Study Habits of Dean’s Listers among BS Physical Therapy I-1

A research paper presented to

Ms. Shirly Empleo

In partial fulfillment of the requirements

in English Proficiency Instruction II

By

Cleto, Arianne Kim L.

Dalida, Ivan Czar M.

Dela Vega, Krisha Ann C.

Dizon, Jesiree Mae R.

Fajardo, Katrina Mae C.

Llanes, Constante III C.

Munji, James Michaelle V.

Tayo, Phyl Angelo B.

March, 2011

TABLE OF CONTENTS

Title i

List of Figures ii

Table of Contents iii

I. INTRODUCTION

Background of the study

Statement of the Problem

Significance of the Study

Scope and Limitation

Definition of Terms

II. REVIEW OF RELATED LITERATURE

III. METHODOLOGY

Method used

Subject of the Study

Instrument used

Procedure

Treatment of the Data

IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATION

Summary of Findings

Conclusions

Recommendations

Bibliography

Attachment

Questionnaire

LIST OF FIGURES

Figure No. Title Page

1 GWA of the Dean’s Listers

2 Span of Time Alloted for Studying

3 Time of the Day that Dean’s Listers Study

4 Dean’s Listers who Study Lessons in Advance

5 Dean’s Listers who Review for Exams in Advance

6 Dean’s Listers who Listen to Music while Studying

7 Genre of Music

8 Most Preferred Study Method of the Dean’s Listers

9 Favorite Study Break of the Dean’s Listers

Chapter I

INTRODUCTION

Background of the Study

Study habits, a person can never go through life without hearing about

this. From Nursery until 4th year college or maybe until a Doctorate or Masters

Degree, a person has their own habits on how to study.

Study habits have become a familiar phrase in and out of the school;

students can hear it from their friends, classmates, parents, and most especially

their teachers. But no matter how common this topic is, a person finds it hard to

have this so called study habit.

The Pamantasan ng Lungsod ng Maynila, one of the premiere schools in

the country, holds its fair-share of topnotchers in bar or board examinations.

Having a strict cut-off grading system, still recognizes students who earned 1.75

and below or Grade Weighted Average or better known as GWA, as Dean’s

Listers.

With these, the researchers came about the topic, “Study Habits of Dean’s

Listers among BS Physical Therapy I-1”; it was aimed for every student to earn a

GWA of 1.75 below like those Dean’s Listers and promote their habits of

studying.

Statement of the Problem

The main goal of this study is to conduct a survey about the study habits

of students who are dean’s listers. Specifically, it sought to answer the following

questions:

1. What are the study habits of the students who are dean’s listers?

2. What are the learning strategies of the students who are dean’s listers?

Significance of the Study

This research paper is significant to the following:

To the students who are dean’s listers; to maintain their good grades in

all subjects.

To the students who are not dean’s listers; to learn more study habits

that will help them get good grades in all subjects.

To the colleges or universities; to sustain excellence and produce

quality graduates.

To the nation; for its betterment through the attainment of quality

education.

Scope and Limitation

In this research study, the researchers conduct a survey about the study

habits of the students who are dean’s listers. The survey is consists of questions

about the effective study habits and learning strategies of students who are

dean’s listers. The participants of the survey are limited only to the students of

Pamantasan ng Lungsod ng Maynila – BS Physical Therapy I-I, S.Y. 2010-2011.

The research also includes their school performance, study habits and learning

strategies used by proficient students and how they manage to keep these kinds

of habits and strategies.

This research does not include nor converse the weighted average of

students on specific subjects.

Definition of Terms

The following terms or words are used in the study and are defined either

operationally or conceptually.

Learning strategies. These are the thoughts and/or actions that students use to

complete learning tasks.

Study habits. A dedicated scheduled and un-interrupted time to apply one's self

to the task of learning.

Dean's Lister.  Students in a college or university who have attained a grade of

1.75 and above during their stay in an academic term or academic year.

GWA (General Weighted Average). It serves as the indicator of a student's

academic performance in a given semester or school year.

Chapter II

REVIEW OF RELATED LITERATURE

This chapter contains the foreign and local literature related to the study.

Studying is a skill. Being successful in school requires a high level of

study skills. Students must first learn these skills, practice them and develop

effective study habits in order to be successful. Very often the study habits and

practices developed and used in high school do not work for students in college.

Good study habits include many different skills: time management, self-discipline,

concentration, memorization, organization, and effort. Desire to succeed is

important, too (mayland.edu, 2002).

A student must have a special place to study with plenty of room to work

and students should not be cramped. Study time will go better if a learner take a

few minutes at the start to straighten things up. A desk and straight-backed chair

is usually best. A student must have everything close at hand (book, pencils,

paper, coffee, dictionary, computer, calculator, tape recorder, etc.) before starting

to study. Distracting noise should be minimized however there are some people

need sound and some like silence (Palm Beach Community College, 2008).

A student should make sure that he/she has a good study environment, a

good desk, a sturdy chair, good light, comfortable room temperature and a quiet

atmosphere. Second, get a good overview of the assignment before starting the

work. Know what skills, facts and ideas that are expected to master and the

ground that are expected to cover. Start with most difficult subject first, while the

mind is freshest and most receptive (Frank Pogue, 2000).

Reading is an attempt to absorb the thought of the author and know what

the author is conveying (Leedy, 1956). Good study habits help the student in

critical reflection in skills outcomes such as selecting, analyzing, critiquing, and

synthesizing (Fielden, 2004).

Students who are very successful in their desired career have good study

habits. Students apply these habits to all of their classes.  Students should try not

to study all the subjects in just a period (how-to-study.com, 2009).

According to Mark Crilly, the most successful students are those who

balance social activities with good study habits. They apply these habits to all of

their classes. The only one who can decide your priorities and how to use your

time and resources. Don't allow yourself to become distracted by friends and

fellow students. Keep in mind the bigger picture. Know what you have to do and

when it needs to be done. Keep your goals in mind. Don't let other people

influence you into not doing your work. Figure out your most productive times of

the day. If you study best in the morning, plan to study your hardest subjects

first. If you have trouble concentrating at a certain time, don't get out your

hardest subjects or your most complex project. (Good Study Habits -

studytips.org, 2011).

Learning strategies are used by students to help them understand

information and solve problems. A learning strategy is a person's approach to

learning and using information. Students who do not know or use good learning

strategies often learn passively and ultimately fail in school. Many students are

surprised at the differences in studying for college courses versus how they

studied in high school. Regular worksheets are replaced by vast midterms and

exams which require knowledge about concepts rather than simple memorization

of facts. Students frequently discover they need to adapt their study habits to the

college setting. (Center for Research on Learning - kucrl.org, 2011).

Chapter III

METHODOLOGY

The researchers presented in this chapter the method and procedure used

in obtaining data, addition to the subjects of the study, the instrument adopted,

and the treatment of the data.

Method Used

The researchers used descriptive method and stated the facts derived

from questionnaire given to the respondents to find out the study habits that

these respondents used. This was used for the researchers to gather

information from selected respondents from BSPT I-1 and then the gathered

information were graphed, interpreted, analyzed, etc.

Subjects of the Study

BSPT I-1 students who are considered Dean’s Listers were the

respondents of the researchers for the study. 19 out of 46 students are Dean’s

Listers, meaning 41 % of the total population. The researchers used Quota

Sampling as the sampling technique; for they only need those students who are

Dean’s Listers to be their respondents.

Instruments Used

The researchers used questionnaire consisting of 8 questions that

pertained to the study habits of the Dean’s Listers among BSPT I-1.

Procedure

The researchers distributed the questionnaires to 19 respondents who are

the Dean’s Listers among BSPT I-1. The researchers conducted the study inside

the school premises due to the given time for the researchers and to avoid loss

of questionnaires.

Treatment of the Data

The Researchers presented the data gathered from the questionnaires.

They tallied the results and gave it proper statistical representation for its validity.

They gave the percentage or weighted mean of each results.

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The data gathered from Dean’s Listers respondents were presented,

analyzed, and interpreted in this chapter. The 19 Dean’s Listers were given

questionnaires which included 8 questions to determine the study habits of the

respondents.

79%

21%

Question 1: What is your GWA?

1.51-1.751.26-1.50

Fig. 1

Figure 1 presents that out of the 19 respondents, 15 or Seventy-nine

(79%) per cent of the total population got a GWA ranging from 1.51-1.75;

meaning, 4 or Twenty-one (21%) per cent of the total population got a GWA

ranging from 1.26-1.50.

26%

47%

26%

Question 2: In a day, how long do you allot time for studying?

Less than an hour1-2 hoursmore than 2 hours

Fig. 2

Figure 2 presents that out of the 19 respondents, 5 or Twenty-six (26%)

per cent of the total population allot less than an hour for them to study; 9 or

Forty-seven (47%) per cent of the total population allot 1-2 hours for them to

study; and 5 or Twenty-six (26%) per cent of the total population allot 2 or more

hours for their studying.

16%16%

32%

37%

Question 3: Around what time of the day do you find it comfortable to study?

MorningNoonAfternoonEveningLate Night

Fig. 3

Figure 3 presents that out of the 19 respondents, 3 or Sixteen (16%) per

cent or the total population find it most comfortable to study during the morning;

3 or Sixteen (16%) per cent of the total population find it most comfortable to

study during the afternoon; 6 or Thirty-two (32%) per cent of the total population

find it most comfortable to study during the evening; and 7 or Thirty-seven (37%)

per cent of the total population find it most comfortable for late night studying.

11%

89%

Question 4: Do you study your lessons in advance?

YesNo

Fig. 4

Figure 4 presents that out of the 19 respondents, 2 or Eleven (11%) per

cent of the total population study their lessons in advance while 17 or Eighty-nine

(89%) per cent of the total population don’t study their lessons in advance.

58%

42%

Question 5: Do you review for your Midterms/Finals in advance?

YesNo

Fig. 5

Figure 5 presents that out of the 19 respondents, 11 or Fifty-eight (58%)

per cent of the total population review their lesson in advance before their

Midterms/Finals examinations while 8 or Forty-two (42%) per cent of the total

population doesn’t study their lessons in advance before their Midterms/Finals

examinations.

42%

58%

Question 6: Do you listen to music while studying?

YesNo

Fig. 6

Figure 6 presents out of the 19 respondents, 8 or Forty-two (42%) per cent

of the total population listen to music when they are studying while 11 or Fifty-

eight (58%) per cent of the total population doesn’t listen to music while they

study.

13%25%

13%38%

13%

Follow up question: If yes, what genre of music do you listen to?

K-popPunk/Rock/Alternative RockSlowClassical/Pop/Pop Rock/Party songsTechno/Trance/Instrumental

Fig. 7

Figure 7 presents that out of the 8 respondents who listens to music while

studying, 1 or Thirteen (13%) per cent of the total population listen to K-pop’s

music; 2 or Twenty-five (25%) per cent of the total population prefer

punk/rock/alternative rock music while they study; 1 or 12.50% of the total

population prefer slow music while they study; 3 or Thirty-eight (38%) per cent of

the total population prefer classical/pop/pop rock/ party songs; and 1 or Thirteen

(13%) per cent of the total population listens to techno/trance/instrumental music.

5%

47%

32%

11% 5%

Question 7: What is your most preferred study method?

Group StudyHighliting specific information on textsWriting in index cardsExtensive ReadingOthers: (Reviewer)

Fig. 8

Figure 8 presents that out of the 19 respondents, 1 or Five (5%) per cent

of the total population prefer to study through conducting group studying; 9 or

Forty-seven (47%) per cent of the total population prefer highlighting specific

information in texts; 6 or Thirty-two (32%) per cent of the total population prefer

writing in index cards; 2 or Eleven (11%) per cent of the total population prefer

extensive reading; and 1 or Five (5%) per cent of the total population prefer

making a reviewer to study.

58%

11%

5%

11%

16%

Question 8: What is your favorite study break?

NapInternet SurfingSocializingMeditatingOthers: (Texting, Reading, Eating, etc.)

Fig. 9

Figure 9 presents that out of the 19 respondents, 11 or Fifty-eight (58%)

per cent of the total population take naps for their study break; 2 or Eleven (11%)

per cent of the total population surfs the internet for their study break; 1 or Five

(5%) per cent of the total population spend their study break socializing; 2 or

Eleven (11%) per cent of the total population spend their study break meditating;

and 3 or Sixteen (16%) per cent of the total population use their study break for

texting, eating, reading, etc.

Chapter V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

The research determined the study habits of Dean’s Listers among BS

Physical Therapy I-1. The Dean’s Listers students provided the data to show how

their study habits affected their grades.

Summary of Findings

1. Majority of the Dean’s Listers among BSPT I-1 got a GWA of 1.75-1.51.

2. Almost half of the Dean’s Listers among BSPT I-1 allot 1-2 hours for

studying.

3. Majority of the Dean’s Listers among BSPT I-1 prefer studying during

late night.

4. Very few of BSPT I-1 students who are Deans Listers do study in

advance.

5. More than half of BSPT I-1 students who are Dean’s Listers review in

advance for the Midterms/Finals.

6. Almost half of BSPT I-1 students who are Dean’s Listers listen to music

while studying.

7. The highest rating of BSPT I-1 students who are Dean’s Listers that

listen to music while studying prefer Classical/Pop/Pop Rock/Party songs.

8. Majority of the Dean’s Listers among BSPT I-1 prefer highlighting

specific information in texts as their study method.

9. Majority of the Dean’s Listers among BSPT I-1 prefer taking naps as

their study break.

Conclusions

The findings revealed the following conclusions:

1. Studying the lesson in advance doesn’t necessarily assure you to get a

high grade.

2. Reviewing the lesson in advance for the Midterms/Finals examinations

helps the students get a high grade.

3. There is no guarantee that listening to music while studying is effective

and can help students to concentrate more on their studies.

4. Highlighting specific information in texts, as well as writing notes in

index cards, is an effective way that can help students in studying.

5. Taking a nap as study break can unwind the students after few hours of

studying and still, helps them not to forget the lessons they have studied.

Recommendations

The researchers deemed it necessary to recommend the following:

1. Students should review in advance for their Midterms and Finals

examinations the way they are more comfortable with.

2. Students should have a reliable study habit for themselves that would

help them in maintaining or improving their grades.

3. Students should more importantly discipline themselves on how many

hours would they allot for studying.

4. For future researchers, they should improve the research by doing a

comparative analysis in terms of study habits between the students

who are included in the dean’s list and those who are not included. A

comprehensive study regarding the learning strategies of students

included in the dean’s list may also be conducted if the respondents’

population is larger.

5. Lastly, for future researchers, it is strongly recommended the

application of statistical treatment be used in further researches for it is

important in comparing responds and drawing appropriate conclusions.

BIBLIOGRAPHY

A.

BOOKS

Bautista, V. B., Improve your Grades. Pasay City: Paulines Publishing House,

2001.

Fullan, M. and Germain, C., Learning Places, USA: Corwell Press, 2006.

Grohol, John M., 10 Highly Effective Study Habits. Psych Central, 2008.

Hargreaves, S., Study Skills for Dyslexic Students, California: SAGE Publication

Inc., 2007.

McMurry, Frank M., How to Study and Teaching., 1909.

Noll, J., Educational Issues, USA: McGraw-Hill Companies, 2006.

Tulio, D., Foundation of Education II. Mandaluyong City: Echanis Press, 2008.

B.

JOURNAL/ MAGAZINES

Santos, A., Your Emergency Cramming Tool Kit. Candy Magazine, 44-45. (2009,

March)

Sibayan, J., Why Smart Kids Fail. Working Mom, 112 (2010, October)

C.

ONLINE

“Study Habits, Skill and Attitudes: The Third Pillar Supporting Collegiate

Academic Performance.” February 21, 2009: by Marcus Crede and Nathan R.

Kuncel http://www.3.interscience.wiley.com

“Successful Study Habits for all Learning Types.” May 22, 2009: by Luxton, Alice

http://www.suite101.com

“The Ten Study Habits of Successful Students.” http://www.how-to-study.com

ATTACHMENTS