Elementary: Malagana National High School

Address: Malagana Claveria Mis Or

Years Attended: 2017-2018