Study Habits Essay Example

and determination to pursue further education. These individuals struggled to imagine their future and understand what was expected of them as they grew. Consequently, they felt lost academically and sought guidance during this difficult period. Hurlock (2000) emphasized that academic performance is a crucial aspect of adolescent development. Achieving success in this area brings happiness and paves the way for future accomplishments, while failure results in unhappiness and obstacles.

The study focuses on the academic challenges faced by tourism students and emphasizes the importance of support from parents and school. To ensure competitiveness in the industry, it is crucial to help them adapt to academic demands. The objective is to analyze Holy Spirit College's tourism students' study habits and their influence on academic performance. Prioritizing student needs is essential for providing quality instruction, support services, and a satisfying campus life that will enhance their future success.

The researcher's goal is to provide the faculty at College of Holy Spirit with more information in order to enhance and innovate their teaching strategies and improve the emotional intelligence of freshman probationary students. The problem statement concentrates on evaluating the study habits of tourism students at College of Holy Spirit during the first semester of SY 2011-2012. Its specific objectives are to determine the profile of probationary students in terms of age, gender, and...

Let's discuss the study habits of third year college students majoring in Tourism. Our focus will be on Delay Avoidance, Work Methods, Teacher Approval, and Education Acceptance.

5 Study Habits 2. 6Study Attitudes 2. 7 Study Orientation 4. The significance of the relationship between study habits and academic performance of tourism students is being examined.

Framework

of the Study

This study draws inspiration from Icek Ajzen's (1985) Theory of Planned Behavior, which suggests that an individual's personal attitude, subjective norms, and perceived behavioral control influence their intentions and behaviors.

This theory is related to study habits since an individual is required to have planned behavior in order to achieve good academic performance in school.

Input Process Output

Research Paradigm

Based on the ideas presented, the researcher developed the study using the input-process-output model as shown in Figure 1. The input includes gathering demographic information from respondents. The process involves conducting a survey using questionnaires, interviews, documentation, data analysis, and tabulation. The output will determine the relationship between respondents' demographic profile and the findings of the study. With this information, the researcher can design an effective program to enhance the study habits of tourism students at the College of Holy Spirit allowing them to reach their full academic potential.

Assumption of the Study

The study assumes that study habits have an impact on the academic performance of tourism students and that these study habits can be improved through a well-designed program.

Hypotheses

The null hypothesis to be tested in this study, with a significance level of 0.05, is: "There is no significant relationship between the profile of respondents and their study habits."

Significance of the Study

The research findings will benefit schools by providing insight into the importance of enrichment programs aimed at improving students' study habits and attitudes towards academic success. Schools can use this information to better address student issues and pressures by offering appropriate training and targeted guidance interventions.
Additionally, tourism students will also benefit from this study as it emphasizes the significance of developing effective study habits for achieving

academic success.

Tourism students will benefit from this study as it will encourage them to improve their study habits and become more receptive and caring towards themselves, particularly in relation to their academic deficit.

Professors and teachers will also benefit from this study by realizing that they can serve as mentors, guides, and role models for inspiring students to develop effective study habits, leading to enhanced academic performance.

In addition, this study will bring about a significant shift in focus for parents of students. It will prompt them to undergo a paradigm shift, becoming more vigilant about their children's study habits and offering greater support and understanding during times of academic struggle.

The College of the Holy Spirit's administrators will benefit from the study by using it as a guide to enhance students' study habits and attitudes. This study will also provide insights for school authorities to give more attention and care to students. Researchers will also benefit from gaining additional information about the needs and problems of this group of students. The proposed research will generate subsequent studies on the subject. The study will focus on the study habits and academic performance of tourism students at the College of the Holy Spirit. It will only involve students in the tourism course at the university. Definitions of terms are provided for clarity and better understanding of this study.

Functional Guidance Program - this program is intended to help students admitted on probation. Counseling, which is often equated with guidance by the general public, is seen as a one-on-one support system by professional counselors. It falls under a service-oriented mission (Rule 1; Section 2b, R. A. 9258). (Source: wikipedia wiktionary).

Emotional Intelligence, as defined by Daniel Goleman in 1995, refers to the capacity to observe and differentiate one's own and others' emotions, and utilize this understanding to influence one's thoughts and behavior. This encompasses the ability to monitor emotions, discern between them, and apply the acquired information to guide actions.

Actioned promptly and without unnecessary delay or distraction, Delay Avoidance is characterized by timely completion of academic tasks as well as absence of procrastination. The absence of wasteful delay and distractions further contributes to this aspect. (Encyclopedia Britannica)

Work Method entails employing effective study techniques, ensuring efficiency in accomplishing academic assignments, and acquiring proficiency in various skills.

(Encyclopedia Britannica). Teacher Approval, the opinion of teachers and their classroom behavior and methods, and Educational Acceptance, the approval of educational objectives, practices, and requirements, are both factors essential for success in college. Additionally, good and effective study habits are necessary for academic achievement.

(Webster’s English Dictionary) Study Attitudes – refers to academic behavior. Webster’s English Disctionary). Study Orientation – overall measure of study habits and attitudes. (Encyclopedia Britannica).

Review of the Related Literature

This chapter presents the review of related studies and literature taken from books, journal and magazine including from published and unpublished materials in order to give light and meaning to this study.

Foreign Literature Goals as Starting Point of Effective Time Management

Roberto (2005) stated that goals are the starting point of effective time management.

Until one has identified his goals, everything else should follow them and not much can be expected from time management. Goals can be categorized as critical, enabling, or nice to have in order of importance. The best way to accomplish this is by keeping an activity settled over

three to five days. It is easier to analyze an activity log if each activity is labeled with a general category and assigned a goal-related priority. After analyzing activities, the next step is to find the cause of time mismanagement and determine ways to avoid it.

The final step in problem correction involves developing better habits of behavior. The most effective way to achieve this is by repeatedly practicing the desired behavior until it becomes a habit. For example, setting aside a specific time to study every day makes things much easier. By considering the classes attended and determining the necessary time to reach them, it is possible to establish a realistic daily schedule.

Note Taking as a Study Habit Skill

According to Hartley (2000), students are encouraged to take their own notes during lectures. This type of active listening, where students write while listening, improves their ability to multitask. The author also suggests that reading books in advance can greatly reduce the amount of information that needs to be written down.

Students prefer concise and easily understandable notes over lengthy definitions in books.

Motivation's Significance in Study Habits

Berrett (2000) emphasized the significance of motivation in study habits, stating that although favorable environmental conditions and good physical and mental health can aid effective studying, their influence is constrained. For instance, sufficient lighting can facilitate daily studying but does not affect long-term study habits. Ultimately, a person's attitude towards studying and the methods they employ are determined by their motivation.

Motivation, Gender, and Academic Performance: A Correlation

Woodfolk (2000) highlights a correlation between gender and academic performance. Research conducted over the past two decades consistently reveals that teachers tend to interact more with

male students than their female counterparts, indicating a gender-based bias. This discrimination leads to a perception that males receive greater attention from teachers compared to females.

According to research from www.kltprc, males tend to receive more feedback and instruction from teachers than females. This imbalance could potentially account for the higher proportion of women excelling academically compared to men. Females show motivation to succeed in their studies and actively participate in school-sponsored extracurricular activities, possibly leading them to dedicate more time towards homework and exam preparation when compared to males.

Peer Learning as a Tool of Study Habit (Murphy, et. Al, 2006). Peer learning has been defined as the development of knowledge and skill through active help and support among status equals or matched companions. It has also been described as the process in which people from similar social groupings who are not professional teachers help each other to learn and learn themselves by teaching.

(Murphy et al, 2006).

Local Literature Intellectual Ability as Related to Study Habit

According to Garcia et. al (2001), intellectual ability is the inborn quickness of understanding and adaptability to relatively new situations and information. Mental pertains to or of the mind, performed in the mind. Ability is the quality, state, or condition of being able; the power to act; skill; capacity and competence.

According to Garcia et. al's (2001) research, various roles that individuals have can clash and lead to role conflict and role strain. For instance, balancing the roles of being a son or daughter, a sibling, a friend, a student, and a worker is challenging. This balancing act in turn affects students' academic performance due to the constant stress involved in

studying. Additionally, the surrounding environment also impacts the level of one's performance.

Agents of socialization are people and groups that influence one’s self-concept, emotions, attitudes, and behavior. These agents include the family, religion, day care, school, peers, sports, mass media, and the workplace. Santos n (2007) found that there are various factors that predict academic achievement at the university level. High attrition rates have been identified as a significant challenge in higher education, often attributed to poor academic performance. Identifying these factors that relate to academic performance can help reduce future attrition. Furthermore, these same factors that predict academic success at the university level can also predict persistence and attrition in universities. By discovering the factors that describe successful or unsuccessful students, universities can improve their academic processes.

Certainly, predicting factors that contribute to academic success in higher education is considered a valuable task for the mentioned groups of people. Reyes (2001) identifies several factors that influence academic achievement, including personal confidence, a sense of competence in learning, realistic aspirations for future occupational and social roles, emotional stability, introverted temperament, independence from teachers, and tacit acceptance of curricular and work demands. Conversely, failure is associated with lack of personal confidence, unrealistic aspirations for future roles, emotional instability (manifested as withdrawal or excessive eagerness), extraverted temperament, dependency on teachers and others, and dissatisfaction with curricular and work demands. Despite some agreement in the literature, there are conflicting studies on this topic. Additionally, any measurement system used to predict academic achievement needs to be easily and efficiently applicable.In general, there are multiple factors that are believed to influence academic achievement, including cognitive abilities, personality, interests (such as educational and

vocational), behavioral patterns/actions (like studying), and bibliographical data. However, research has produced varied results regarding the impact of these factors. Even factors that have traditionally been thought to directly relate to academic achievement have faced scrutiny. Delos Santos (2001) suggests that study habits, often referred to as learning styles, are frequently considered as a type of general strategy, such as surface-level or deep-level processing, a holistic versus serialistic style, deep processing, elaborative processing, fact retention, and methodological study.

Garcia (2002) created an inventory to assess study habits and learning styles in higher education. This diagnostic tool measures different aspects of study methods, study motivations, and mental models related to studying. It is believed that although students display characteristics of multiple styles, one particular style will dominate. Study habits can also be categorized as types of learning, such as concrete experience, reflective observation, abstract conceptualization, and active experimentation. These learning styles converge into four categories: diverges, accommodators, converges, and assimilators. Additionally, study habits can be viewed as orientations towards achieving, meaning, reproducing, or non-academic pursuits. They can also be approached from the perspective of surface learning, deep learning, or achieving learning. Gutierrez (2005).

Poor academic performance is associated with low self-esteem in adolescents. They lack the drive and determination to succeed in their studies and are unsure about their future goals. Consequently, they experience confusion in their academic pursuits and seek guidance to overcome personal and educational challenges. Academic performance is considered a crucial task for adolescents, as successful achievement leads to happiness and future success in other tasks, while failure leads to unhappiness and difficulties.

The literature on academic success has explored its connection to cognitive processes and

personality factors. Previous beliefs suggested that cognitive processing and emotional processing could not happen simultaneously. This meant that rational and logical thinking could not occur while processing emotional information (Humphrey, Curran, Morris, Farrell, and Woods, 2007). As a result, students were thought to be unable to make effective decisions if their emotional processes were involved. However, the current trend is to examine how students' study habits are influenced by their environment, peers, and family for the purpose of achieving academic success.

According to Humphrey et al., cognitive and emotional processing cannot be distinguished, and emotional processing is crucial for rational thinking. They also suggest that academic performance depends on how students manage their time and lessons. This chapter focuses on the methodology of the study, including the description and selection process of the participants. It also discusses the instruments used to collect information, covering aspects such as content, validity, and reliability.

The study utilized the descriptive survey and comparative method as its research methodology. The descriptive research design accurately and factually describes, delineates, and classifies existing and appalling events and phenomena. The study's focus was on the demographic profile variables of the parent respondents, including their age, gender, and year in college as Tourism students. The respondents for this study were the students of the College of the Holy Spirit S.

In the study conducted during the years 2011-2012, the researcher followed the ethical standards outlined by the American Psychological Association (APA, 1994). The participants were informed about the study's general purpose, their rights to confidentiality and anonymity, and the researcher's availability to answer any questions they had before, during, or after their participation. Convenience sampling was chosen

as the sampling design for this study. This means that questionnaire surveys were distributed whenever the accessible population was available (Nieswiadomy, 2009). The tourism students were the specific group selected for survey dissemination and interviews to validate their responses. The target number of participants for this study is one hundred fifty (150).

Before the instrument is administered, a letter of request will be sent to special education schools. Once the request is approved, questionnaires will be distributed to tourism students, along with a letter explaining the purpose and objectives of the study. The tourism students will be fully informed about the content, purpose, and objectives of the research. The researchers will strictly adhere to the principles of anonymity and confidentiality during data collection. The questionnaires will be personally delivered by the researcher, and interviews will also be part of the research plan.

The data will be compiled and organized to ensure accurate analysis and interpretation. Statistical treatment of the data collected from the survey will be done quantitatively through descriptive methods. Descriptive methods are used to describe the relationship between different parts of the data. Relative frequency will be calculated using the formula P = F x 100 / N, where % represents the relative frequency, N is the total number of respondents, and F is the observed frequency. Additionally, the Pearson chi-square test is used to determine statistical significance, with the probability of the statistic being considered significant when evaluated.

The assumptions of the chi-square test are as follows: the data should be at the ordinal or nominal level of measurement, each cell should have at least 5 observations, the observations should be independent, and the hypothesis

should be non-directional. The formula for the chi-square test is given by ?2 = Pearson's cumulative test statistic, which approaches a ? 2 distribution in asymptotic cases. Here, Fo represents the observed frequency, Fe2 represents the expected frequency asserted by the null hypothesis, and Fe represents the expected frequencies weighted mean. The weighted mean is used to determine the variation in the relative contribution of individual data values to the mean using the formula that considers the total value of the mean, weight assigned to each data value, and the total number of respondents. The computed weighted means can be interpreted using a legend with different weighed mean intervals and corresponding verbal interpretations.The text within the reads: "

51 – 1. 50 Very High 1. 51 – 2. 50 High 2.

"

51 – 1. 50 Very High 1. 51 – 2. 50 High 2.

51 – 3.50 Moderate

51 – 4.50 Low

51 – 5.

On the Likert Scale, ratings of 4.20 to 5.0 are considered as very high, while ratings of 3.40 to 4.0 are considered as very low. The Likert Scale is an arbitrary scale used for interpretation.

High: 19

Moderately High: 2.60 - 3.39

Low: 1.80 - 2.59

The Likert 5-point scale was employed to ascertain the perceptions of the respondents regarding the study.