FACTORS AFFECTING THE STUDY HABITS OF GRADE 7 STUDENTS IN MATHEMATICS.
for Chapter 1
Sir Ryan DayaoSubmitted by
Maria Cecilia Martin
Deo Stephanie Angeles
Juliet AlagaoChristine Cyrille Marana
Maricel CaparasGliceria ClanzaJuly 28, 2018
Factors Affecting The Study Habits Of The Grade 7 Students In Mathematics.
In the conduct of the study, the researcher was also guided by the following related literature which are relevant to the study.
Mathematics is a part and parcel of everybody’s living. This holds especially true to these days where sophistication in all aspects has taken its spot, placing mathematics as a chief concern in the educative process. This is further intensified by the use of electronic gadgets where usages are mostly tied to numbers; thus demanding one’s skills in the manipulation of numbers.
Every personage must be effective, efficient, intelligent, creative and productive member of the society to come across the indispensable needs for existence brought about by many changes in scientific technology and mathematical experiences. Students’ degree learning in academics may be concluded by the grades a student merits for a period of learning. It is presumed that a grade is a prime gauge of such learning. If a learner earns high grades, it is may be that he has learned a lot; low grades point toward lesser learning. However, many experiences and studies found out that there are also quite a lot of factors that would account for the grades. No single factor can be absolutely pointed out as predicting outcome of grades. It has been a link of many factors such as gender, Intelligence Quotient (IQ), study habits, age, year level, parent’s educational attainment, social status, number of siblings, birth order, etc. In fact, almost all of existing environmental and personal factors are variables of academic performance. Nonis and Hudson (2010) specified that, it is not only the general ability that students bring to a class that contributes to their academic achievement. Several studies (as cited by Hudson, 2010) have investigated and found that demographic variables, such as gender, age, and race (Beaumont-Walters & Soyibo, 2001; Haist, John, Elam, Blue, & Fosson, 2000; Wong, 2000); psychological variables, such as academic self-efficacy (Bouffard-Bouchard, Parent, & Larivee, 1991); motivation (Barling & Charbonneau, 1992); optimism (Schulman, 1999); and behavioral variables, such as time management skills (Paden & Stell, 1997), relate to student performance. What’s missing from these surveys are the study habits or strategies that students use to learn, such as paying attention in class, being on time, taking good notes, completing homework in a timely manner, and reading the study materials before a lecture, that are apt to impact their performance.
Hadley (1992) added that, all students are adept of learning mathematics but the leading barriers are their mistaken beliefs, prejudices, low expectation and fallacies as regards to mathematics. In order to enhance their mathematical skills, students must exhibit suitable study habits that will commendably result in a great performance in mathematics.
Study habits are well-worth the time spent in integrating into one’s life since these habits save so much time and effort in the long run. They allow for more success and confidence and this way is invaluable (Holt, 2007).
Study habit is the tendency of student to learn in a systematic and efficient way, when opportunity is given. It is also defined as the devotion of time and attention to acquire information or knowledge especially from books. In short, it’s the quest of academic knowledge by a thorough investigation of a subject or situation (Oxford Dictionary ;Thesaurus of English Language, 2003). Good students are not born but are made by incessant and purposeful drill of good study habits, for which there is no alternative (Ames ; Archer, 1988). Thus, it is vital to perk up study habits of students to advance their academic performance. Enhancement of good study habits in children hinges on the shared exertions of parents and teachers (Kizlik, 2001). Customarily, Tuckman (2008) also researched on an educational psychology-based “study skills” program initially developed to teach learning and motivation schemes to college students and was revised for use by high school students. It engaged teaching students for achievement approach. The strategies and habits were brought into play to teach students to prevail over procrastination, foster self-confidence and responsibility, handle their lives, learn from lecture and text, and make ready for examinations. The training was granted as a course taught utilizing a blended technology-based instructional model called Active Discovery and Participation through Technology (ADAPT). Students who took the training course obtained substantially higher grade point averages in divergence to a matched group, during the term they took the course.
Study habits are termed as the methods of study of students. Study habits are student’s ways of studying whether systematic, efficient or inefficient (Ayodele & Adebiyi, 2013) implying that efficient study habits produces positive academic performance while inefficient study habits leads to academic failure. Study habits are well planned and deliberate pattern of study which has attained a form of consistency on the part of the students towards understanding academic subjects and passing the examination (Bashir & Mattoo, 2012). Good study habits and environment should prevail among the schools, and school students are continuously faced with the problem of mass failure, poor school grades and incessant repetitions, and thus subsequent withdrawals from school. This poor performance may be due to poor study habits and the lower Socio-economic conditions in which they live. Weak study habits of the student effects the academic performance drastically. Improvement of study habits of the students is necessary so that they perform well in their studies. Bajwa and Jindail (2005) concluded that there is significant difference between high Socio-economic Status and low Socio-economic Status on the variable of under achievement. Bhan and Gupta (2010) examined study habits and academic achievement among the students belonging to Schedule Caste and non-Schedule Caste group. The result revealed that sex has no significant impact on the academic achievement of students. An individual may have good Socio-economic Status, but when he/she does not have proper guidance for study habits, and then the proper education remains unexposed. Raychauduri et al. (2010), examined that various studies have been concluded to recognize those variables which are influencing academic performance of the students. The academic performance of the students also rely on a various socioeconomic variables like students’ participation in the class, family pay, and teacher-student ratio, presence of qualified teachers in school and gender of the student. Mendezabal (2013), study showed that the participants do not have favorable study habits and attitudes. Among the noted unfavorable study habits were inefficient time management, lack of planning and concentration in their studies, poor skills in reading, ineffective test taking techniques, and failure to inform their teachers of their difficulties with school work and ask for their help. Classroom management thus requires specific skills such as planning organizing, as well as an aptitude for team work. It requires a great deal of commitment, initiatives, teachers’ willingness to adjust, creative thinking and actions (Abel, 2011). According to Umoren (2010), the concept of classroom management is broader than the notion of student control and discipline, it includes all the things teachers must do in the classroom to foster students’ academic involvement and cooperation in classroom activities to create conducive learning environment.
Marquez (2009) also pointed out that a student who is successful in his desired career has good study habits. In line with this, she stated that students should apply these habits to all of their classes. She also suggested that the students should not try to study all the subjects in a single period. In computer science related courses, evidence confirms the importance of parental need analysis, along with understanding what parents already do with their children and how they are most likely to respond positively to attempts to engage them further in their children’s learning. (Goodall et al 2010).
Parents’ involvement has been defined and measured in multiple ways, including activities that parents engage in at home and at school and positive attitudes parents have towards education. Several studies found that increased frequency of activities were associated with higher levels of child misbehavior in the classroom (Schlee, Mullis and Schriner, 2008, Carter and Winsler, 2008; Mehrafza 2004.)
Granting that not every learning strategy or study habit gives off beneficial results in terms of academic achievement, it would be foreseeable that students who hold good study habits in general are better performers than those students with poor study habits (Nonis and Hudson, 2010). Although not every learning strategy or study habit produces useful results in terms of academic achievement, it would be expected that students who possess good study habits in general are better performers than those students with poor study habits (Nonis ; Hudson, 2010). Teachers and parents are concerned with how they can make changes in order to motivate and boost the learners to learn a particular subject. Furthermore, students can also strengthen the education they want to attain by building a sense of responsibility in learning the subject and through possessing such things as good and effective study habits that can help them acquire high and successful performance.
The K-12 implementation in the Philippine Basic Education Curriculum is the key to our nation’s development. Though the government will encounter varied problems of it, sooner or later, there really is a need to instigate for the enhancement of the quality of our education because it is very pressing and crucial (Burgonio, 2013).
Students’ low performance in major subjects especially in mathematics prompted the researcher to trail an academic attempt of enhancing study habits and performance in mathematics of Grade 7 students. As perceived by the researcher and other teachers, students in the National High Schools in San Manuel have poor study habits specifically in mathematics subject.
Students’ mathematics study habits in general are acceptable and satisfactory. The parents of the student-respondents belong to the low to middle bracket of Philippine society while he teachers of the student-respondents are instructionally capable. Furthermore, students have relatively proficient academic performance in mathematics and they perceived study habits as a great factor in attaining excellent academic performance; however, teachers perceived that most of the students nowadays have poor study habits; while parents opposed teachers’ perception affirming that their children have good study habits. It is also concluded that the role of parents in the improvement of students’ study habits in mathematics is an integral component. The students’ performance in mathematics is modestly explained by their study habits in mathematics and the parents’ contribution. The findings suggest that study habits in mathematics should be seen in multidimensional perspectives and that an enhancement program should include the stakeholders of education which include among others the teachers, students, parents, and the community (Descargar & Cardona 2016).
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