Chapter 1 5 With Abstract Final

Republic of the Philippines
Department of Education
REGION XIII - CARAGA
CITY DIVISION OF TANDAG
CITY OF TANDAG
FACTORS AFFECTING THE STUDY HABITS OF HUMANITIES AND

SOCIAL SCIENCES (HUMSS) STUDENTS IN TANDAG NATIONAL
SCIENCE HIGH SCHOOL
A Quantitative Research Paper

Presented to
The Faculty Staff of Senior High School Department
Tandag National Science High School
Tabon-tabon, Quezon, Tandag City
In Partial Fulfilment
Of the Requirements for the Subject of
Inquiries, Investigations and Immersion
Athena Rose N. Ebol, Queen Abba A. Caadan

Christine Jean C. Cuenco, Yume Marie L. Nunez
Dharwin T. Miole Jhun Lloyd L. Suarez,
Ed Simon R. Balucanag, Kathy J. Escote,
Ezabella Jessa Diana P. Eviota Kent Jomarie M. Suba,
Ronavie M. Galorio Lovely M. Roluna
Galaxy S. Dahunog, Tsarina G. Sabate
Heart T. Darvin, Sarah May V. Sancho
Jerlyn A. Gardigo Ma. Ingrid Kathleen G. Sanico
Veberly Joy T. Abagon Keysha Marie A. Sumaylo
Ma. Janella S. Aya-Ay Rehum Jerah Ponlaon
Mariel A. Bugsad Ealaiza Bianca Yu
RENATO S. ROCHE
Research Adviser
June 2022

Tabon-tabon, Brgy. Quezon, City of Tandag
Email Address: [email protected]
Telephone No. (086) 214-5827
Facebook Page: Tandag National Science High School Board
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APPROVAL SHEET
This research paper entitled “Factors Affecting the Study Habits

of Humanities and Social Sciences (HUMSS) Students in Tandag
National Science High School”, was prepared and submitted by Athena
Rose N. Ebol, Christine Jean C. Cuenco, Dharwin T. Miole, Ed Simon
R. Balucanag, Ezabella Jessa Diana P. Eviota, Ronavie M. Galorio,
Jerlyn A. Gardigo, Veberly Joy T. Abagon, Ma. Janella S. Aya-Ay,
Mariel A. Bugsad, Queen Abba A. Caadan, Yume Marie L. Nunez,
Galaxy S. Dahunog, Heart T. Darvin, Jhun Lloyd L. Suarez, Kathy J.
Escote, Kent Jomarie M. Suba, Lovely M. Roluna, Tsarina G. Sabate,
Sarah May V. Sancho, Ma. Ingrid Kathleen G. Sanico, Keysha Marie A.
Sumaylo, and Rehum Jerah Ponlaon, in partial fulfilment of the
requirements in Inquiries, Investigations and Immersion is hereby
recommended for approval and acceptance.
RENATO S. ROCHE
Research Adviser
APPROVED in partial fulfilment of the requirements for the subject of

Inquiries, Investigations and Immersion by the Oral Examination Panel
with a grade of _______.
PANEL EXAMINERS
ACCEPTED in partial fulfilment of the requirements for the subject of

Inquiries, Investigations and Immersion.
ROMULO T. LAORDEN
School Principal

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ACKNOWLEDGEMENT
Through the making of this research study, the researchers would
like to express their heartfelt gratitude thanks to the people who were
always there for them during the journey.
First and foremost, they were grateful to the Almighty Loving God for
the liberty with which he led them all throughout the entire study; without
him, this work would not have been recognized and completed.
The researchers express their sincere appreciation to the following
individuals for their assistance in making this stringent piece of work
possible: Sir Renato S. Roche, Ms. Ella Mae V. Pasuhil, Sir Christian L.
Salazar, Ms. Anna-May C. Aboloc, and Madame Mary May B. Gubaton
for serving as consultants in the process of making this study and for the
guidance; and the respondents of the study for their plentiful and decent
assistance in providing data for academic undertakings.

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To their parents Mr. Noel and Mrs. Editha Balucanag, Mr. Rufo
and Mrs. Rosalia Dahunog, Mr. Wilfredo and Mrs. Rosalie Miole, Mr.
Ricky and Mrs. Emelia Ponlaon, Mr. Alcher and Mrs. Leah Suarez, Mr.
Joel and Mrs. Marichu Suba, Mr. Joelito and Mrs. Jessica Abagon,
Mr. Felixberto and Mrs. Fely Aya-ay, Mr. Manuel and Mrs. Vilma
Bugsad, Mr. Flomeno and Mrs. Jovelyn Escote, Mr. Eddie and Mrs.
Eliza Eviota, Mr. Ronie and Mrs. Greenorie Galorio, Mr. George and
Mrs. Romalyn Gardigo, Mr. William and Mrs. Maria Soledad Nuñez,
Mr. Sebastian and Mrs. Rosemarie Caadan, Mr. Darrel and Mrs.
Genebe Cuenco, Mr. Henry and Mrs. Corazon Darvin, Mr. Rufo and
Mrs. Rosemarie Ebol, Mr. Jonathan and Mrs. Leah Roluna, Mr.
Corsini and Mrs. Mariel Sabate, Mr. Floriano and Mrs. Ritchel Sancho,
Mr. Gil Alvin Sanico and Mrs. Nora Lee Gamel, Mr. Rolbert and Mrs.
Marietta Sumaylo for their unending love, inspiration, and reassurance,
as well as financial assistance and, most importantly, prayers;

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Special thanks to Oral Panel Examiners: Ms. Anna-May Aboloc,
Ms. Ella Mae Pasuhil, Sir Christian Salazar, and Sir Renato Roche
whose knowledge, enthusiasm and energy were critical to this effort.
They would also like to express their heartfelt gratitude to their

family, friends, and classmates for their help and support in making this
study a success.
The Researchers

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DEDICATION
The researchers want to thank everyone who helped and
participated in this study. This is in honor of their family's unwavering
financial and emotional support. To the Tandag National Science High
School (TNSHS) faculty, who are always willing to help when they need it.
And above all, thanks to the Almighty God for providing strength, direction,
and courage.

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ABSTRACT
Title: FACTORS AFFECTING THE STUDY HABITS OF

HUMANITIES AND SOCIAL SCIENCES (HUMSS)
STUDENTS IN TANDAG NATIONAL SCIENCE HIGH SCHOOL
Authors: Ebol, Athena Rose N.

Cuenco, Christine Jean C.
Miole, Dharwin T.
Balucanag, Ed Simon R.
Eviota, Ezabella Jessa Diana P.
Galorio, Ronavie M.
Dahunog, Galaxy S.
Darvin, Heart T.
Gardigo, Jerlyn A.
Abagon, Veberly Joy T.
Aya-Ay, Ma. Janella S.
Bugsad, Mariel A.
Caadan, Queen Abba A.
Nunez, Yume Marie L.
Escote, Kathy J.
Suba, Kent Jomarie M.

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Roluna, Lovely M.
Sabate, Tsarina G.
Sancho, Sarah May V.
Sanico, Ma. Ingrid Kathleen G.
Sumaylo, Keysha Marie A.
Ponlaon, Rehum Jerah C.
Yu, Ealaiza Bianca
Research Adviser: Renato S. Roche
Keywords: Study Habit, Personal Factors, Environmental Factors,

Intellectual Factors
This study was conducted to know the effect of personal,
environmental, and intellectual factors on the study habit of students of
Humanities and Social Sciences (HUMSS) educational productivity from
Tandag National Science High School.
Findings revealed that there is a significant difference between the
demographic profile in terms of personal factors and the respondents' age
and economic status. In addition, when it comes to the environmental

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component, there is no substantial variation in the extent of the
respondents' demographic profiles, and the same can be stated for the
intellectual aspect through educational productivity.
Hence, demographics can be an influencing factor that the way how
students habituate their conduct in learning such lessons. This suggests
that either complying or answering the given tasks will last longer while
intellectual factors affecting the study habit of Humanities of Social
Sciences (HUMSS) students in a definition of neutrality, hence, this can be
inferred that there are advantages and disadvantages to learning the
important parts of the discussion towards their academic success.
In order to enhance and improve their habit of studying, learners
may immerse themselves in learning lessons with their educational
productivity by applying proper factors. Educators may consider how
students' preferences vary. Being fond of productivity in compliance with
activities which is a good factor to study habit is highly encourage, as it
provides plenty of advantages.

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TABLE OF CONTENTS
Title page i
Approval Sheet ii
Acknowledgement iii
Dedication v
Abstract vi
Table of Contents viii
List of Figures xi
List of Tables xii
Chapter 1 THE PROBLEM AND ITS SETTING
Introduction
Theoretical Framework
Conceptual Framework
Statement of the Problem

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Null Hypothesis
Significance of the study
Scope and Limitations of the Study
Definition of Terms
Chapter 2 REVIEW OF RELATED LITERATURES AND STUDIES
Related Literature
Foreign
Local
Related Studies
Foreign
Local
Synthesis
Chapter 3 RESEARCH METHODOLOGY
Research Design
Research Locale
Research Respondents

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Sampling Procedure
Research Instrument
Validation of the Instrument
Data Gathering Procedure
Statistical Treatment
Chapter 4 PRESENTATION, ANALYSIS, AND INTERPRETATION
OF DATA
Chapter 5 SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATION
Findings
Conclusion
Recommendation
REFERENCE CITED
APPENDICES
A. Permission Letter to the School Principal

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B.1. Validation Letter to the Validator
C. Survey Questionnaire
D.1. Validation Sheet
E. Consolidated Tally of the Validation Sheet
F. Grammarian Certification
G. Spot Map
H. Pictorials
CURRICULUM VITAE

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List of Figures
Figure 1. Schematic Diagram of the Study
Figure 2. Spot Map

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Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Due to the spread of the coronavirus (COVID-19), face-to-face
learning activities must now be replaced by virtual meetings on various
online platforms, and the learning process must now be completed at
home (Hew, 2020). This new learning system requires students to change
their learning habits and be different from what they receive in traditional
face-to-face classes (Angkarini, 2021). Since there is a learning policy at
home, teachers are unable to provide direct material and control their
students, so the learning process is left to the parents, with the teacher
making an evaluation afterward. Therefore, the parents cannot pay
attention to their children's learning hours. This will not occur if students
have established solid study habits and are prepared for the new learning
system. For that reason, a well-organized and systematic study technique

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ensures a student's success and accelerates his or her progress (Marc,
2015).
According to Rabia, et al., (2017), students’ development and
achievement are based on good study habits. It is an action that students
execute on a regular basis, such as reading, taking notes, and leading
study groups, in order to achieve their learning objectives. It can be
classified as either effective or ineffective depending on how well it helps
the kids. Thus, study habits are purchasing out a devoted and
uninterrupted time to apply oneself to the world of learning. Arieta,
Gementiza, and Saco (2017) also highlighted that study habits play a
significant role in students' life. Each student's success or failure is
determined by their study habits. According to the study, studying is an art
that takes time and effort to master. Each student's progress is determined
by: the student’s abilities, intelligence, and behavior. As a result, a student
can benefit from a variety of successful study practices. Implementing
instructional strategies and activities that naturally correspond with their

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predispositions will help university students become more proficient,
versatile, and productive information and industrial technologists in the
twenty-first century (Magulod Jr., 2019). In addition, study habits can be
defined as the sum total of all habits, determined purposes, and enforced
practices that the individual has in order to learn (Radha & Muthukumar,
2015).
Good study habits can boost your self-esteem, competence, and
confidence. They can also help with test and deadline anxiety. You may be
able to reduce the number of hours you spend studying by learning
excellent study techniques, leaving more time for other things in your life
(University of Saskatchewan, 2017). However, students face practical
challenges when learning, most students experienced barriers to their
learning including distractions, increased anxiety, feeling less motivated
(Gillis & Krull, 2020), and other issues that require immediate attention in
order to take action and improve students' study habits. Thus, conducting
this research on this matter is essential to determine and understand the

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factors affecting the study habits of the Humanities and Social Sciences
(HUMSS) students in Tandag National Science High School.
Furthermore, it is vital to get insight and information into the aspects
that influence students' study habits. As a result, the researchers are
motivated to undertake a study on factors affecting the study habits of
Humanities and Social Sciences (HUMSS) students in Tandag National
Science High School, with the goal of addressing the students' challenges
they encounter when studying and the researchers will measure the
efficacy, advantages and importance of study habits in their success as a
student. This will also inspire students who wish to figure out their study
habits so that they can improve them. In this way, not only do their study
habits change, but their positive learning and school performances will
improve as well, and they will hopefully be a reference for future uses
Theoretical Framework

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The researchers claim that personal factors, environmental factors,
and intellectual factors all affect the study habits of Humanities and Social
Sciences (HUMSS) students in Tandag National Science High School.
This study is grounded on Herbert Walberg’s theory of academic
achievement (1992). Walberg’s theory emphasizes the learning factors
that influence a student’s academic performance. It is a study of academic
achievement in which Walberg used a variety of methodologies to discover
the factors that influence a student’s academic performance. This theory
contends that a student’s individual psychological characteristics, as well
as their immediate psychological circumstances, influence educational
outcomes (cognitive, behavioral, and attitudinal) (Walberg, 1980).
(Reynolds and Walberg, 1992).
In relation to the study, this theory suggests that personal,
environmental, and intellectual factors all have an impact on students’
study habits. All of which are accountable for the academic performance of
the student. In other words, a student’s academic achievement is

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influenced by his or her study habits, which are also influenced by the
factors mentioned above.
In support with the central theory, the study is also based on the
Self-Determination theory developed by psychologists Edward Deci and
Richard Ryan (1985). Self-determination theory is a broad theory of
human motivation and personality that focuses on people's natural
development tendencies and psychological needs. It is concerned with the
motivations that drive people's decisions when external pressures and
distractions are absent.
According to this theory, motivation is important in the development
of the student’s study habits. If students are more motivated, they are
more likely to have better study habits, and vice versa. Significantly, the
researcher will use this theory to support for students to attend classes in
order to improve their self-determination.
In addition, to further support the main theory, this study is based
on William James’ Pragmatic Theory of Truth. According to the truth

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theory, the truth of a proposition is determined by its practical effects,
specifically its conformity with subsequent experience. This means that an
event is only true if and only if it is effective. With this theory, the
researchers believe that the student’s study habits are determined based
on their perception about its effectiveness based on their previous
experiences with it. Moreover, this theory can also help identify the other
relevant underlying factors that affects the development of one’s study
habits.
Conceptual Framework
The schematic diagram depicts the study's systematic flow as well
as the variables that are involved. The diagram is specifically represented
by three rectangular boxes. The first rectangular box contains the
independent variables, which are Humanities and Social Sciences
(HUMSS) students' demographic profiles, which are divided into four (4)
namely: age, sex, grade level, and economic status of the family.

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The study's dependent variable is depicted in the second rectangular
box, which depicts the factors affecting the study habits of Humanities and
Social Sciences (HUMSS) students in Tandag National Science High
School.
The arrow connecting the first and second boxes indicates that as
the study progressed, the researchers determined if there is a significant
relationship between the independent and dependent variables.
The third rectangular box depicts the study's desired outcome. It
means that after disseminating, retrieving, and interpreting the data, the
researcher moved on to crafting the findings and conclusions that will be
used to formulate recommendations for the topic under consideration.
Following that, an intervention is created based on the findings of the
study.

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Factors Affecting the

Demographic Profile Study Habits of
of the Respondents in Humanities and
terms of: Social Sciences
1.1. Age; (HUMSS) Students in Proposed
1.2. Sex; Tandag National Intervention Program
1.3.Grade Level; and Science High School
1.4. Economic Status Personal;
of the Family Intellectual; and
Environmental
Figure 1.
Schematic Diagram of the Study

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Statement of the Problem
This study aims to evaluate the factors affecting the study habits of
Humanities and Social Sciences (HUMSS) Students in Tandag National
Science High School, and especially seeks to answer the following
questions:
1. What is the demographic profile of the respondents in terms of:
1.1. Age;
1.2. Sex;
1.3. Grade Level; and
1.4. Economic Status of the Family?
2. What are the factors affecting the study habits of the Humanities and
Social Sciences (HUMSS) students as to:
2.1. Personal Factors;
2.2. Environmental Factors; and

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2.3. Intellectual Factors?
3. Is there a significant difference between demographic profile of the
respondents and the factors affecting the study habits of Humanities and
Social Sciences (HUMSS) students?
4. What intervention program can be proposed?
Null Hypotheses
This study was guided with the following hypotheses:
HO1: There is no significant difference between the demographic
profile and study habits of Humanities and Social Sciences (HUMSS)
students.
Significance of the Study
The researchers believe that the following will benefit from the finding
of this study. Thus, it is important to gain insight and knowledge about the
factors regarding the study habits of the students for the following:

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DepEd Administrators. Who are the policies making body of the school.
Through the findings of the study, they can formulate various policies,
rules and regulations that will help emphasize not only the importance of
good education, and the way to achieve it, but also on the value on good
study habits that bring good results in their school performances.
Teachers. The teachers are the facilitators of learning and the students
are the active participants of it and so both elements are needed for the
learning process to take place. And this study will provide them information
to their concern regarding the poor study habits of their students enrolled
in Tandag National Science High School specifically Humanities and
Social Sciences Humanities and Social Sciences (HUMSS) strand.
Through this study, they can think of a way on how they can increase the
interest of the students upon studying especially when talking about their
academic performances. They can also properly motivate and guide their
students toward acquiring good study habits, thus making the students

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perform well in their academic responsibilities. In this way, the students
hopefully will result positively.
Students. The students will be given an idea to know more about their
selves and on how they are going to determine their study habits so they
can improve it for the better. In this way, it is not just their study habits will
change but also to their positive learnings and school performances.
Parents. One of the reasons why the students will attend their classes is
their parents' motivation to them. In this study, the parents will be able to
know their role upon improving their children's study habits which then can
help their children in attaining an increasing learning for their academic or
curricular performances.
Future Researchers. The proposed study will benefit and help the future
researchers as their guide. The study can also open now developments of
this study. Furthermore, future researchers can also go deeper into the
different factors affecting students study habits.

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Scope and Limitations of the Study
This study focused and limited itself to determining the factors
affecting the study habits of Humanities and Social Sciences (HUMSS)
students in Tandag National Science High School. This includes personal
factors, environmental factors and intellectual factors and the significant
difference between the demographic profile of the respondents and the
factors affecting the study habits of Humanities and Social Sciences
(HUMSS) students in Tandag National Science High School.
The researchers limited the study to Senior High school Humanities
and Social Sciences (HUMSS) strands which are Tandag National
Science High School grades 11 and 12 students. This research study was
conducted at Tandag National Science High School. The distribution of the
questionnaires to the respondents was done through face-to-face
questionnaires right after getting approval from the School Principal. The

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study started in the second (2nd) semester, January and ended on June
S.Y. 2021-2022.
Definition of Terms
There are terms used in this study that are conceptual and
operational in nature that need to be defined in order to make this paper
intelligible in its understanding. The following terms in this study were the
following:
Environmental Factors. Make up the physical, social, and psychological
environment in which individuals live and conduct their lives.
Intellectual Factors. Refers to the individual mental level. In general,
academic success is linked to intellectual ability. Low-intelligence students
sometimes struggle to master the curriculum.
Personal Factors. Refers to personal aspects that impact a person’s
decision including age and stage in the life cycle, work and economic
conditions, personality and self-concept, and lifestyle and beliefs.

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Study Habit. Refers to an action that students undertake frequently and
habitually in order to complete the task of learning, such as reading, taking
notes, or holding study sessions. Depending on whether or not they
benefit pupils, study habits can be classified as effective or ineffective.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature and studies done prior to this
research. This provides the background and the current issues related to
the research topic.
Related Literature
Foreign
Study habits are at the core of a learner's academic success. It is an
action like reading, taking notes, conducting study groups that students
perform frequently, and regularly accomplishing the learning goals (Tus et
al., 2020). Students with effective study habits have lower levels of test
anxiety and perform better academically than students with ineffective
study habits (Numan et al., 2017). Study habits seem to improve with age
and female students reported having better study habits than males
(Ossai, 2015).

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According to Tekkol and Demirel (2018), they discovered that self-
directed learning skills did not vary by university, year of study, or income
level. Gender, field of study, type of university entrance score, academic
success, and desire to pursue a graduate degree, on the other hand,
made a significant difference in university students' self-directed learning
skills.
According to Khan (2016), gender had a significant effect on the
study habits of the subjects. The influence of socioeconomic status on
study habits was discovered to be insignificant. The interaction effect of
gender differences and socioeconomic status was also insignificant.
There is a significant difference in the study habits of Muslim
adolescents based on gender, and there is a significant and positive
relationship between study habits and socioeconomic status. High SES
(Socio-Economic Status) and Low SES Muslim adolescents, as well as
Middle SES and Low SES Muslim adolescents, differed significantly in

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terms of their study habits, with the upper SES groups outperforming the
lower SES groups in both cases. (Ahmad & Razia, 2015).
According to Monu et al. (2020), there is a significant relationship
between effective library use and university students' study habits.
According to Sabbah (2016), there is any difference between the
subjects' achievement in reading, writing, and grammar as measured by
their accumulative averages in the three mentioned language subjects due
to their study habits, where the subjects' averages were categorized into
three levels: low, moderate, and high, the ANOVA test revealed that there
are significant differences in the level of students' marks due to
concentration and memory in favor of the high achievers.
Local
Researchers have proposed interventions such as gamification
(Apas & Ventayen, 2019) of learning, home support program (Suiza et al.,
2019), and other means to achieve and adjust based on the needs of the
learners.

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Students' study habits are related to their academic performance in a
positive way. As good study habits are true for all students who want to
excel in their academic performance. A variety of factors have influenced
students' study habits as a result of this study. Because social media has
an impact on students' academic performance, it is a challenge for every
educator to divert the mindset of every student through the use of social
media in education (Casama Orlanda-Ventayen & Ventayen, 2017).
Grade 11 Senior High School Students have poor study habits and
do not devote enough time to studying. These actions had landed them in
a situation that hurt their academic performance. The researcher was able
to determine the factors or indicators that can influence their study habits a
result of this (Maria Angelica Salcedo-Relucio, 2019).
Students' study habits or learning strategies include arriving on time
for class, paying attention, taking good notes, completing homework on
time, and reading the study material ahead of time. There is no significant
difference in study habits across grade levels (Walag, 2019).

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Academic performance is an important indicator of a successful
student in the future. The student’s performance can be measured in the
test results or the general average every quarter or semester, and it is a
strong basis for the graduation of every student (Orlanda-Ventayen, 2019).
One of the significant factors in assessing academic performance is
through their study habits and attitudes. Arieta, Gementiza & Saco (2017)
highlighted the critical role of study habits in the students' lives. They
concluded that the success or failure of each student depends upon their
study habits. Moreover, their success depends on their ability, intelligence,
and effort. The influence of the students' good study habits in doing their
homework, active participation in class, managing their time, being
focused, and working hard have shown a significant positive correlation on
their academic performance (Fouche, 2017). Furthermore, Ebele (2017)
suggested that students cannot perform and improve their academic
performance without developing study habits.

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Related Studies
Foreign
Most of the students claimed that the following factors affects the
study habits of the students under the curriculum: regularly attending
classes, preparing study schedule, preparing assignments on time with 6
hours sleep at night, stick on the given schedule, studying for at least a
half hour without getting up, walking, taking snack or TV or phone breaks,
study area is free of noise, good command of the pre-requisite skills for
math, always do the homework assignment, work the problem before
looking at the solution, participate in class and ask question when the
concept is not understood, comfortable with command English grammar,
punctuation and spelling (Calucag, 2020).
There exists a significant relationship among various dimensions of
study habits and academic performance which goes in accordance on
study habits of secondary school students in relation to their scholastic

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achievement, in which they found significant positive correlation between
study habits and scholastic achievement of secondary school students as
a whole and dimension wise (Kaur & Pathania, 2017).
In a study conducted by Ossai (2015), there is a significant difference
in study habits based on age. As evidenced by the higher mean
performance of 16–19-year-old students, study habits tend to improve with
age. The older students reported better study habits in the areas of time
management, concentration, note-taking, and writing abilities.
According to Khan (2016), gender has a significant impact on the
study habits, while socio-economic status does not significantly affect the
study habits. He also added that two levels of socio-economic status (high
and low) are independent of gender effect and study habits. Jointly,
gender and socio-economic status do not significantly affect study habits.
In support of the study mentioned above, Ebele & Olofu (2017) found
a significant relationship between the variables, implying that students who
developed good study habits are more likely to have a good academic

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performance, improved academic performance in school and improved
academic achievement.
In contrast, Ozsoy et al. (2017) found no significant correlation
between metacognition and study habits and attitudes for low and medium
student achievers, and this study suggests that students with high
achievements are more likely to have superior habits and attitudes.
Local
The COVID-19 pandemic compelled face-to-face learning activities
to be replaced by virtual meetings in a variety of online applications.
Students must adjust their learning habits and be different from what they
receive in traditional face-to-face classes in order to benefit from this new
learning system. According to Magulod Jr. (2018), high achievers have
better study habits and attitudes than low achievers. Low achievers in this
study indicated that they prefer to study alone rather than with others.
Students who work in a group are more likely to remember information and
concepts taught to them.

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In the study by Ragpala (2021), he demonstrated that environmental
factors discovered in the respondent's study area include noise,
temperature, light, and air quality. He also discovered that, in addition to
the environmental factors mentioned, other factors such as family, peers,
teachers, online games, social media, time, internet connection, health
condition, and attitude toward learning affect the academic performance of
the respondents.
Moreover, in the study conducted by Foz, Gomez, Luz, and Zarate
(2016), the researchers studied the study habits of academic performers at
the Technological Institute of the Philippines – Manila. The study revealed
that academic performers considered time management, learning
techniques, and study environment as part of their study habits.
One of the elements that determine a student's ability to continue
and invest in their education is their family's economic status. According to
Alampay and Garcia (2022), poverty had a significant impact on student
enrollment and graduation rates, particularly in secondary and high school.

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In this study, student enrollment and graduation rates demonstrate a
student's ability to continue attending school as well as their ability to
accelerate and complete a given degree of education.
In the literature by Villanueva and Núñez, (2021), they determined
that a family can invest in their child's education in two ways: 1) by
financial support such as resources, and 2) through parental participation
and involvement. They also found that, in addition to the previously listed
factors, other factors such as comfort (having a steady Internet
connection, the appropriate number of devices, and a personal study area)
can influence a student's educational experience.
Synthesis
Study habits are central to a student's academic success. It is very
important in a student's life. The demographic profile, personal factors,
intellectual factors, and environmental factors can all be seen as
influencing factors that affect students' study habits.

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The literature and studies sought to understand the factors that
influence study habits in personal, intellectual, and environmental factors.
The shown pieces of literature and studies served as evidence to support
some details in interpreting the data. They are anchored in such a way that
study habits are influenced by various factors such as demographic profile
and so on.

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Chapter 3
RESEARCH METHODOLGY
This chapter presents a discussion of the research methods used in
the study. It comprises research design, research locale, research
respondents, subject of the study, and collection of samples.
Research Design
In this study, Quantitative Research Design was used in collecting
and analyzing data. Survey Questionnaires using a five-point Likert scale
were distributed to the respondents to ensure the collection of information
about the factors affecting their study habits.
Research Locale
This research took place at Tandag National Science High School. It
is a secondary public science high school system governed by the
Department of Education. The said school is situated in Tabon-Tabon,
Quezon, Tandag City, Surigao del Sur, and has an average of 25 to 40

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students per classroom and has an average of 10 to 15 teachers in every
faculty. Tandag National Science High School is accessible by pedicabs,
multicabs, private vehicles, and/or motorcycles.

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Figure SEQ Figure 1.1. Map of Tandag City

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Research Respondents
The chosen respondents of this study were the students from Grade
11 and 12 Humanities and Social Sciences (HUMSS) who are officially
enrolled in Tandag National Science High School for the school year 2021-
2022.
Table 1
Distribution of Respondents
Total Number of Total Population No. of Respondents
Humanities and Social
Sciences (HUMSS)
Grade 11 74 62
Grade 12 51 45
TOTAL 125 107
Table 1 shows the population of Grade 11 and 12 Humanities and
Social Sciences (HUMSS) students at Tandag National Science High
School in the center, as well as the number of respondents chosen for the
study. The total population and number of respondents are also shown
above.

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Sampling Technique
The sample for this study was drawn from the total population of
Tandag National Science High School face-to-face Humanities and Social
Sciences (HUMSS) students. According to the table above, the total
population of the said strand was 125. The researchers used the Sloven
formula to determine the number of respondents, of which 107 were
selected and included in the sample student population. The convenience
sampling method was used by the researchers, and 62 or 57.94 percent of
the 107 respondents are in Grade 11, while 45 or 42.07 percent are in
Grade 12.
Research Instrument
The major tool that the researchers used in gathering data was the
questionnaire; specifically, researchers’-made. It was composed of two
parts and the second part of it was also divided into three.
The first part consists of finding the personal or demographic profiles
of the respondents. This includes their age, sex, grade level, and

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economic status of the family. The second part presented the factors
affecting the study habits of students. The first division was about personal
factors, the second division was about environmental factors, and the third
division was about intellectual factors which have 5 declarative statements
each answerable by the ratings: strongly agree, agree, neutral, disagree,
and strongly disagree.
Validation of the Instrument
Since the researchers used researchers’-made questionnaire, thus it
was necessary to undergo a face and content validation coming from three
(3) experts in the field of research. The final questionnaire was created by
combining their comments, ideas, and suggestions. After the adjustments
were made, the instrument was returned to the validators for final
validation.
Data Gathering Procedure

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Before the questionnaire was given to the respondents, the
researchers asked first the approval of the school principal to allow the
researchers to conduct the study. After which, the researchers personally
administered the questionnaires to the respondents while providing them
with simple, correct, and exact instructions to avoid confusion. Then, the
researchers collected the questionnaires after answering.
Following that, the researchers tallied and computed the collected
data. After which, the researchers interpreted and analyzed the survey
data. The researchers then inferred based on the information gathered.
Statistical Treatment of Data
The data gathered will be analyzed and interpreted using the
following statistical treatment:
Frequency Count and Percentage. This tool was used to display
the data that specifies the percentage of observations that exist for each
data point or grouping of data points. It also determined the demographic

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profile of the respondents in terms of age, sex, grade level, and economic
status of the family.
Average Weighted mean. This was used to describe the factors
affecting the study habits of HUMSS students at Tandag National Science
High School in personal, environmental, and intellectual.
Analysis of variance (ANOVA) One Way. This treatment was used
for identifying the significant difference between the profile of the
respondents and the factors they encounter that affect their study habits
on personal, environmental, and intellectual.
Chapter 4

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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered in the study. It is comprised
of the presentation, analysis and interpretation of data in which it is
discussed and presented through tables and explanations. The
arrangement of presentation is in accordance to the problems being
presented in the first chapter of the study.
Table 2.1
Demographic Profile of the Respondents as to Sex
Sex Frequency Percentage (%) Rank

Male 39 36.45% 2
Female 68 63.55% 1
Total 107 100%
Table 2.1 reveals the demographic profile of the respondents in
which out of 107 respondents of the study, sixty-eight (68) are female
garnering 63.55% of the population, while thirty-nine (39) are male
containing only 36.45%. From this result, it is evident that there are more

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female student respondents in the locale than males during the conduct of
the study.
Moreover, the table implies that sex is a factor that affects the study
habits of Humanities and Social Sciences (HUMSS) students in Tandag
National Science High School. Gender had a significant effect on the study
habits of the subjects. The interaction effect of gender differences and
socioeconomic status was also insignificant. (Khan 2016).
Table 2.2
Demographic Profile of the Respondents as to Grade level
Grade Level Frequency Percentage (%) Rank

Grade 11 62 59.94% 1
Grade 12 45 42.06% 2
Total 107 100%
Results above indicate that majority of the respondents came from
Grade 11 tallying sixty-two (62) students garnering 59.94% of the
population, while forty-five (45) are Grade 12 containing 42.06%. As a

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result, it is clear that more Grade 11 students took part in this study than
Grade 12.
With these, it can be implied that the grade level is a factor that
affects the study habits of Humanities and Social Sciences (HUMSS)
students in Tandag National Science High School. Across grade levels,
there is no significant difference regarding study habits. Study habits or
strategies students utilize to learn include coming to class on time, and
paying attention, taking good notes, completing homework on time, and
reading the study material in advance. Across grade levels, there is no
significant difference regarding study habits (Walag, 2019).
Table 2.3
Demographic Profile of the Respondents as to Age
Age Frequency Percentage (%) Rank

15 0 0% 6
16 12 11.21% 3
17 46 42.99% 1
18 37 34.58% 2

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19 10 9.35% 4
20 above 2 1.87% 5
Total 107 100%
The table above indicates that the majority of the respondents are
seventeen (17) years old with a number of forty-six (46) students, followed
by eighteen (18) years old with a number of thirty-seven (37) students.
Meanwhile, there are only two (2) students who are twenty (20) or older,
and there are no students that are fifteen (15) years old.
The table shows that the age of the respondents affects the study
habits of Humanities and Social Sciences (HUMSS) students in Tandag
National Science High School. Moreover,
There is a significant difference in study habits based on age. As
evidenced by the higher mean performance of 16–19-year-old students,
study habits tend to improve with age. The older students reported better
study habits in the areas of time management, concentration, note-taking,
and writing abilities (Ossai, 2015).

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Table 2.4
Demographic Profile of the Respondents as to Economic Status
Economic Class Frequency Percentage (%) Rank

Poor 37 34.579% 2
Low Income 43 40.187% 1
Lower Middle 13 12.150% 3
Middle 8 7.477% 4
Upper Middle 4 3.738% 5
High Income 2 1.869% 6
Rich 0 0 7
Total 107 100%
The table above shows the economic class of the respondents, with
forty-three (43) respondents belonging to the Low-Income Class, thirty-
seven (37) respondents belonging to the Poor Economic Class, thirteen
(13) respondents belonging to the Lower Middle Class, and eight (8)
respondents belonging to the Middle Class. Meanwhile, four (4)
respondents are from the Upper Middle-Income Class, two (2) from the
High-Income Class, and none from the Rich Economic Class.

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With these, it can be inferred that the economic class of the
respondents affects the study habits of Humanities and Social Sciences
(HUMSS) students in Tandag National Science High School. Where
almost half of the respondents belong to the poor and Low-income
economic class and few from Lower middle all the way to high income
class economic class.
There is a significant and positive relationship between study habits
and socioeconomic status with the upper socio-economic status groups
outperforming the lower socio-economic status groups in both cases.
(Ahmad & Razia, 2015).
Table 3.1
Factors Affecting the Study Habits of Humanities and Social
Sciences (HUMSS) as to Personal Factors
Weighted Verbal
Indicators
Mean Interpretation
1. I easily understand the concept in 3.66 Agree

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every subject.
2. I always pass my 3.4 Neutral
activities/assignments on time.
3. I am not easily distracted by 3.09 Neutral
social media, when it is time to
study.
4. I always take notes on the 3.93 Agree
important details.
5. I carefully plan my study schedule 3.49 Neutral
for the week at the start of each
week.
OVERALL MEAN 3.57 Agree
Table 3.1 shows the impact of always taking notes on the important
details towards students’ study habits. The maturity of respondents agreed
that taking down notes is a big help to improve their academic
performance. With the highest weighted mean of 3.93, studying with vital
details written down can benefit them keep the information fresh in their
minds. It is simple to remember, which will let them acquire more
knowledge in the future.

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The table also shows that some of the respondents always pass their
activities/assignments on time, while others don’t. As a result, the number
of agreeing and disagreeing respondents is equal, resulting in neutrality.
Students' study habits are related to their academic performance in
a positive way. As good study habits are true for all students who want to
excel in their academic performance. A variety of factors have influenced
students' study habits as a result of this study. Because social media has
an impact on students' academic performance, it is a challenge for every
educator to divert the mindset of every student through the use of social
media in education (Casama Orlanda-Ventayen & Ventayen, 2017).

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Table 3.2
Factors Affecting the Study Habits of Humanities and Social Science
(HUMSS) Students as to Environmental
Weighted Verbal
Indicators
Mean Interpretation
1. I’m in a good social circle. 3.64 Agree
2. I study where there are little 3.59 Agree
distractions.
3. I study in a place that has a 3.86 Agree
great lighting.
4. I always study in a warmer 3.75 Agree
environment in order to
concentrate better.
5. I have an area solely for working 3.25 Neutral
and studying.
OVERALL MEAN 3.62 Agree
Table 3.2 shows the impact of studying in a place that sheds a great
deal of light on students' learning habits. The majority of respondents
agreed that studying in a well-lit area would greatly improve their academic
performance. With the highest weighted average score of 3.84, studying in

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a well-lit area allows you to focus on the lesson you are studying. It is easy
to read and promotes a meaningful learning experience.
This shows that some respondents have areas for work and study,
while others do not. Therefore, the number of respondents who agree and
disagree is the same, which leads to neutrality.
In the study by Ragpala (2021) entitled “Environmental Factors that
Affect the Academic Performance of Senior High School Students during
COVID-19 Pandemic”, he demonstrated that environmental factors
discovered in the respondent's study area include noise, temperature,
light, and air quality. He also discovered that, in addition to the
environmental factors mentioned, other factors such as family, peers,
teachers, online games, social media, time, internet connection, health
condition, and attitude toward learning affect the academic performance of
the respondents.

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Table 3.3
Factors Affecting the Study Habits of Humanities and Social Science
(HUMSS) Students as to Intellectual
Weighted Verbal
Indicators
Mean Interpretation
1. I have a good reading 3.84 Agree
comprehension.
2. I easily understand the lesson 3.44 Neutral
with the help of supplementary
materials.
3. I am capable of solving complex 2.88 Neutral
mathematical problem.
4. I can easily create a summary 3.35 Neutral
out from our discussion.
5. I can connect ideas from other 3.66 Agree
ideas and have I deep
understanding about a certain
topic.
OVERALL MEAN 3.43 Neutral

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The presented table shows how being capable of solving complex
mathematical problems can make an impact to the students’ learning
habits. It demonstrates that respondents are more capable of solving hard
mathematical problems than those on the opposing side.
That insinuates the importance of knowing how to solve complex
mathematical problems in students' academic performance. Some student
never finds it a beneficial one, but others think of it otherwise. The total
weighted mean of students who agree on being capable of solving
complex mathematical problems is 3.86. Furthermore, it is more
advantageous for a student to know how to solve hard mathematical
problems since they are rather hard compared to other subjects.
According to Magulod Jr. (2018), in his study, “Study Habits and
Attitudes of Freshmen Students: Implications for Academic Intervention
Programs,” he found that high achievers have better study habits and
attitudes than low achievers. Low achievers in this study indicated that
they preferred to study alone rather than with others. Students who work in

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a group are more likely to remember information and concepts taught to
them.

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Table 4.1
Sciences Students as to Personal Factors and their Demographic
Profile
Source of Variation SS df MS F P-value F crit

Between Groups 3.226256 4 0.806564 3.614448 0.022546 2.866081
AGE Within Groups 4.463 20 0.22315
Total 7.689256 24
Between Groups 0.24336 1 0.24336 2.299103 0.16792 5.317655
SEX Within Groups 0.8468 8 0.10585
Total 1.09016 9
Between Groups 0.04356 1 0.04356 0.378355 0.555574 5.317655
GRADE LEVEL Within Groups 0.92104 8 0.11513
Total 0.9646 9
Between Groups 4.573 5 0.9146 4.717473 0.003843 2.620654
ECONOMIC STATUS Within Groups 4.653 24 0.193875
Total 9.226 29

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The table above, shows that the computed P-value of age as to
personal factors is 0.022546 and is less than the alpha value. This means
that there is a significant difference of the respondents’ age as to personal
factors in the study habits of the students. Thus, the null hypothesis is
rejected since the alpha value is greater than the P-value.
The table above also presented the computed P-value of sex as to
personal factor of 0.16792 is greater than the alpha value. The
corresponding result reveals that there is no significant difference of sex
as to personal factors. It portrays that the null hypothesis is accepted since
alpha value is less than the P-value.
The table above presented the computed P-value of grade level as
to personal factors of 0.555574 is greater than the alpha value. The
corresponding result reveals that there is no significant difference of grade
level as to personal factors. It portrays that the null hypothesis is accepted
since alpha value is less than the P-value.

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The table above presented the computed P-value of economic
status as to personal factors of 0.003843 is less than the alpha value. The
corresponding result reveals that there is a significant difference of
economic status as to personal factors. It portrays that the null hypothesis
is rejected since alpha value is greater than the P-value.
Based on the result, it can be inferred that the respondent’s age
and economic status affects the study habits of the respondents as to
personal factors. However, sex and grade level does not affect the study
habits of respondents as to personal factors. This generally implies that
the study habits of some students, particularly older students and lower
income economic classes are being affected by personal factors. Thus it
conforms to the study of Ossai (2015) that age indeed affect the study
habits of the students. Additionally, it conforms to the study of Ahmad &
Razia (2015) that economic status is a factor in the study habits of
students as to personal factors.

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Moreover, since sex and grade level does not affect the study
habits of the respondents as to personal factors that affects the study
habits, it conforms to the study of Walag (2019) that grade level does not
matter in the study habits of students. However, sex does not conform to
the studies of Ahmad & Razia (2015) and Khan (2016) that sex is a
significant factor in study habits.

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Table 4.2
Sciences Students as to Environmental Factors and their
Demographic Profile
Between Groups 0.573224 4 0.143306 0.526849 0.71727 2.866081
Total 6.013344 24
Between Groups 0.07569 1 0.07569 3.517193 0.097591 5.317655
Total 0.24785 9
Between Groups 0.04356 1 0.04356 2.0494 0.190151 5.317655
Total 0.2136 9
Between Groups 0.744257 5 0.148851 0.5418 0.742746 2.620654
Total 7.337897 29

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The table above presented the computed P-value of age as to
environmental factors of 0.71727 is greater than the alpha value. The
corresponding result reveals that there is no significant difference of age
as to environmental factors. It portrays that the null hypothesis is accepted
The table above presented that the computed P-value of sex as to
environmental factors of 0.097591 is greater than the alpha value. The
corresponding result reveals that there is no significant difference of sex
as to environmental factors. It portrays that the null hypothesis is accepted
to environmental factors of 0.190151 is greater than the alpha value. The
level as to environmental factors. It portrays that the null hypothesis is
accepted since alpha value is less than the P-value.

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status as to environmental factors of 0.742746 is greater than the alpha
value. The corresponding result reveals that there is no significant
difference of economic status as to environmental factors. It portrays that
the null hypothesis is accepted since alpha value is less than the P-value.
Based on the result, it could be inferred that environmental factors
does not affect the study habits of Humanities and Social Sciences
(HUMSS) students in Tandag National Science High School despite the
age, sex, grade level and economic status. This generally implies that no
matter the environment the Humanities and Social Sciences (HUMSS)
students are in, the way they object, focus, learn and manage the time
they are given to comply their tasks remained the same.
Environmental factors discovered in the respondent's study area
include noise, temperature, light, and air quality. He also discovered that,
in addition to the environmental factors mentioned, other factors such as
family, peers, teachers, online games, social media, time, internet

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connection, health condition, and attitude toward learning affect the
academic performance of the respondents.
According to Magulod Jr. (2018), high achievers have better study
habits and attitudes than low achievers. Low achievers in this study
indicated that they prefer to study alone rather than with others. Students
who work in a group are more likely to remember information and
concepts taught to them.

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Table 4.3
Sciences Students as to Intellectual Factors and their Demographic
Profile
Between Groups 1.389256 4 0.347314 1.678981 0.194258 2.866081
Total 5.526456 24
Between Groups 0.00529 1 0.00529 0.037431 0.851411 5.317655
Total 1.13589 9
Between Groups 0.12321 1 0.12321 0.801444 0.396798 5.317655
Total 1.35309 9
Between Groups 1.384427 5 0.276885 1.089828 0.39134 2.620654
Total 7.481947 29

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The table above presented the computed P-value of age as to
intellectual factor of 0.194258 is greater than the alpha value. The
corresponding result reveals that there is no significant difference of age
as to intellectual factors. It portrays that the null hypothesis is accepted
The table above presented the computed P-value of sex of
0.851411 is greater than the alpha value. The corresponding result reveals
that there is no significant difference of sex as to intellectual factors. It
portrays that the null hypothesis is accepted since alpha value is less than
the P-value.
to intellectual factors of 0.396798 is greater than the alpha value. The
level as to intellectual factors. It portrays that the null hypothesis is
accepted since alpha value is less than the P-value.

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status as to intellectual factors of 0.39134 is greater than the alpha value.
The corresponding result reveals that there is no significant difference of
economic status as to intellectual factors. It portrays that the null
hypothesis is accepted since alpha value is less than the P-value.
Based on the result, it could be inferred that there is no significance
difference between the demographic profile of the respondents to the
study habits of Humanities and Social Sciences (HUMSS) students in
Tandag National Science High School as to intellectual factors. This
indicates that age, sex, grade level and economic status do not affect the
intellectual thinking and learning of the students. It does not influence the
students having a low and high intelligence in mastering the critical points
of the discussions, and does not hinder in their performances in their
academics.
There is no significant correlation between metacognition and study
habits and attitudes for low and medium student achievers, and this study

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suggests that students with high achievements are more likely to have
superior habits and attitudes (Ozsoy et al, 2017).

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Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the study's findings, as well as their summary,
conclusions, and recommendations, are presented. The results of the
interpreted data, as well as the conclusions and recommendations, were
summarized.
Findings
The following findings and conclusions have been drawn after a
thorough interpretation and analysis of the data from the respondents'
responses:
1. The researchers found that females outnumbered males in this
study, with 63.55% of 107 respondents. In terms of grade level, the
majority of respondents are in grade 11, accounting for 59.94% of
all respondents. In terms of age, the majority of students who
responded were between the ages of 17 and 18, with 42.99% and
34.58%, respectively. Finally, the majority of respondents, with

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40.187% and 34.579%, respectively, are classified as low-income
and poor.
2. The overall weighted mean for personal and environmental factors
affecting Humanities and Social Sciences (HUMSS) study habits
was 3.57 and 3.62, respectively, indicating that the majority of
respondents agreed that they had an impact on the students' study
habits or educational productivity. The intellectual factor, on the
other hand, received an overall mean of 3.43, indicating that
respondents do not agree or disagree with its impact on a student's
study habits or educational productivity but rather lack firm
opinions, expression, or strong feelings on the said topic.
3. In relation to personal factors, the respondents' age and economic
status differ significantly. However, in terms of the said factor, sex
and grade level have no effect on the respondents' study habits.
Moreover, there is no significant difference in the extent of the
respondents' demographic profiles when it comes to the

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environmental factor, and the same can be said for the intellectual
factor.
4. When analyzing the impact of personal factors on students' study
habits, the P-values of 0.022546 and 0.003843 are less than the
alpha value, indicating that age and economic status have a
significant effect. Because the P-values of 0.16792 and 0.555574
are both greater than the alpha value, sex and grade level are said
to have no significant differences in personal factors. When looking
at the impact of personal factors on students' study habits, it was
discovered that respondents' demographic profiles had no
significant effect, and the same can be said for the intellectual
factor.
5. As to personal and environmental factors affecting the study habits
of humanities and social sciences (HUMSS), the average weighted
mean was 3.57 and 3.62, respectively. which means that the
majority agreed that the said factors had a significant effect on the
students’ study habits. Nonetheless, the intellectual factor was

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more neutral, with an average mean of 3.43, indicating that some
students never find it beneficial to know how to solve complex
mathematical problems in their academic performance, while
others do.
Conclusion
Based on the findings, it has been crafted the following conclusions
1. Demographic profiles are one of the considered factors that

influence the action that has been done on how respondents show
their habit of studying by understanding and analyzing a certain
lesson.
2. Both personal and environmental factors affecting the study habit
among Humanities and Social Sciences (HUMSS) students reveal
an agree result from the survey that yielded a weighted mean of
3.57 in personal and 3.62 in environmental. Thus, it insinuates that
a big impact in helping by improving their academic performance is
through studying with vital details written down would benefit them
by keeping the information fresh in their minds and that studying in
a well-lit area would greatly improve their academic performance
which is a great opportunity to let them practice productivity in
terms of studies. On the other hand, since the intellectual factors

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affecting the study habit resulted in a description of neutral, hence,

it can be implied that there are advantages and disadvantages to
knowing how to solve complex mathematical problems in students'
academic performance since some of the students find it beneficial
and others are otherwise.
3. Since there is a significant difference of demographic between the
demographic profile of the respondents and the factors affecting
the studying habit of every student. It can be concluded that their
profiles can affect and influence their respective habits in studying.
Therefore, students’ ease of showing their habits differs based on
their literal preferences.
4. The personal and environmental factor affecting the study habit has
a significant difference when analyzed by the impact of intellectual
factors on students’ educational productivity. The findings indicate
that all factors have advantages and disadvantages that may
influence the students’ learning.
5. Study habit is crucial for every student in terms of learning lessons
and is conducted for a long time which enabled most of the
respondents to be inclined, and proficient in this field. The way how
students’ factors affect their studying habits may vary but
regardless of that, the goal will be attained at some point.

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Recommendations:
Based from the foregoing conclusions above, the following
recommendations are hereby proposed:
1. Students, regardless of their sex, grade level, age, or economic
status, may be urged to try to connect to their classmates, try to
pay attention, learn how to manage their time, and take good notes
to improve their study habits and at the same time improve their
academic status and be more educationally productive. They may
be able to learn more about their learning comfortability as a result
of this.
2. Learners, whether they like it or not, may immerse themselves in
remembering critical points of the discussions to improve their
ability to learn, perform well on exams, and participate in class
discussion in order to improve their academic success through
having their own study habits.

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3. Teachers should go beyond the academic arena and help students
better understand how their study habits may affect their academic
success. Therefore, it appears that advising students might be
expanded to include mentoring them. Personal mentoring of
students serves as a conduit to a positive attitude toward academic
work, study habits, and orientation to others.
4. The school should arrange community forums to enlighten parents
about the important relationship that exists between students' study
habits and their academic success. Such forums would raise
parental awareness, which would drive them to assist their
students in establishing strong study habits and to value learning.
5. Study habits may be promoted to students as it gives them lots of
benefits. Through this, it would be an opportunity for students to
showcase their skills when it comes to studying in just a simple
way.

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Curriculum Vitae
Personal Background
Name : Ed Simon R. Balucanag
Sex : Male
Date Of Birth : January 16, 2003
Place Of Birth : Tandag City, SDS
Age : 19
Address : Purok Tulay 1, San Agustin Sur, Tandag City
Civil Status : Single
Nationality : Filipino
Religion : Non-Denomination
Name Of Father : Noel B. Balucanag
Name Of Mother : Editha R. Balucanag
Educational Background
Senior High School : Tandag National Science High School
: Tabon-Tabon, Quezon, Tandag City
Junior High School : Jacinto P. Elpa National High School
: Capitol Hills, Telaje, Tandag City
: 2016-2020

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Elementary : Tandag Pilot Elementary School

: Bag-Ong Lungsod, Tandag City
: 2010-1016
Curriculum Vitae
Personal Background
Name : Galaxy S. Dahunog
Sex : Male
Age : 19
Address : Purok Kalipayan, San Agustin Sur, Tandag City
Religion : Roman Catholic
Name Of Father : Rufo T. Dahunog
Name Of Mother : Rosalia S. Dahunog
: Tabon-Tabon, Brgy. Quezon, Tandag City
: 2016-2020

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Elementary : Sds Sped Center

: 2010-2016
Curriculum Vitae
Personal Background
Name : Dharwin T. Miole
Sex : Male
Age : 19
Address : Purok Pluto, Telaje Tandag City
Religion : Foursquare
Name Of Father : Wilfredo A. Tesado
Name Of Mother : Rosalie T. Miole
: 2016-2020

Telephone No. (086) 214-5827
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Elementary : Albatera Elementary School

: Malalag, Davao City
: 2010-2016
Curriculum Vitae
Personal Background
Name : Rehum Jerah C. Ponlaon
Sex : Male
Date Of Birth : September 27, 2003
Age : 18
Address : Purok Riverside, Telaje, Tandag City
Religion : Baptist
Name Of Father : Ricky T. Ponlaon
Name Of Mother : Emelia C. Ponlaon
: Tabon-Tabon, Quezon Tandag City
: Capitol Hills, Telaje Tandag City
: 2016-2020

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Elementary : Telaje Elementary School

: Telaje Tandag City
: 2010-2016
Curriculum Vitae
Personal Background
Name : Jhun Lloyd L. Suarez
Sex : Male
Date Of Birth : August 9,2004
Place Of Birth : Tago, SDS
Age : 17
Address : Saint Peregrine, Bungtod, Tandag City
Religion : INC
Name Of Father : Alcher L. Suarez
Name Of Mother : Leah L. Suarez
Junior High School : Surigao City National High School
: Navalca, Sanjuan, Surigao City
: 2016-2020

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Elementary : Layog, Tago, Surigao Del Sur

: Brgy. Layog, Tago,Sds
: 2010-2016
Curriculum Vitae
Personal Background
Name : Kent Jomarie M. Suba
Sex : Male
Date Of Birth : May 17, 2003
Age : 19
Address : Purok Boniao Village, Telaje, Tandag City, SDS
Name Of Father : Joel Y. Suba
Name Of Mother : Marichu M. Suba
: 2016-2020

Telephone No. (086) 214-5827
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CITY OF TANDAG

: Brgy. Bag-ong Lungsod, Tandag City
: 2010-2016
Curriculum Vitae
Personal Background
Name : Veberly Joy T. Abagon
Sex : Female
Date of Birth : May 17, 2002
Place of Birth : Tandag City, SDS
Age : 20
Address : Prk Tulay 2, San Agustin Sur, Tandag City
Religion : Born Again
Name Of Father : Joelito T. Abagon
Name Of Mother : Jessica T. Abagon
Senior High School : Tandag National Science Highschool
: 2016-2020

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95
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Elementary : Engr. Nestor Ty Memorial Elementary School

: Dawis, Tandag City
: 2010-2016
Curriculum Vitae
Personal Background
Name : Ma. Janella S. Aya-ay
Sex : Female
Date Of Birth : April 27, 2004
Age : 18
Address : Capitol Road, Telaje, Tandag City
Name Of Father : Felixberto M. Aya-ay
Name Of Mother : Fely S. Aya-ay
: 2016-2020

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96
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Elementary : Telaje Elementary School

: Capitol Road, Telaje, Tandag City
: 2010-2016
Curriculum Vitae
Personal Background
Name : Mariel A. Bugsad
Sex : Female
Date Of Birth : December 02, 2003
Place Of Birth : Pantukan, Davao De Oro
Age : 18
Address : Purok Tulay 1, Dawis, Tandag City
Religion : Non-Catholic Christian
Name Of Father : Manuel M. Bugsad
Name Of Mother : Vilma A. Bugsad
: 2016-2020

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Elementary : Tandag Central Elementary School

: 2010-2016
Curriculum Vitae
Personal Background
Name : Kathy J. Escote
Sex : Female
Date Of Birth : May 4 2004
Place Of Birth : San Miguel, SDS
Age : 18
Address : Castillo, San Miguel, SDS
Religion : Catholic
Name Of Father : Flomeno Escote
Name Of Mother : Jovelyn Escote
: Tabon Tabon Quezon Tandag City
Junior High School : Mahayag National High School
: Mahayag, San Miguel, Sds
: 2016-2020

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Elementary : Adlay Community Elementary School

: Adlay Surigao Del Sur
: 2010-2016
Curriculum Vitae
Personal Background
Name : Ezabella Jessa Diana P. Eviota
Sex : Female
Age : 18
Address : Prk. Riverside, San Jose, Tandag City
Name Of Father : Eddie Eviota
Name Of Mother : Eliza Eviota
Senior High School : Tandag Nationa Science High School
: 2016-2020

Telephone No. (086) 214-5827
99
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Elementary : Quintos Elementary School

: Quintos, Mabua, Tandag City
: 2010-2016
Curriculum Vitae
Personal Background
Name : Ronavie M. Galorio
Sex : Female
Age : 19
Address : Prk. Venus, Telaje, Tandag City, Surigao Del Sur
Name Of Father : Ronie P. Galorio
Name Of Mother : Greenorie M. Galorio
: 2016-2020

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100
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Elementary : Falcon Memorial Elementary School

: Purisima Street, Tago, Surigao del Sur
: 2010-2016
Curriculum Vitae
Personal Background
Name : Jerlyn A. Gardigo
Sex : Female
Date Of Birth : October 22, 2003
Age : 18
Address : Prk. Santol, Bioto, Tandag City, Surigao Del Sur
Religion : INC
Name Of Father : George S. Gardigo
Name Of Mother : Romalyn A. Gardigo
: Tabon-Tabon Quezon Tandag City
: Capitol Hills, Telaje Tandag City
: 2016-2020

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101
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Elementary : Bioto Elem School

: Bioto, Tandag City
: 2010-2016
Curriculum Vitae
Personal Background
Name : Yume Marie L. Nuñez
Sex : Female
Place Of Birth : Cebu City
Age : 18
Address : San Agustin Sur, Tandag City
Name Of Father : William R. Nuñez Jr.
Name Of Mother : Maria Soledad L. Nuñez
: Tabon- Tabon, Quezon, Tandag City
Junior High School : Jacinto P. Elpa National Highschool
: 2016- 2020

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102
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Elementary : Sds Sped Center

: 2010- 2016
Curriculum Vitae
Personal Background
Name : Queen Abba A. Caadan
Sex : Female
Date Of Birth : August 1, 2003
Age : 18
Address : Purok Perez, Mabua, Tandag City
Religion : Protestant
Name Of Father : Sebastian M. Caadan Jr.
Name Of Mother : Rosemarie A. Caadan
: 2016-2020

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103
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Elementary : Aras-Asan Elementary School

: Aras-Asan, Cagwait, Surigao Del Sur
: 2010-2016
Curriculum Vitae
Personal Background
Name : Christine Jean C. Cuenco
Sex : Female
Place Of Birth : Tagum, Davao Del Norte
Age : 18
Address : Buhangin, Davao City
Religion : INC
Name Of Father : Darrel R. Cuenco
Name Of Mother : Genebe C. Cuenco
: 2017-2020

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104
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Elementary : Peñaplata Central Elementary School

: Peñaplata, Island Garden City of Samal
: 2010-2016
Curriculum Vitae
Personal Background
Name : Heart T. Darvin
Sex : Female
Place Of Birth : Tandag City, Surigao del Sur
Age : 19
Address : Prk. Upper Pulang Lupa, Telaje, Tandag City
Name Of Father : Henry A. Darvin
Name Of Mother : Corazon T. Darvin
: 2016-2020

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105
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Elementary : Surigao del Sur SPED Center

: Donasco St., Bag-Ong Lungsod, Tandag City
: 2010-2016
Curriculum Vitae
Personal Background
Name : Athena Rose N. Ebol
Sex : Female
Age : 18
Address : Purok Cabiles, Telaje, Tandag City
Name Of Father : Rufo B. Ebol
Name Of Mother : Rosemarie N. Ebol
: Capitols Hills, Telaje, Tandag City
: 2016-2020

Telephone No. (086) 214-5827
106
CITY OF TANDAG

: 2010-2016
Curriculum Vitae
Personal Background
Name : Lovely M. Roluna
Sex : Female
Place Of Birth : Pulang Lupa, Las Piñas City
Age : 19
Address : Purok Kalipayan San Agustin Sur, Tandag City
Religion : Born Again
Name Of Father : Jonathan M. Roluna
Name Of Mother : Leah M. Roluna
: Tabon-tabon, Quezon, Tandag City
Junior High School : Saint Theresa College of Tandag INC
: Corner Magsaysay and, Quezon Street, Tandag
: 2016-2020

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107
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Elementary : Aniban Central School

: FX66+XVC 26, Dao, Bacoor, 4102
: 2010-2016
Curriculum Vitae
Personal Background
Name : Tsarina G. Sabate
Sex : Female
Date Of Birth : August 15, 2004
Place Of Birth : Pasig City
Age :17
Address : Prk. Kanipaan, San Agustin Sur, Tandag City
Name Of Father : Corsini E. Sabate
Name Of Mother : Mariel G. Sabate
: 2016-2020

Telephone No. (086) 214-5827
108
CITY OF TANDAG

: 2010-2016
Curriculum Vitae
Personal Background
Name : Sarah May V. Sancho
Sex : Female
Date Of Birth : May 13, 2004
Place Of Birth : Bislig City
Age : 18
Address : Prk. Kanipaan, San Agustin Sur, Tandag City
Name Of Father : Floriano T. Sancho Jr.
Name Of Mother : Ritchel V. Sancho
Junior High School : Jacinto P Elpa National High School
: 2016-2020

Telephone No. (086) 214-5827
109
CITY OF TANDAG
Elementary : Tambis Elementary School

: Tambis, Barobo, Surigao Del Sur
: 2010-2016
Curriculum Vitae
Personal Background
Name : Ma. Ingrid Kathleen G. Sanico
Sex : Female
Place Of Birth : Cebu City, Cebu
Age : 18
Address : Purok 3, Magroyong, San Miguel, Surigao Del Sur
Name Of Father : Gil Alvin T. Sanico
Name Of Mother : Nora Lee S. Gamel
: Tabon-Tabbon, Quezon, Tandag City
Junior High School : San Miguel National Comprehensive High School
: Purok 6, Magroyong, San Miguel, Surigao Del Sur
: 2016-2020

Telephone No. (086) 214-5827
110
CITY OF TANDAG
Elementary : Magroyong Elementary School

: Magroyong, San Miguel, Surigao Del Sur
: 2010-2016
Curriculum Vitae
Personal Background
Name : Keysha Marie A. Sumaylo
Sex : Female
Date Of Birth : September 26, 2003
Place Of Birth : Dapa, Surigao Del Norte
Age : 18
Address : Dapa, Surigao Del Norte
Name Of Father : Rolbert D. Sumaylo
Name Of Mother : Marietta A. Sumaylo
Junior High School : Siargao National Science High School
: Brgy. 6, Dapa, Surigao Del Norte
: 2016-2020

Telephone No. (086) 214-5827
111
CITY OF TANDAG
Elementary : Don Enrique Navarro Memorial School

: Brgy. 1, Dapa, Surigao Del Norte
: 2010-2016
Attach the following:

Letter of Approval (School Principal)
Letter of Approval (Validators)
Validation Sheet
Survey Questionnaire
Pictorials
Curriculum Vitae

Telephone No. (086) 214-5827
112

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Republic of the Philippines

FACTORS AFFECTING THE STUDY HABITS OF HUMANITIES AND

A Quantitative Research Paper

Athena Rose N. Ebol, Queen Abba A. Caadan

Tandag National Science High School

Tandag National Science High School

This research paper entitled “Factors Affecting the Study Habits

APPROVED in partial fulfilment of the requirements for the subject of

ACCEPTED in partial fulfilment of the requirements for the subject of

Tandag National Science High School

Through the making of this research study, the researchers would

always there for them during the journey.

The researchers express their sincere appreciation to the following

individuals for their assistance in making this stringent piece of work

Salazar, Ms. Anna-May C. Aboloc, and Madame Mary May B. Gubaton

assistance in providing data for academic undertakings.

Tandag National Science High School

Marietta Sumaylo for their unending love, inspiration, and reassurance,

as well as financial assistance and, most importantly, prayers;

Tandag National Science High School

Special thanks to Oral Panel Examiners: Ms. Anna-May Aboloc,

whose knowledge, enthusiasm and energy were critical to this effort.

They would also like to express their heartfelt gratitude to their

Tandag National Science High School

The researchers want to thank everyone who helped and

participated in this study. This is in honor of their family's unwavering

financial and emotional support. To the Tandag National Science High

Tandag National Science High School

Tandag National Science High School

Title: FACTORS AFFECTING THE STUDY HABITS OF

Authors: Ebol, Athena Rose N.

Tandag National Science High School

Keywords: Study Habit, Personal Factors, Environmental Factors,

This study was conducted to know the effect of personal,

environmental, and intellectual factors on the study habit of students of

Humanities and Social Sciences (HUMSS) educational productivity from

Tandag National Science High School.

Findings revealed that there is a significant difference between the

demographic profile in terms of personal factors and the respondents' age

and economic status. In addition, when it comes to the environmental

Tandag National Science High School

component, there is no substantial variation in the extent of the

intellectual aspect through educational productivity.

Hence, demographics can be an influencing factor that the way how

students habituate their conduct in learning such lessons. This suggests

intellectual factors affecting the study habit of Humanities of Social

Sciences (HUMSS) students in a definition of neutrality, hence, this can be

inferred that there are advantages and disadvantages to learning the

important parts of the discussion towards their academic success.

In order to enhance and improve their habit of studying, learners

may immerse themselves in learning lessons with their educational

productivity by applying proper factors. Educators may consider how

students' preferences vary. Being fond of productivity in compliance with

activities which is a good factor to study habit is highly encourage, as it

provides plenty of advantages.

Tandag National Science High School

Table of Contents viii

List of Tables xii

Chapter 1 THE PROBLEM AND ITS SETTING