Study Habits of Secondary Students fom A Philippine City Schools Division During Distance Learning
Main Article Content
Abstract
Study habits is presumed to be a promising indicator as regards the scholastic standing and academic success of students. However, with the unforeseen paradigm shifts in the Philippine education system due to COVID-19, millions of Filipino learners are confronted with various school-related concerns. Their established study habits are undoubtedly disrupted, if not yet depleted. This led the researchers to instigate this research and gather the data pertinent to the attainment of its general objective. In total, there were 4,056 secondary students from nine junior and senior high schools who voluntarily participated in the conduct of this study. With the intention of this quantitative research to gauge the degree of study habits of the respondents, and its potential significance of differences when grouped according to an identified set of independent variables, a set of statistical tools were espoused. For the results, the respondents accumulated an overall mean of 4.14 or often, which implies positive academic practice given its frequent recurrence. Hereafter, t-test and ANOVA statistics also declared that their study habits are significantly different when the mean scores are juxtaposed according to sex (p-value = 2.536E-12 < 0.05), socio-economic status (p-value = 0.03 < 0.05), education level (p-value = 0.02 < 0.05), and preferred modality of learning delivery (p-value = 0.02 < 0.05). This infers that the disparities in the study habits of secondary students are exceedingly distinguishable when clustered as per their demographic information and chosen instructional channel—inclined to the rejection of the null hypotheses.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Albert, J. R. G., Abrigo, M. R. M., Quimba, F. M. A., & Vizmanos, J. F. V. (2020). Poverty, the middle class, and income distribution amid COVID-19 [Electronic Version]. Philippine Institute for Development Studies Publications.
Alemnge, F. (2019). Impact of school requirements on pupils’ academic performance. Journal of Education and Development, 3(1), 76–87. https://doi.org/10.20849/jed.v3i1.577
Amuda, B. G., & Ali, D. G. (2018). Relationship among study habits, gender, marital status, age, parents’ level of education and academic performance of NCE students in Kashim Ibrahim College of Education Maiduguri, Borno State, Nigeria. International Journal of Education, Learning and Development, 6(4), 78–89.
Angkarini, T. (2021). Study habits of undergraduate students during pandemic of COVID-19. Journal of Learning and Instructional Studies, 1(1), 37–51. https://doi.org/10.46637/jlis.v1i1.5
Aquino, L. B. (2011). Study habits and attitudes of freshmen students: Implications for academic intervention programs. Journal of Language Teaching & Research, 2(5), 1116–1121. https://doi.org/10.4304/jltr.2.5.1116-1121
Aristeidou, M. & Cross, S. (2021). Disrupted distance learning: The impact of COVID-19 on study habits of distance learning university students. Open Learning: The Journal of Open, Distance and e-Learning, 36(3), 263–282. https://doi.org/10.1080/02680513.2021.1973400
Bando, R., Gallego, F., Gertler, P., & Fonseca, D. R. (2017). Books or laptops? The effect of shifting from printed to digital delivery of educational content on learning. Economics of Education Review, 61, 162–173. https://doi.org/10.1016/j.econedurev.2017.07.005
Benkhider, N. & Kherbachi, S. (2020). The influence of remote learning on students’ learning habits during covid-19. Les Cahiers du Cread, 36(3), 425–448. https://doi.org/10.34256/iorip20314
Camacho-Zuñiga, C., Pego, L., Escamilla, J., & Hosseini, S. (2021). The impact of the COVID-19 pandemic on students’ feelings at high school, undergraduate, and postgraduate levels. Heliyon, 7(3), 1–11. https://doi.org/10.1016/j.heliyon.2021.e06465
Capuno, R., Necesario, R., Etcuban, J. O., Espina, R., Padillo, G., & Manguilimotan, R. (2019). Attitudes, study habits, and academic performance of junior high school students in mathematics. International Electronic Journal of Mathematics Education, 14(3), 547–561. https://doi.org/10.29333/iejme/5768 Department of Education. (2020a, June 19). DO 12, s. 2020: Adoption of the basic education continuity learning plan for school year 2020–2021 in Light of the COVID-19 public health emergency. https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_012.pdf
Department of Education. (2020b, October 20). DO 31, s. 2020: Interim guidelines for assessment and grading in light of the basic education learning continuity plan. https:// www.deped.gov.ph/wp-content/uploads/2020/10/DO_s2020_031.pdf
Dotson, R. (2016). Goal setting to increase student academic performance. Journal of School Administration Research and Development, 1(1), 45–46. https://doi.org/10.32674/jsard.v1i1.1908
Ebele, U. F., & Olofu, P. A. (2017). Study habit and its impact on secondary school students’ academic performance in biology in the Federal Capital Territory, Abuja. Educational Research and Reviews, 12(10), 583–588. https://doi.org/10.5897/ERR2016.3117
Gonzalo, Z. B. O., Lim, C. M. T., Mack, K. I. C., Mailig, P. M. M., Manalastas, A. C. T., Gloriani, L. E., & Mata, A. J. A. (2021). The effects of community quarantine to study habits among University of Santo Tomas Medical Technology interns of AY 2020-2021 during the COVID-19 pandemic. International Journal of Applied Chemical and Biological Sciences, 2(3), 16–32.
Goud, M. C. (2018). A study on the factors influencing study habits of tenth class students in their academic achievements. Aayushi International Interdisciplinary Research Journal, 5(3), 195–198. Hernando-Malipot, M. (2020, October 26). DepEd reaches 90 percent of last year’s enrollment with 25 M enrollees. Manila Bulletin. https://mb.com.ph/2020/10/26/deped-reaches-90-percent-of-last-years-enrollment-with-25-m-enrollees/
Jafari, H., Aghaei, A., & Khatony, A. (2019). Relationship between study habits and academic achievement in students of medical sciences in Kermanshah-Iran. Advances in Medical Education and Practice, 10, 637–643. https://doi.org/10.2147/AMEP.S208874
Jaleel, S., & Premachandran, P. (2016). A study on the metacognitive awareness of secondary school students. Universal Journal of Educational Research, 4(1), 165–172. https://doi.org/10.13189/ujer.2016.040121
Kaur, J., & Singh, P. (2020). Study habits and academic performance: A comparative analysis. European Journal of Molecular & Clinical Medicine, 7(7), 6161–6166.
Khan, M., J. & Rasheed, S. (2018). Teaching styles as moderator between metacognitive awareness and study habits among university students. Journal of Behavioural Sciences, 28(2), 67–84.
Khan, M., J. & Rasheed, S. (2019). Moderating role of learning strategies between meta-cognitive awareness and study habits among university students. Pakistan Journal of Psychological Research, 34(1), 215–231. https://doi.org/10.33824/PJPR.2019.34.1.12
Lin, T., & Lv, H. (2017). The effects of family income on children’s education: An empirical analysis of CHNS data. Research on Modern Higher Education, 4, 49–54.
Lucas, M. D., & Corpuz, B. B. (2014). Facilitating learning: A metacognitive process. Quezon City: Lorimar Publishing Inc.
Lucky, A., & Saidu, R. F. (2020). Strategies for improving the study habits of post primary school students in Lagos state: Implication for counselling. Journal of Guidance and Counselling Studies, 4(2), 167–177.
Magulod Jr, G. C. (2019). Learning styles, study habits and academic performance of Filipino university students in applied science courses: Implications for instruction. Journal of Technology and Science Education, 9(2), 184–198. https://doi.org/10.3926/jotse.504
Mendezabal, M. J. N. (2013). Study habits and attitudes: the road to academic success. Open Science Repository Education (open-access), e70081928. https://doi.org/10.7392/Education.70081928
Nair, R. T. , & Kulkarni, U. K. (2020). Study habits and its’ impact on academic performance in english of secondary school students in Kalaburgi region. PalArch’s Journal of Archaeology of Egypt/Egyptology, 17(12), 670–682.
Nasrullah, S., & Khan, M. S. (2015). The impact of time management on the students’ academic achievements. Journal of Literature, Languages and Linguistics, 11, 66–71.
Numan, A., & Hasan, S. (2017). Effect of study habits on test anxiety and academic achievement of undergraduate students. Journal of Research & Reflections in Education (JRRE), 11(1), 1–14.
Ossai, M. C. (2012). Age and gender differences in study habits: A framework for proactive counselling against low academic achievement. Journal of Educational and Social Research, 2(3), 67–73.
Pálsdóttir, Á. (2019). Advantages and disadvantages of printed and electronic study material: Perspectives of university students. Information Research, 24(2), paper 828.
Peker Ünal, D. (2021). Factors affecting study habits in higher education during the COVID-19 pandemic. Anatolian Journal of Education, 6(2), 109–124. https://doi.org/10.29333/aje.2021.629a
Plan International Philippines. (2020, October 15). Through her lens: The impact of COVID-19 on Filipino girls and young women. Relief Web. https://reliefweb.int/report/philippines/through-her-lens-impact-covid-19-filipino-girls-and-youngwomen
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
Radha, R., Mahalakshmi, K., Kumar, V. S., & Saravanakumar, A. R. (2020). ELearning during lockdown of COVID-19 pandemic: A global perspective. International Journal of Control and Automation, 13(4), 1088–1099.
Razia, B. (2015). Study habits of secondary school students in relation to their socio-economic status and gender. International Journal of Social Sciences and Management, 2(1), 68–73. https://doi.org/10.3126/ijssm.v2i1.11815
Rockinson-Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus traditional print textbooks: A comparison study on the influence of university students’ learning. Computers & Education, 63, 259–266. https://doi.org/10.1016/j.compedu.2012.11.022
Salcedo-Relucio, M. A. (2019). Factors affecting the study habits of grade eleven students in one national high school in Pangasinan, Philippines. Southeast Asian Journal of Science and Technology, 4(1), 89–97.
Salva, R. A. (2020). Study habits of pre-service teachers: Basis for the development of academic enhancement program. Journal of Institutional Research South East Asia, 18(1), 113–131.
Schwartz, K. D., Exner-Cortens, D., McMorris, C. A., Makarenko, E., Arnold, P., Van Bavel, M., Williams, S., & Canfield, R. (2021). COVID-19 and student wellbeing: Stress and mental health during return-to-school. Canadian Journal of School Psychology, 36(2), 166–185. https://doi.org/10.1177/08295735211001653
Trung, T., Hoang, A. D., Nguyen, T. T., Dinh, V. H., Nguyen, Y. C., & Pham, H. H. (2020). Dataset of Vietnamese student’s learning habits during COVID-19. Data in Brief, 30, 1–7. https://doi.org/10.1016/j.dib.2020.105682
United Nations Children’s Fund. (2020, October). UNICEF education COVID-19 response. https://www.unicef.org/eap/media/7146/file/Issue_Brief%3A_Issue_Brief%3A_COVID-19_and_Girls’_Education_in_East_Asia_and_Pacific.pdf
Van Lancker, W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty: A social crisis in the making. The Lancet Public Health, 5(5), e243–e244. https://doi.org/10.1016/S2468-2667(20)30084-0
Yasmin, H., Khalil, S., & Mazhar, R. (2020). COVID-19: Stress management among students and its impact on their effective learning. International Technology and Education Journal, 4(2), 65–74.