San Beda University

Mendiola, Manila

THE PLACE OF STUDY AND THE ACADEMIC

PRODUCTIVITYOF THE K12 STUDENTS OF SBU – A.Y.
’18-19

GROUP 3

BUTED, Derrick Delfin

DE GUZMAN, Orlando III V.

PENESA, Blanche G.

4BLM

5 DECEMBER 2018

0
 ACKNOWLEDGEMENT

We, the researchers, would like to express our deep and heartfelt gratitude to

those who contributed in the completion of this research paper. To our Research

Methods and Application professor, Dr. Nerissa N. Revilla, we are grateful for having a

patient and understanding research adviser who helped us craft ideas in order to find

out the significance of this paper.

To our dear Alma Mater, San Beda University, for molding us the Benedictine

Hallmarks of Education in pursuit of determining the real essence of making a research

paper in order for us to be great students.

To the conveniently selected students of the Senior High School Program, who

became our respondents, we are indebted for giving us your time and effort to be able

to answer the surveys necessary for the accomplishment of our research study.

To our families, whom we always love and cherish, we are always beholder for

your presence and your undying support for us to pursue our dreams.

And finally, the Prima Causa of everything – Almighty God, we are always

humbled by Your presence and we are eternally overwhelmed by Your Guidance, love,

and wisdom.

___________________ ___________________ ____________________

1
ORLANDO V. DE GUZMAN III BLANCHE G. PENESA DERICK DELFIN
BUTED

ABSTRACT

TITLE:

THE PLACE OF STUDY AND THE ACADEMIC PRODUCTIVITYOF THE K12

STUDENTS OF SBU – A.Y. ’18-19

RESEARCHERS: BUTED, Derrick Delfin

DE GUZMAN, Orlando III V.

PENESA, Blanche G.

SCHOOL: San Beda University

ADVISER: Dr. Nerissa M. Revilla

DATE: December 05, 2018

The aim of this study is to primarily determine the preferred places of study of the

K12 Students of San Beda University enrolled during the first semester of Academic

Year 2018-2019, in correlation to their academic productivity which the researchers see

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as an eye-opener not only to the said respondents but also to other students in general

of the different Departments of San Beda University.

The researchers pursued different works in relation to academic productivity,

academic performance and places of study that an average student prefers on a daily

basis but only gathered minimal information about the said topics because of the

scarcity of such similar researches in the library. Yet, the researchers were able to

locate specific studies from the world wide web such as pertinent books and thesis

addressed to the academic performances of students all around the globe which paved

the way for the researchers to provide an in-depth analyzation and application of factors

affecting these subjects.

The problem of the background was first determined with the help of Dr. Nerissa

Revilla in order to understand the conflict causing the discrepancies in the students’

academic performances. The researchers were able to maximize the resources and

used books and the internet references to find the necessary information for the study.

They were able to cite the Cognitive Learning Theory, a theory by Jean Piaget

applicable to the problem of the research.

The next step for the researchers was to use a theoretical framework for the

study, the review of the existing literature helps to formulate hypothesis, identify

research gaps and formulate a framework for further investigation. Cognitive Learning

Theory of Jean Piaget was chosen. It explains the influence of internal and external

factors in encouraging individuals into studying. When cognitive processes are working

normally, acquisition and storage of knowledge works well, but when these cognitive

3
processes are ineffective, learning delay and difficulties can be seen, which can be

greatly correlated with this study because of their drive in studying.

The researchers then made a conceptual framework to which shows the steps in

defining the issue and the formulated resolution. Subsequently the statement of the

problem was identified where the researchers aim to further understand the preferred

places of study of the K12 Students of San Beda University enrolled during the first

semester of Academic Year 2018-2019, in correlation to their academic productivity.

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 TABLE OF CONTENTS

ACKNOWLEDGEMENT....................................................................................................1
ABSTRACT.......................................................................................................................2
TABLE OF CONTENTS....................................................................................................5
LIST OF TABLES..............................................................................................................6
LIST OF FIGURES............................................................................................................6

CHAPTER 1.......................................................................................................................7
THE PROBLEM AND ITS BACKGROUND.....................................................................7
REVIEW OF RELATED LITERATURE………………………………………………………………………………………………….…10
THEORETICAL FRAMEWORK.................................................................................................................16
CONCEPTUAL FRAMEWORK.................................................................................................................19
STATEMENT OF THE PROBLEM.............................................................................................................20
SIGNIFICANCE OF THE STUDY...............................................................................................................21
SCOPE AND DELIMITATION...................................................................................................................22
DEFINITION OF TERMS..........................................................................................................................24
TALLY OF ANSWERS……………………………………………………………………..……………………………………………………25

CHAPTER 2.....................................................................................................................28
METHOD OF THE STUDY..............................................................................................28
INSTRUMENTS AND TECHNIQUES........................................................................................................30
SAMPLING PROCEDURE........................................................................................................................33
STATISTICAL TREATMENT OF DATA......................................................................................................35

CHAPTER 3.....................................................................................................................37
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA............................37

CHAPTER 4.....................................................................................................................52
SUMMARY, CONCLUSIONS AND RECOMMENDATION............................................52

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 SUMMARY OF THE FINDINGS...............................................................................................................52
CONCLUSIONS......................................................................................................................................56
RECOMMENDATIONS...........................................................................................................................59
BIBLIOGRAPGHY..........................................................................................................60

APPENDIX.......................................................................................................................62
APPENDIX A………………………………………………………………………………………………………………………………………63
APPENDIX B……………………………………………………………………………………………………………………….……….…….71
APPENDIX C…………………………………………………………………………………………………………………………………..….88

FIGURE

FIGURE 1………………………………………………………………………..…………19

TABLES

TABLE 1…………………………………………………………………..…………..……36

TABLE 1.1………………………………………………………………………………38

TABLE 1.2………………………………………………………………………………38

TABLE 1.3………………………………………………………………………………39

TABLE 1.4………………………………………………………………………………39

TABLE 2…………………………………………………………………………………….40

TABLE 3…………………………………………………………………………………….42

TABLE 4…………………………………………………………………………………….44

TABLE 4.1……………………………………………………………..……………….45

TABLE 5…………………………………………………………………………………….46

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 TABLE 5.1……………………………………………………………….……

……….47

CHAPTER I

THE PROBLEM – ITS BACKGROUND

“We need space to be productive, we need places to go to be free.”

— Laure Lacornette

Every student has his or her own itinerary which needs to be attended to. Some

have handful of tasks assigned to them while others have heavy loads which require a

tremendous amount of focus and time management. According to Paul J. Meyer,

productivity is never an accident. It is always the result of a commitment to excellence,

intelligent planning, and focused effort (1984). Regardless of age, each one of us has a

task to do that must be done in due time or else failure awaits us at the end of the road.

This specific study focuses in the academic productivity of the students in terms

of their preferred place of study since schooling, nowadays, involve more requirements

which means more deadline compared before, which affects not only the students

themselves but also their performance. Collins’ Dictionary defines “academic” as an

“adjective that is used to describe things that relate to the work done in schools,

colleges, and universities, especially work which involves studying and reasoning rather

than practical or technical skills.” From the preceding definition, the researchers

associate the term “productivity” in the point of view of the marketing student Bethany

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Cartwright, “Productivity is all about striking a balance. No one method of organization

or app is going to be a best fit for everyone. You just need to find the right balance of

tricks for you to more easily manage your workload (2018).” In another viewpoint, the

economist William A. Ruch defines productivity as the “factor that interacts with other

aspects of employee performance, financial controls, innovation, and competitive

effectiveness—any one of which can lead to organizational failure (1994). In can be

deduced that even in the organizational setting, productivity is a relevant aspect which

seeks attention because its disregard or non-attainment may lead to the organization’s

collapse.

This study also highlights the importance of the places where, when and how one

can truly be productive as a millennial student who only has the capacity of 15 minutes

as productive listening timeframe and beyond such is considered waste of time (Alajar

2017). In an article published online by Andrew Jensen in his article “How Does

Workplace Attire Affect Productivity?” company dress codes for employees are as

diverse as the employees themselves. From being so strict that hemlines are measured,

to telling employees, “You can wear anything, as long as you wear something,”

companies certainly seem to be in disagreement over how workplace attire affects

productivity. Some contend that allowing casual attire implies that they allow a casual

attitude, which results in a casual (lazy) work ethic. The other side argues that as

employees are allowed to dress more comfortably, their confidence – and therefore their

productivity – will increase (2018)

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 The researchers decided to study the said topic for the reason that since every

college student faces a deadline, whether examination or project as long as its

academic in nature, the first thing that comes into mind is the place where to begin and

actually finish the said requirement in due time which funnels down to the importance of

the study which is to provide them as well as the society in general a bird’s eye view on

how things will come into play which is generally beneficial to the community. As

students of Legal Management studying in San Beda University which is one among the

prestigious university in the Philippines, the researchers aim to provide the San Beda

administration a glimpse on how it will address the future of the Bedan students.

Considering that new Senior High School as well as college students are clogging the

university campus and the rise of the new 8-storey building, the university itself will be

guided as to how it will maximize its historical grounds but not compromising the places

where students can actually be productive.

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 THEORETICAL FRAMEWORK

It bears to mind that despite the lack of student’s will, drive, and determination to

study lessons required of them; there are factors that help alleviate these things. One

factor, in which this study focuses on, are places of study. It affects student’s drive in

many different ways. It could be whether or not a particular student is more determined

to study in school, or other places such as coffee shops, home, and others as

mentioned in the study. Not only does it need more attention in determining as to what

extent the effects are but tests as well. Take procrastination as an example, it is

inherent to all of us and usually is the biggest factor on why students fail in their

subjects. Procrastination in large part reflects our perennial struggle with self-control as

well as our inability to accurately predict how we'll feel tomorrow, or the next day. "I

don't feel like it" takes precedence over goals; however, it then begets a downward

spiral of negative emotions that deter future effort. There’s more than one flavour

of procrastination. Arousal types, or thrill-seekers, wait until the last minute in order to

reap a euphoric rush. A second type, avoiders, put off tasks because of fear of failure or

even fear of success, but in either case is very concerned with what others think of

them.

Then there are decisional procrastinators, who are unable to make a decision;

not making a decision absolves them of responsibility for the outcome of events. There

are big costs to procrastination; it is internally troubling, leading to such problems

as insomnia, immune system and gastrointestinal disturbances, and the erosion of

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personal relationships and teamwork in the workplace. It is safe to say that with the

given facts; procrastination not only affects the drive to study, but the drive to do almost

anything one could think of. And to make things more concerning, it also leads to many

diseases such as what has been mentioned above. This study aims not only to find out

the places in which students are more inclined to study but also in alleviating

procrastination as whole.

On the other hand, the Cognitive Learning Theory, a theory by Jean Piaget which

explains the influence of internal and external factors in encouraging individuals into

studying. When cognitive processes are working normally, acquisition and storage of

knowledge works well, but when these cognitive processes are ineffective, learning

delay and difficulties can be seen, which can be greatly correlated with this study

because of their drive in studying.

An individual creates a cognitive map in his mind, i.e. an image of the external

environment, preserves and organizes information gathered, as a result of the

consequences of events encountered during the learning process. Thus, the organism

learns about the event and objects on the basis of a meaning assigned to stimuli.

Cognitive learning theory is based on the cognitive model of human behaviour, it

emphasizes on the free will and positive aspects of human behaviour. Cognition refers

to the individual’s thoughts, feelings, ideas, knowledge and understanding about himself

and the environment. Thus, an organism applies this cognition in learning which results

in not merely the response to a stimulus, but the application of internal image of the

external environment, so as to accomplish the goal.

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 In conclusion, while it is given that there are many factors that affect the drive of

students, SHS students of SBU in particular, there are also scant factors that greatly

affect such which have been mentioned above.

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 CONCEPTUAL FRAMEWORK
Figure 1:
The Conceptual Framework of the Research

The Place of Study and The

Academic Productivity of the K12
Students of SBU – A.Y. ’18-19

The Correlation and Effects Between the Academic Productivity and The
Preferred Places of Study of K12 Students

Pros and Cons of Different Variation of Students’

Factors Affecting the
Venues Which Workload Which Affects
Students’ Mindset in Accommodate the Students’ Their Approaches When it
Terms of Studying Needs Comes to Academic Field

Millennial Students Have Unique and Diverse Ways of Achieving Their Objectives
Especially When Academic Field Comes into Category. The Maximization of Available
Resources on The Part of The University Must be Given Priority in Providing Accessible
and Fit Venue for Students’ Productivity

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 STATEMENT OF THE PROBLEM

Productivity is a multidimensional term, the meaning of which varies depending

on the situation within which it is being used (Bjorkman, 1991). Productivity varies on

each individual. The programming productivity of individuals working in an institution is

affected by a number of factors. Such factors includes preferred place conducive to the

individual in studying. A place can play a big role in productivity. It is a factor that affects

all of the students when studying. Many students work hard to acquire good study skills,

but not many realize that having the right place to study is just as important. Your study

environment can be a big factor in how successfully you’ll learn and retain information

and be able to apply it in your assessments and on the job.

In response to this, this research aims to answer the questions:

1. What are the preference of the respondents as to their actual places of study

2. What are the reasons why there is a need to pick a place to study?

3. What extent are the factors that affects specifically the place in order to be

effective in studying.

4. How effective are their places of study in examinations?

5. What other ways can be done to improve the places of study.

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 SIGNIFICANCE OF THE STUDY

The situs where one usually does his undertaking or work greatly contributes to

that person’s internal as well as external productivity. Applying such concept in a

university setting and in the modern context of studying, millennials are indeed and in

fact hard to grasp as to how, when, what, why and most especially where do they

exhaust their talents, abilities and knowledge the most as to become productive.

With regard to such place, choices are very limited on the part of herein

respondents, the K12 students of San Beda University in the academic year 2018-2019,

since they are confined within the university premises and cannot access to different

places where they could actually be productive in finishing their academic workloads.

Just the same, the students themselves as well as the university are the variables who

will benefit from this study, to wit:

1. Students will be provided a bird’s eye view on how they can be

academically productive especially now that K12 is a new curriculum

which requires combination of studies from the old collegiate curriculum

and the Basic Education Curriculum implemented during High School;

2. Students will also be enabled to voice out their ideas as to what can the

school do in order to address the former’s needs which are, most of the

time, beneficial to both parties;

3. The university itself will be provided a broad foresight as to what

establishments it can install in the 8-storey building currently being built in

the former historic quadrangle as to cater the prospective waves of Bedan

students in terms of the latter’s preferred places of study.

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 DEFINITION OF TERMS

ACADEMIC PERFORMANCE – measured by the examination results or

continuous assessments also one of the major goals of a school but there is no

general agreement on how it is best tested or which aspects are most important,

procedural knowledge such as skills or declarative knowledge such as facts;

GWA - General Weighted Average; pertains to the average grade of the grades

obtained by a student over a specific period of time concerning subjects he or

she is enrolled in which primarily determines his or her academic performance in

school.

PRODUCTIVITY – having the quality or power of producing especially in

abundance;

SITUS – the place or venue;

WORKLOAD – the amount of work or of working time expected, assigned or

performed;

PROCRASTINATION - the action of delaying or postponing something;

COGNITIVE LEARNING THEORY - explains thinking and differing mental processes

and how they are influenced by internal and external factors in order to produce learning

in individuals.

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 Chapter II

REVIEW OF RELATED LITERATURE

This part aims to provide strong foundation to this study which contains gathered

research works of different literature and references by the researchers, foreign and

local. It covers the review of relevant literatures which is explained accordingly. These

are presented to determine the connection of various findings and theories in relation to

the independent and dependent variables. “Academic Performance” is the result of

education. It is basically showcasing the different knowledge and skills learned in a

certain amount of time (Busari, 2000). Academic performance, which is measured by

the examination results or continuous assessment is also one of the major goals of a

school but there is no general agreement on how it is best tested or which aspects are

most important, procedural knowledge such as skills or declarative knowledge such as

facts (Annie, Howard & Mildred, 1996). Hoyle (1986) argued that schools are

established with the aim of imparting knowledge and skills to those who go through

them and behind all this is the idea of enhancing good academic performance.

Educational research generally measures academic performance using student’s

general weighted average (GWA) and the homological network of AP has broadened in

the quest of determining which factors predict such. College students nowadays spend

less time on their academic activities evidenced by the survey by Higher Education

Research Institute (2006) at UCLA’s Graduate School of Education and Information

Studies which shows that 34% of incoming first year college students spend 6 or more

17
hours not related to school activities like doing homework and studying during their final

year in secondary education.

Academic excellence or achievement plays an important role in an individual

placement, be it in the academic institutions or job placement. Due to this, many people

are concerned with the ways they can enhance their academic achievement. The

emphasis on academic excellence which is also prevalent worldwide has encouraged

many studies about the conditions promoting it. The role of academic achievement as

one of the predictors of one’s life success and also in the aspect of academic placement

in schools to higher institutions as well as the level of employability in one’s career is

inevitable (Kyoshaba, 2009).

Good academic performance is indeed a research near the heart of educational

psychologists. In the study that aimed to investigate what the factor of high academic

performance is, there is a huge amount of questions with only limited answers. In recent

days, a study has shown that academic performance and academic achievement has

been determined by variables such as environment of the school, family relations and

society (Parker, 2004). Many studies have utilized GPA or the accumulated grade of a

student as a measure of academic performance (Conrad, 2006). Several studies have

focused on GPA as a predictor of academic achievement and skills (Duff et al. 2004).

This study attempts to explain the correlation of two factors: First is academic

performance which is defined beforehand bay various studies and the second one is the

preferred place of students where they can really be productive. By virtue of this, the

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researchers provide several studies and researches, studies and statistics gathered

from magazines, journals, articles, books and other thesis to further elaborate these

places. 

First is the library where every student has an access to since it’s an integral part

of a school or a university. According to a review article written by Michele Lonsdale

entitled "Impact of School Libraries on Student Achievement: a Review of the

Research,"  a substantial body of research since 1990 shows a positive relationship

between school libraries and student achievement (2003). The article focused on

studies conducted since 1990, which show that school libraries can have a positive

impact on student achievement—whether such achievement is measured in terms of

reading scores, literacy or learning more generally—in the following key ways: 1. A

strong library program that is adequately staffed, resourced and funded can lead to

higher student achievement regardless of the socioeconomic or educational levels of

the adults in the community; 2. A strong computer network connecting the library’s

resources to the classroom and laboratories has an impact on student achievement; 3.

The quality of the collection has an impact on student learning; 4. Test scores are

higher when there is higher usage of the school library; 5. Collaborative relationships

between classroom teachers and school librarians have a significant impact on learning,

particularly in relation to the planning of instructional units, resource collection

development, and the provision of professional development for teachers; 6. A print-rich

environment leads to more reading, and free voluntary reading is the best predictor of

comprehension, vocabulary growth, spelling and grammatical ability, and writing style;

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7. Integrating information literacy into the curriculum can improve students’ mastery of

both content and information seeking skills; and that 8. Libraries can make a positive

difference to students’ self-esteem, confidence, independence and sense of

responsibility in regard to their own learning. Hence, it can be funneled down that the

library is a great companion for students where they can start and finish their academic

workloads.

Going to the another area where students can be productive, an article written by

the famous web marketing analyst, Emily Carter, argues that music has the ability to

influence how we experience things around us, and happy tunes can make work more

enjoyable (2012). The writer further added that if one listens to music at work, he’s in

good company. In fact, 61% of employees listen to music at work to make them happier

and more productive which is evident in further studies since it shows that 90% of

workers perform better when listening to music, and 88% of employees produce more

accurate work when listening to music. As a way of analogy, the corporate setting can

also be inferred to as a university setting where some students prefer to study with

noise-isolating earbuds to further enhance their productivity because listening to music

not only boosts workplace efficiency, it can also improve your mental and emotional

well-being. In an experiment at McGill College, researchers found that listening to music

activates the same brain structures and regions linked to other euphoric stimuli, such as

food, sex, and drugs. Blood rises and falls with the swells of music in areas of the brain

associated with reward, emotion, and arousal. It is evident therefore, that a venue with

good music really boosts one’s productivity be it in workplace or when studying.

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 Under the journal Psychon Bull Rev., another research by Desender K, Beurms

S, Van den Bussche E. suggests that the presence of another person can influence task

performance (2016). What is, however, still unclear is whether performance also

depends on what this other person is doing. In two experiments conducted, two

participants (A and B) jointly performed a Simon task, and the researchers selectively

manipulated the difficulty of the task for participant A only. This was achieved by

presenting A with 90% congruent trials (creating an easy task requiring low effort

investment) or 10% congruent trials (creating a difficult task requiring high effort

investment). Although this manipulation is irrelevant for the task of participant B, we

nevertheless observed that B exerted more mental effort when participant A performed

the difficult version of the task, compared to the easy version. Crucially, in Experiment 2

this was found to be the case even when participants could not see each other's stimuli.

These results provide a first compelling demonstration that the exertion of effort is

contagious. It can be deduced therefore that if one works or does his workload outside

and in the presence of other people, such factors provide a certain motivation for that

person to work harder. The same is true in terms of studying since simply being around

people who are working hard is enough to make us work harder ourselves. (S.

Oxenham, 2016)

In an article written by Sir Nicholas Bloom which appeared in the Harvard

Business Review, employees in the corporate setting are more productive at home

since provides convenience. The employees started earlier, took shorter breaks, and

worked until the end of the day. They had no commute. They didn’t run errands at

lunch. Sick days for employees working from home plummeted. Search “working

21
remotely” on the web, and everything that comes up will be supernegative and say that

telecommuters don’t work as hard as people in the office. But actually, it’s quite the

opposite (2014). It can be gleaned that the convenience offered by home is not present

in others such as school libraries which require students to exert greater effort for them

to study if they would opt to such place of study. However, there are also several factors

which relate to home as a place of study which hinge mostly in the negative. First is

procrastination, according to Sir A. Mitchell, Procrastination is a mental failing as old as

time. Long before the iPhone, handheld video games, instant video streaming, and

every other time waster you can think of, students have been finding ways to do

everything in the world except what they should be doing. While some are guilty of this

deadly study-sin more than others, it’s a danger that anyone who’s ever paid a tuition

bill or slept through a high school civics class must avoid. But procrastination can be

difficult because it comes to you in many forms (2015). This is further supported by a

study which states that since home is a place where one considers as his most

comfortable haven, it is likely to attract procrastination (G. Souto, 2012). Nevertheless,

there is no absolute truth to every study because not everyone has a home which can

provide such comfort maybe because of personal reasons and the like and vice-versa.

Hence, the study focuses on the preferred place of study of students and its

effects to their academic performances. Learning occurs continuously throughout our

lives and it is therefore important to understand that what might work for others do not

necessarily have to work for others as well in terms of place of study. According to the

theories of study habits, there are broadly two types of students. The first category is of

the students who study for a shorter duration, have a good concentration and are able

22
to get good scores without much effort. The second category includes students who

have a rather poor concentration and need a lot of hardwork to get good scores. These

areas or venues where they can concentrate and be really productive are subjective in

nature. Thus, it is important to know how, when and most especially where does a

student study. 

23
 SCOPE AND DELIMITATION

This research focuses on the relation correlation and effects between the

academic productivity and the preferred places of study of K12 students specifically in

San Beda University.

Respondents for this study are among the myriad of students enrolled in the K12

program offered by the said university for the First Semester A.Y. 2018 to 2019, totaling

1, 481 students from Accountancy, Business and Management (ABM)

Humanities and Social Sciences (HUMSS)

Science, Technology, Engineering and Mathematics (STEM)

General Academic Strand (GAS). By using Slovin’s Formula, the researchers obtained

a total of ninety-seven (97) students to represent the totality of the population. The

respondents’ profile as well as their viewpoints shall likewise be taken into consideration

from their answers in the questionnaires distributed for the purposes of this research.

Going to the questionnaire, such only involves questions which are purely related

to the scope of the research including personal opinions on respondents’ part and

recent events in the university. Also, questions and its format are triple-checked by the

researchers’ professor and advisor, Dr. Nerissa Revilla. Hence, the questions are

guaranteed free from any error which is unlikely to cause misinterpretation and certainly

not lead to failure of the study.

24
 By using the Convenience Method in choosing respondents and gathering data

for the research, the researchers shall conduct survey only within the premises of the

university based from the method chosen and follow the process stated therein.

METHOD OF THE STUDY

In this chapter of the study, the method of the study used shall be discussed as

well as the drafting of the questionnaire and its process of distribution. It shall be noted

that the method of the study used in this research was not only chosen randomly

without basis but was actually chosen depending on its applicability on the intricacies of

the given topic considering he necessary procedures for gathering, analyzing and

interpreting the data inferred from the collective answers of the respondents to the

questions provided in the questionnaire.

This study specifically uses the Convenience Sampling Method in obtaining and

analyzing all the pertinent data necessary for the given topic. The Convenience

Sampling Method is used when the research aims to acquire information or insights

from a diverse population without regards or consideration to some characteristic and

traits in order to qualify as a respondent. It aims to have a sample population that is

completely diverse and unbiased, that all individuals comprising the total population

shall have equal opportunities to be chosen as a respondent.

Taking into consideration the topic of this research, the statement of the problem

and the end goal of the researcher, the Convenience Sampling Method was found the

most appropriate method of sampling to be used since the topic of this research

25
comprises matters which involve all or almost all of the population considering that

academic workloads hover the schedule of each and every one of the students of San

Beda University. All the students from San Beda University, Manila who are Grades 11

and 12 from any strand shall have an equal opportunity to become respondents in this

research. Through such, there can be obtained more accurate and unbiased answers

which will be further analyzed.

The questionnaire has been prepared with all consideration to the opinions,

sentiments and viewpoints of each respondent regarding the preferred place of study

and its effects and extent to the respondents’ academic productivity. As to the internal

factors considered, this study aims to determine the effectiveness of each preferred

place of study and how it affects the K12 students of San Beda University. The external

factors considered in drafting questionnaire include the perception of the society as to

the situation of people including the university itself. Being such, the research is able to

comprise both the intrinsic and extrinsic factors that was brought about by the

correlation between academic productivity and the preferred place of study of each

respondent

Furthermore, this study aims to increase the awareness of the importance of

determining the place where one can actually be productive which is considered an

essential factor to that person’s growth not only academically but also socially and

mentally. This study likewise aims to promote and provide the university an idea as to

increase and enhance its services to the Bedan community starting from this semester

onwards.

26
 INSTRUMENTS AND TECHNIQUES

The questionnaire type of survey was the main instrument used in this research.

In this part, the construction, validation and administration of the questionnaire shall be

further discussed for the purposes of this research.

CONSTRUCTION

The researchers thought about the topic to be substantial during the course of

the semester and before formulating questions for the quantitative survey, the

researchers had to gather information about the university’s present status in terms of

places it offers for the Bedans to study. The title was first finalized to determine the

respondents of the study for specification purposes. Afterwards, the S.O.P. or the

Statement of the Problem was formulated. Eventually, the questions were then

constructed with the guide of Dr. Revilla which were all based from the S.O.P.

The first part of the questionnaire deals with the provided venue which the

respondents can actually choose from which are coffee shops, library, home, open

area, moving vehicle and a blank space where they can specify their choice of place of

study.

VALIDATION

27
 During the allotted meetings for the topic proposal, Dr. Nerissa M. Revilla

required the researchers to give at least six plausible thesis topics to be chosen from.

One of which must be approved by Dr. Revilla before the researchers can proceed to

the main conduct or process of research. Along with the topic of this research which is,

The Variation of Sleep Deprivation of students in San Beda University; The Awareness

of the Bedan Students regarding Death Penalty; The Prostitution within the Bedan

Community.

When the current topic of the research has been approved, there were revisions

made on the title and the statement of the problem. On the other hand, Survey

Questionnaire was not given revision. The title was revised in order to provide

respondents the specifics of the topic chosen. The Statement of the Problem was

likewise revised in order to construct to be better understand and can be directly related

to the desired output of the study. The researchers have chosen the Convenience

Sampling Technique for their survey method.

ADMINISTRATION

Immediately after the approval of the Survey Questionnaire and the Sampling

Technique to be used, the researcher computed for the sample size which will

determine the number of respondents needed to arrive with accurate conclusion for the

28
study. The process of the said computation will be later on discussed on this chapter.

Through the said computation the researchers were able to know the sample size of the

population, which is ninety-seven students (97) out of one thousand four hundred eighty

and one (1, 481) students of San Beda University – Manila, Senior High School.

The researchers were tasked to reproduce the questionnaires according to the

corresponding number of the sample size. The survey questionnaire were printed in

ninety four copies to have enough amount for every number of students. The said

questionnaire were distributed personally by the researches to the K12 students during

their lunch break for the lack of time. Senior High Students were randomly selected and

given questionnaires based on convenience. After the number of respondents were

met, the researchers tabulated the score with the help of Microsoft Excel. The manual

process of surveying caused students a lot of time and resources. It was very difficult for

the researchers to tabulate the answers.

SAMPLING PROCEDURE

In this section of Chapter 2, the Sampling technique used is to be further explained

and the process for the computation of the Sample Population will be provided for. This

study has Senior High Students from San Beda University-Manila as its desired

respondents. The number of respondents from each strand determined through the use

of the Convenience Sampling. The total population of the SHS is 1,481. In order to

determine the sample population of the study, the researchers used the Slovin’s formula

29
with a 10% margin of error, thus coming up with 97 numbers of respondents. By doing

this method, it assures that the total population will be properly represented by the

sample population and also it assures the internal validity of the study.

 Slovin’s Formula

The Slovin’s formula is used to identify the number of respondents that will be taken

as the sample population from the overall or total population. The researcher’s used the

formula:

N
n= 2
1+( Ne)

where:

n =sample population (desired sample size)

N = total population

e = margin of error

30
Computation:

N-1481

e-10% or o.1

n=N/(1+Ne2)

=1481/(1+1481(0.1)2)

=97.31 or 97 students

TREATMENT OF DATA

All the data gathered were treated confidentially. In getting the sample size, the

researcher had carefully tallied all the answers of the respondents to secure the

validity of the data collected. The responses were analysed and interpreted using

the percentage system, weighted mean and frequency counts. The following method

were used to come up with the interpretation and analysis as accurate as possible:

A. Weighted Mean

This formula is to be used in interpreting the data under the Likert scale.

31
 WM = ∑fx

∑n

Where:

WM = Weighted Mean

f = Frequency

x = Data

n = Number of respondents

A set of corresponding verbal interpretation was assigned for the value of the Weighted

Mean using the above given formula.

Table 1. Verbal Interpretation of Weighted Mean

Likert Weightings Mean Interval Verbal Interpretation

5 4.00-4.99 Strongly Agree
4 3.00-3.99 Agree
3 2.00-2.99 Neutral
2 1.50-1.99 Disagree
1 1.00-1.49 Strongly Disagree

32
33
 CHAPTER III

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

The data gathered by the researchers via the questionnaires shall now be given

application in this part of the study. The interpretation and analysis will revolve in the

answers of respondents who are officially enrolled as Senior High School students of

San Beda University for the first semester of A.Y. 2018-2019, about their preferred place

of study which greatly affects their academic productivity will be presented in seriatim

and in tabulated form. Furthermore, it shall answer for the inquiries outlined as

Statements of the Problem, which in the mind of the researchers would most likely be

beneficial if presented in the order utilized in the questionnaire.

1. What is the profile of the respondents in terms of:

- Strand?;

- Grade?;

- Gender?;

- Age of Students Currently Enrolled in the Senior High School Program of San

Beda University?

34
 Table 1.1

The Strands Respondents

ITEM FREQUENCY PERCENTAGE

1. ABM 11 11.34%
2. HUMSS 33 34.02%
3. STEM 32 32.99%
4. GAS 21 21.65%

- Table 1.1 depicts the variation of respondents’ numbers concerning the

strand where they are currently enrolled in. The HUMSS and STEM students

constitute nearly three-fourths (¾) of the total respondents in this study with

the former comprising 33 and the latter comprising 32. The third in ranking is

the GAS with 21 respondents and lastly the ABM with constituting 11

respondents.

Table 1.2

The Grade of the Respondents

ITEM FREQUENCY PERCENTAGE

1. GRADE 11 29 29.9%
2. GRADE 12 68 70.1%

- Table 1.2 provides the information that 70.1% of the respondents came from

Grade 12 students who will enter their college years in the succeeding

academic year constituting 68 respondents and the remaining 29 respondents

35
 came from Grade 11 contributing the 29.9% to complete the whole 100

respondents

Table 1.3

The Gender of the Respondents

ITEM FREQUENCY PERCENTAGE

1. BOYS 45 46.39%
2. GIRLS 52 53.61%

- Table 1.3 shows that there is just a 7% difference as to the gender of the

respondents with greater number of girls than boys with have the frequency of

45 and 52, respectively.

Table 1.4

The Age of the Respondents

ITEM FREQUENCY PERCENTAGE

1. 17 Y/O 3 3.09%
2. 18 Y/O 63 64.95%
3. 19 Y/O 25 25.78%
4. 20 Y/O 6 6.19%

- Table 1.4 constitutes the data about the age range of the respondents with

18-year olds as leading in terms of numbers with 64.95%, followed by the 19-

year olds with 25.78% figure. However, the researchers were only able to

gather 3 respondents from the youngest group of senior high students with

36
 3.09% in percentage and respondents of 6 for the 20-year old bracket

contributing 6.19% to complete the 100% figure.

1. As to the prime reason why they choose a specific place of study

Part 1

Kindly check the box/es concerning your preferred place/s of study

 Library

 Home

 Coffee Shop

 Open Area

 Moving Vehicle

 Others (Please specify) _______________

Table 2
The Venues of Study

ITEM FREQUENCY PERCENTAGE RANK

1. LIBRARY 21 21.65% 2
2. HOME 14 14.43% 3
3. COFFEE SHOP 43 44.32% 1
4. OPEN AREA 6 6.19% 5
5. MOVING VEHICLE 9 9.28% 4
6. OTHERS 4 4.12% 6

37
- Table 2 gives the numerical data of the choice of the respondents’ places of

study and it yielded that the third option pertaining to “Coffee Shops” garnered

the most figure. It is followed by the library with 21.65%, next is home with

14.43%, moving vehicle with 9.28% and lastly the open area with 6.19%. In

addition to, some answered “others” and provided in the questionnaire

answers such as comfort rooms, mall foodcourts and under a tree.

It can be gleaned from the foregoing that the respondents prefer to do their

academic workloads in a coffee shop rather than library and their own home.

As regards the moving vehicle, it garnered a considerable percentage of

9.28% because most Bedans commute on their way to San Beda University.

The open area garnered the lowest percentage because of the environment

where the prestigious University is located and also taking into account the

loss of the iconic quadrangle which is the prime open area that can be

considered within the University.

38
 As to the Prime Reason Why Respondents Choose A Specific Place to Study

Part 2

What is the prime reason why do you choose a specific place to study?

Table 3

ITEM FREQUENCY PERCENTAGE RANK

1. PRODUCTIVITY 3
- Because I feel like I can be more
productive when it comes to my 19
academic workload when I am in
such place rather than in a different
place where I have the tendency to
procrastinate. 19.59

2. COMFORTABILITY 4
- Because when I am in a
comfortable place in doing my 7
academic workload, I can focus and
do more in such place and it also
provides me a sense of security. 7.22

3. CONVENIENCE 2
- Because I find the place convenient
to go to and is easier for me to study 22
my academic workload in such place. 22.68

4. AMBIANCE 1
- Because I find the place to be
relaxing and my mind grasps more 43
information whenever I feel such
ambiance which helps me focus
more in my academic workload. 44.33

5. EASE OF ACCESS 6 5
- Since I am a Senior High School
student and I am confined within the
university premises during school
hours. 6.19

39
Table 3 shows that the majority of the respondents considered the “Ambiance” of their

places of study according to the ranking for according them, it provides them relaxation

and their mind grasps more information whenever they feel such ambiance which helps

them focus more especially in their academic workload. The second most considered

reason why the respondents choose a specific place of study is the convenience which

garnered 22.68 percent of the total respondents since the senior high school students

take into account the place convenient to go to and is easier for them to study in terms

of productivity considering the time they save when compared to a place far from them.

The Productivity only ranked 3 rd garnering 19.59% with the frequency of 19. Second to

the last is Comfortability which only acquired 7.22 percent which shows that the

respondents do not really consider comfortability because such factor doesn’t really

affect their focus in doing their academic workloads. Finally, the ease of access ranked

last because the Senior High Students of San Beda University don’t really have a

choice because they are confined within the university premises during school hours.

40
 As to the Extent of Effectiveness of The Following Factors That
Contribute In Studying

Part 3

Up to what extent of effectiveness do the following factors contribute in studying? Kindly

express your answer by placing a check mark in the corresponding box on a scale of 1 to 5

Table 4

WEIGHTED RAN INTERPRETATION

ITEM MEAN K
1. Places conducive to 1 STRONGLY AGREE
the students 4.01

2. Allows concentration 3.78 3 AGREE

and focus

3. Free of distraction like 2 AGREE

noise, company, and the 3.89
like

Table 4 pertains to the factors that contributes to the effectiveness and

productivity of places of study that can help the student in being more productive and

efficient. The respondents agree, in item 3 that gathered a percentage of 71.13%, that

free of distraction can enhance and contribute in a good way in their study, it boosts

their productivity when it comes to studying. 52.60% of the respondents also agree that

the factor in item 2 greatly affects their studying because it allows concentration and

41
focus that would greatly affect their productivity when studying. In item 1, 28.90% of the

respondents strongly agree that the places conducive to the students will also greatly

affect the productivity and effectiveness of the place of study with the end result of

boosting productivity when studying. Hence, it can be deduced that the respondents

agree, if not strongly agree, that all of the three factors as regards the effectiveness in

studying are important and that they have a role intertwined with one another for the

best result in terms of academic productivity.

As to the Effectivity of Places of Study When It Comes To Actual

Examination

Part 4:

How effective are the places of study when it comes to the actual examination itself? Kindly
express your answer by placing a check mark in the corresponding box on a scale of 1 to 5

42
 Table 5

ITEM WEIGHTED RANK INTERPRETATION

MEAN

The place provides the same ambiance in 3.57 6 AGREE

examinations
The mind is familiarized to the place thereby 3.86 5 AGREE
providing the student the comfortability while
taking the exam
The relationship between the preferred place 3.29 7 AGREE
of study and the venue greatly affects the
result of the test
Studying near the venue somehow provides a 4.02 2 STRONGLY
feeling of comfortability AGREE
I find my chosen place of study to be more of 3.96 3 AGREE
advantage compared to other places of study
when it comes to the actual examination
I consider my peace of mind when it comes to 4.1 1 STRONGLY
security offered by the place where I prefer to AGREE
study
Important factors such as distance from my 3.93 4 AGREE
preferred place of study and the venue of the
actual test

Table 5 corresponds to the question of how effective the places of study are

when it comes to the actual scheduled examination. The frequency of each item is 97.

According to the respondents, peace of mind is necessary when it comes to security

offered by the place where they prefer to study, it scored 42.27%. Followed by the

geographical location of the place where they want to study which garnered 38.42%.

37.11% of the respondent's answers pertains to the advantage of the place of study

when it comes to their preference. 36.08% answered that studying near the venue

provides the feeling of comfortability. According to the 32.98% of the answers of the

43
respondent, the mind when familiarized to a certain place provides comfortability when it

comes to the actual examination. Only 8.24% agreed that a place of study with the

same ambiance in examinations provides comfortability and productivity when studying.

5.15% of the respondents believes that the relationship between the preferred place of

study and the venue greatly affects the result of the test. As high school students, the

respondents still take into consideration the security among the choices herein laid

down because these places of study can affect them when the actual examination itself

comes, which is the end-goal or the determinant factor why students study and that is –

to pass the examinations.

As to the Solutions or Suggestions That Can Improve The Academic

Productivity of A Student In Terms of Places of Study

Part V.

What solutions or suggestions do you think can improve the academic productivity of a student
in terms of places of study? Kindly put a check on your answer/s in the box/es provided.

 Students should stick to their studying routines for further improvement of such and the
results thereof.

 Students should try out something new such as engaging in an unfamiliar environment
of places of study that are opposite to theirs.

44
  Students should be encouraged to employ hardwork not only days before the actual
examination comes but during reviews and discussions so as to prevent procrastination
and further attain academic productivity.

 The school shall provide the students the ease of access in the latter’s choices of
convenient and comfortable places of study such as coffee shops, discussion rooms,
open areas equipped with benches and the like within the school premises.

 Seminars for parents shall be conducted so as to enlighten them also that millennials
have much more complex ideas when it comes to studying for them to be productive for
the former to support their children’s choice as to with whom, when, where and why
they choose a specific place of study.

Table 6

FREQUENCY PERCENTAGE RANK

ITEM
(SOLUTION)

- Students should
stick to their 45 46.4 2
studying routines for
further improvement
of such and the
results thereof

- Students should try

out something new
such as engaging in 42 43.3 3
an unfamiliar
environment of
places of study that

45
are opposite to
theirs.

- Students should be
encouraged to
employ hardwork
not only days before
the actual 71 73.2 1
examination comes
but during reviews
and discussions so as
to prevent
procrastination and
further attain
academic
productivity.

- The school shall

provide the students
the ease of access in
the latter’s choices
of convenient and 36 37.11 4
comfortable places
of study such as
coffee shops,
discussion rooms,
open areas equipped
with benches and
the like within the
school premises.

- Seminars for
parents shall be
conducted so as to 9 9.28 5
enlighten them also
that millennials have
much more complex
ideas when it comes
to studying for them
to be productive for
the former to
support their
children’s choice as

46
 to with whom,
when, where and
why they choose a
specific place of
study.

Table 6 pertains to the solutions and suggestions of the respondents that can

help improve the academic productivity of students in their preferred place of study. Item

3 which gathered the highest frequency of 71 and percentage of 73.2% suggests that

encouragement should be practiced in the place of study to increase productivity.

Followed by item one with the percentage of 46.4% which provides the solution that the

students should stick to their studying routines for further improvement of such and the

results thereof. Next is item 2 with the percentage of 43.3% that suggest that students

should try something new in order to increase productivity in studying. Item 4 with the

percentage of 37.11% provides that the school should provide the students the ease of

access in the choices of convenience and comfortability of places of study such as

coffee shops, discussion rooms, open areas equipped with benches and the like within

the school premises. The respondents agreed in item 5 with the percentage of 9.28%

that there should be seminars for parents that will be conducted to enlighten them that

millennials have much more complex ideas when it comes to studying for them to be

productive and for the former to support their children’s choice as to with whom, when,

where and why they choose a specific place of study.

47
 CHAPTER IV

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter tackles the findings for each of the foregoing statements of the

problem, the conclusions for each problem, and the recommendations of the

researcher’s based on the Preferred Places of Study of Senior High School Students

enrolled in San Beda University for the first semester of A.Y. 2018-2019which affects

their Academic Productivity. The Descriptive Method was hereinafter applied, employing

the Convenience Sampling Technique in the conduct of dissemination of the

questionnaire which is the primary instrument in gathering data. In order to solicit

supplementary information, interviews were also conducted with some of the

respondents as regards their preferred place. In the presentation, analysis and

interpretation of data, the Weighted Mean and Frequency were utilized as statistical

measures.

SUMMARY OF THE FINDINGS

The following are the findings formulated from the responses and data gathered

on the problems sought to be answered on this study:

1. What is the demographic profile of the respondents?

48
 Majority of them are 18-19 years old. On the classification regarding their grade

level, 70.1% are grade 12 students. 53.61% of the respondents are female and 50%

of them are studying STEM.

2. What are the preferences of the respondents as to their actual places of study?

Based on the findings in the first statement of problem, it was shown that majority

of the respondents answered that the third option pertaining to “Coffee Shops”

garnered the most figure. It is followed by the library with 21.65%, next is home with

14.43%, moving vehicle with 9.28% and lastly the open area with 6.19%. In addition

to, some answered “others” and provided in the questionnaire answers such as

comfort rooms, mall foodcourts and under a tree.

3. What are the reasons why there is a need to pick a place of study?

The findings have shown that the majority of the respondents considered the

“Ambiance” of their places of study for it provides them relaxation and their mind grasps

more information whenever they feel such ambiance which helps them focus more

especially in their academic workload

49
4. What extent are the following factors effective in studying?

Based on the findings as to the third statement of problem which has three subdivisions

namely: a) Places Conducive; b) Allows you to concentrate; c) Free of Distraction, most

of the respondents answered that they are agree to the first and second subdivisions

because the statistics yields that nearly half of them answered the same and as for the

third subdivision, majority of them totaling 71.13% answered strongly agree which only

shows that these students are more productive when they are alone and they enjoy

solitude for the reason that they still consider a place which is free of distraction.

5. How effective are their places of study in examinations?

The survey yielded that peace of mind is necessary when it comes to security offered by

the place where they prefer to study, it scored 42.27%. Followed by the geographical

location of the place where they want to study which garnered 38.42%. 37.11% of the

respondent's answers pertains to the advantage of the place of study when it comes to

their preference. 36.08% answered that studying near the venue provides the feeling of

comfortability. According to the 32.98% of the answers of the respondent, the mind

when familiarized to a certain place provides comfortability when it comes to the actual

examination. Only 8.24% agreed that a place of study with the same ambiance in

examinations provides comfortability and productivity when studying. 5.15% of the

respondents believes that the relationship between the preferred place of study and the

venue greatly affects the result of the test.

50
6. What solutions or suggestions can improve the academic productivity of a student in

terms of places of study?

- Pursuant to the survey conducted, Item 3 which gathered the highest

frequency of 71 and percentage of 73.2% suggests that encouragement

should be practiced in the place of study to increase productivity. Followed by

item one with the percentage of 46.4% which provides the solution that the

students should stick to their studying routines for further improvement of

such and the results thereof. Next is item 2 with the percentage of 43.3% that

suggest that students should try something new in order to increase

productivity in studying. Item 4 with the percentage of 37.11% provides that

the school should provide the students the ease of access in the choices of

convenience and comfortability of places of study such as coffee shops,

discussion rooms, open areas equipped with benches and the like within the

school premises. The respondents agreed in item 5 with the percentage of

9.28% that there should be seminars for parents that will be conducted to

enlighten them that millennials have much more complex ideas when it

comes to studying for them to be productive and for the former to support

their children’s choice as to with whom, when, where and why they choose a

specific place of study.

51
 CONCLUSIONS

Based from the Summary of Findings in the preceding section, the following conclusions
were funneled down:

1. All of the respondents are enrolled in the Senior High School Program offered by
San Beda University during the first semester of A.Y. 2018-2019;

2. Most of the students from the Senior Highschool Students from the Integrated

Basic Education Department of San Beda University concurs that they are more

productive in coffee shops since 44.32% or 43 out of 97 of them answered such.

3. Majority of the respondents or 44.33% of them considered the factor “Ambiance”

concerning their places of study for it provides them relaxation and their mind

grasps more information whenever they feel such ambiance which helps them

focus more especially in their academic workload;

4. Most of the respondents answered that they “Agree” that “Places that are

Conducive” that are likewise “Allow them to Concentrate” are important factors

that affect their academic productivity because the statistics yield that nearly half

of them answered the same and as for the third subdivision, majority of them

totaling 71.13% answered strongly agree which only shows that these students

are more productive when they are alone and they enjoy solitude for the reason

that they still consider a place which is free of distraction;

52
5. The SHS students also concurs that peace of mind is necessary when it comes

to security offered by the place where they prefer to study because it scored

42.27%.

6. According to the respondents themselves, encouragement should be practiced in

the place of study to increase productivity as the prime solution since it garnered

the highest frequency of 71 or percentage of 73.2

53
 RECOMMENDATIONS

The following recommendations are further suggested based on the foregoing summary

of findings and conclusions:

1. Establishment of a local coffee shop like Bo’s Coffee in the new 8-storey building

currently being built in the former historic quadrangle of San Beda University

(SBU) to cater the SHS students’ first-ranked preferred place of study which is

“Coffee Shop”;

2. Attend a seminar to be spearheaded by the Senior High Student Council of SBU

regarding time management because not only the place of study is important to

determine academic productivity but also the habits of these students towards

studying;

3. Suggest a workshop to the SHS Student Council to be participated by SHS

students themselves concerning tips and techniques on how to utilize the one’s

resources to maximize their uses and benefits.

4. That the Senior High Students should be properly guided by the guidance

councilors in their preferred place of study with the following conditions of:

a.) Parents should be notified as to where the students are because of the nature of

limited freedom of the students because they are considered highs chool

b.) As to expenses involved in studying in coffee shop

c.) The guidance councilor of the Senior high students should prioritize the safety

and security of its students.

54
55
 BIBLIOGRAPHY

BOOKS, JOURNALS, MAGAZINES, ETC.

 Sakirudeen and Dr. K. Sanni’s (2017) “Study Habits And Academic Performance
Of Secondary School Students In Mathematic: A Case Study Of Selected
Secondary Schools In Uyo Local Education Council” pp. 283-297

 A thesis by C. Saco (2016) entitled “Factors Affecting Study Habits on Academic

Performance of Senior High School Students of Davao Doctors College” pp. 5-7

 N. Bloom (2014) Harvard Business Review: "To Raise Productivity, Let More
Employees Work from Home" by ( pp. 5-6)

 K. Desender, S. Beurms, and V Bussche’s Journal (2016) entiled “Is mental

effort exertion contagious?”

 Babcock, P.S., and Marks, M. (2011).   “The falling time cost of college:

Evidence from half a century of time use data. Review of Economic Statistics 93”
(May 2011) pp. 468-478.

 Atkinson, R.C., and Geiser, S. (2009).  “ Addressing the graduation gap. [Review

of Crossing the Finish Line: Completing College at America’s Public
Universities]. Science (325)” pp. 1343-1344.

 Ehrenberg, R.G., McGraw, M., and Mrdjenovic, J.(2006).   “Why do field

differentials in average faculty salaries vary across universities? Economics of
Education Review” 25: pp. 241-248.

 López Turley, R.N. (2003).   When do neighborhoods matter?: The role of race

and neighborhood peers”. Social Science Research 32(1) pp. 61-79

56
  Pascarella, E.T., and Terenzini, P.T. (1991).   “How College Affects Students:
Findings and Insights from Twenty Years of Research.San Francisco, CA:
Jossey-Bass.”

 Massy, W.F., Graham, S.W., and Short, P.M. (2007).   ”Academic Quality Work:
A Handbook for Improvement. San Francisco, CA: Jossey-Bass”
.
 Trent, J.W., and Medsker, L.L. (1968).   “Beyond High School”. San Francisco,
CA: Jossey-Bass.

WEBSITES

 S. Lebowitz “It's not your imagination — psychologists say you probably are
more productive in coffee shops” (2016). Retrieved from
https://www.businessinsider.com/psychologists-say-you-probably-are-more-
productive-in-coffee-shops-2016-6

 Rocketspace (2017): “4 Ways Your Work Environment Affects Your Productivity”

Retrieved from https://www.rocketspace.com/tech-startups/4-ways-your-work-
environment-affects-your-productivity

 M. Lonsdale (2003) “Impact of School Libraries on Student Achievement: A

Review of the Research.” Retrieved from
https://www.researchgate.net/publication/234608717_Impact_of_School_Libraries_on
_Student_Achievement_A_Review_of_the_Research

57
APPENDICES

58
APPENDIX A

59
 San Beda University
Mendiola, Manila

Dear Respondents,

Pax!

We are fourth year Legal Management students from the College of Arts and Sciences in San
Beda University-Manila. We are conducting a survey for our thesis called: “THE PLACE OF
STUDY AND THE ACADEMIC PRODUCTIVITY OF THE K12 STUDENTS OF SBU – A.Y. ’18-19” in
partial fulfillment of our requirements in ENG04 (Research Writing and Development) under the
supervision of Professor Nerissa Revilla.

We appreciate your time, effort, and honesty in answering our survey. Thank you for helping us
in our academic endeavors.

Sincerely,

The Researchers

-Buted, Derrick Delfin C.

-De Guzman, Orlando III

-Penesa, Blanche G.

60
GROUP 3

BUTED, Derrick Delfin C.

DE GUZMAN, Orlando III V.

PENESA, Blanche G.

4BLM

August 24, 2018

THE PLACE OF STUDY AND THE ACADEMIC PRODUCTIVITY

OF THE K12 STUDENTS OF SBU – A.Y. ’18-19

Part 1

Kindly check the box/es concerning your preferred place/s of study

 Library

 Home

 Coffee Shop

 Open Area

 Moving Vehicle

 Others (Please specify) _______________

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Part 2

What is the prime reason why do you choose a specific place to study?

 Productivity, because I feel like I can be more productive when it comes to my

academic workload when I am in such place rather than in a different place where I
have the tendency to procrastinate.

 Comfortability, becausewhen I am in a comfortable place in doing my academic

workload, I can focus and do more in such place and it also provides me a sense of
security.

 Convenience, because I find the place convenient to go to and is easier for me to study
my academic workload in such place.

 Ambiance, becauseI find the place to be relaxing and my mind grasps more
information whenever I feel such ambiance which helps me focus more in my
academic workload.

 Ease of Access, since I am a Senior High School student and I am confined within the
university premises during school hours

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Part 3

Up to what extent of effectiveness do the following factors contribute in studying? Kindly

express your answer by placing a check mark in the corresponding box on a scale of 1 to 5

5 4 3 2 1

1. Places conducive to the

students

2. Allows concentration
and focus

3. Free of distraction like

noise, company, and the
like

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Part 4:

How effective are the places of study when it comes to the actual examination itself?Kindly
express your answer by placing a check mark in the corresponding box on a scale of 1 to 5

5 4 3 2 1

a) The place
provides the same
ambiance in
examinations

b) The mind is
familiarized to the
place thereby
providing the
student the
comfortability
while taking the
exam

c) The relationship
between the
preferred place of
study and the
venue greatly
affects the result
of the test

d) Studying near the

venue somehow
provides a feeling
of comfortability

e) I find my chosen
place of study to
be more of
advantage
compared to
other places of
study when it

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 comes to the
actual
examination

f) I consider my
peace of mind
when it comes to
security offered
by the place
where I prefer to
study

g) Important factors
such as distance
from my
preferred place of
study and the
venue of the
actual test

Part V.
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What solutions or suggestions do you think can improve the academic productivity of a
student in terms of places of study? Kindly put a check on your answer/s in the box/es
provided.

 Students should stick to their studying routines for further improvement of such and
the results thereof.

 Students should try out something new such as engaging in an unfamiliar environment
of places of study that are opposite to theirs.

 Students should be encouraged to employ hardwork not only days before the actual
examination comes but during reviews and discussions so as to prevent
procrastination and further attain academic productivity.

 The school shall provide the students the ease of access in the latter’s choices of
convenient and comfortable places of study such as coffee shops, discussion rooms,
open areas equipped with benches and the like within the school premises.

 Seminars for parents shall be conducted so as to enlighten them also that millennials
have much more complex ideas when it comes to studying for them to be productive
for the former to support their children’s choice as to with whom, when, where and
why they choose a specific place of study.

APPENDIX B
66
 TALLY OF ANSWERS

ITEM FREQUENCY PERCENTAGE

1. ABM 11 11.34
2. HUMSS 33 34.02
3. STEM 32 32.98
4. GAS 21 21.64

ITEM FREQUENCY PERCENTAGE

1. GRADE 11 29 29.9
2. GRADE 12 68 70.1

ITEM FREQUENCY PERCENTAGE

1. BOYS 45 46.39
2. GIRLS 52 53.61

ITEM FREQUENCY PERCENTAGE

1. 17 Y/O 3 3.09
2. 18 Y/O 63 64.94
3. 19 Y/O 25 25.77
4. 20 Y/O 6 6.18

PART I

ITEM FREQUENCY PERCENTAGE

1. LIBRARY 21 21.64
2. HOME 14 14.43
3. COFFEE 43
SHOP 44.32
4. OPEN AREA 6 6.18
5. MOVING 9
VEHICLE 9.27
6. OTHERS 4 4.12
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 PART II

ITEM FREQUENCY PERCENTAGE

1. PRODUCTIVITY 19 19.58
2. COMFORTABILITY 7 7.21
3. CONVENIENCE 22 22.68
4. AMBIANCE 43 44.32
5. EASE OF ACCESS 6 6.18

PART III

ITEM FRE- 5 4 3 2 1 PERCENTAGE

QUENCY
1. Places 97 28 53 6 6 4 28.9 54.7 6.19 6.19 4.12
conducive to
the students
2. Allows 97 28 51 10 8 0 28.9 52.6 10.31 8.24 0
concentration
and focus
3. Free of 97 69 22 4 2 0 71.13 22.7 4.12 2.06 0
distraction like
noise,
company, and
the like

68
 PART IV

ITE FREQUENCY 5 4 3 2 1 PERCENTAGE

M
A. 8 21 47 13 8 8.24 21.64 48.45 13.4 8.24
B. 32 42 13 4 6 32.98 43.3 13.4 4.12 6.19
C. 5 11 38 27 16 5.15 11.34 39.18 27.84 16.49
D. 35 30 18 6 8 36.08 30.93 18.56 6.19 8.24
E. 36 26 15 16 4 37.11 26.8 15.46 16.49 4.12
F. 41 32 11 4 9 42.27 32.98 11.34 4.12 9.28
G. 37 26 22 6 6 38.14 26.8 22.68 6.19 6.19

PART V

ITEM FREQUENCY PERCENTAGE

SOLUTION 1 45 46.4
SOLUTION 2 42 43.3
SOLUTION 3 71 73.2
SOLUTION 4 36 37.11
SOLUTION 5 9 9.28

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APPENDIX C

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 CURRICULUM VITAE

DE GUZMAN, ORLANDO III V.

Brgy. Payapa, San Carlos City, Pangasinan, Pangasinan
(0915) 9151913
[email protected]

Basic Information

AGE: 20 CIVIL STATUS: Single

DATE OF BIRTH: September 16, 1998 RELIGION: Roman Catholic
PLACE OF BIRTH: Bolingit, Pangasinan
FATHER’S NAME: Orlando C. de Guzman OCCUPATION: Lawyer
MOTHER’S NAME: Marilyn C. Versoza OCCUPATION: Sales Broker

Education

Undergraduate: SAN BEDA UNIVERSITY

Mendiola, Manila
2015-Present

Secondary: Mary Help of Christians Seminary and Saint Charles Academy

McKinley Rd., Binmaley, Pangasinan and Malong St., Pangasinan
2011-2015

87
 CURRICULUM VITAE

PENESA, BLANCHE G.
#45 – C A Flores St. Bagong Ilog, Pasig City
(0995) 0137966
[email protected]

Basic Information

AGE: 20 CIVIL STATUS: Single

DATE OF BIRTH: January 31, 1998 RELIGION: Roman Catholic
PLACE OF BIRTH: Mandaluyong City
FATHER’S NAME: Rommel P. Penesa OCCUPATION: T.V Director
MOTHER’S NAME: Geraldine G. Penesa OCCUPATION: Marketing Director

Education

Undergraduate: SAN BEDA UNIVERSITY

Mendiola, Manila
2015-Present

Secondary: Lourdes School of Mandaluyong City

2006-2015

Name : Derick Delfin T. Buted

Age : 17
Birthdate : September 8,1998

88
Birthplace : Mandaluyong City
Sex : Male
Civil Status : Single
Address : 1011 Quejada st. South Cembo, Makati City
Mother: : Heidezel T. Buted
Religion : Roman Catholic
Educational Attainment
Elementary
School : St. Paul College of Makati
Place : D.M. Rivera st. Poblacion, Makati City
Year : 2004 - 2011
Secondary
School : St. Paul College of Makati
Place : D.M. Rivera st. Poblacion, Makati City

CURRICULUM VITAE

89