A survey study on study habits that affects reading comprehension of grade 7 students of Eastern Quezon College

CHAPTER I THE PROBLEM AND ITS SETTING Introduction Learning enriches one’s life and can help one achieve whatever goals he has. The more he knows, the more he does something worthwhile in his life. If one wants to learn, he always thinks positively and put into his mind that every time he learns something he grows and takes another step forward reaching his goals. Attitude has a great part in taking one’s permission in learning. This concern with seeing one’s goal in pursuing everything he thinks may help him achieve the learning he wants. How can one learn if he has poor study habits? Does learning takes place in a very smooth flowing way, if an individual refuses himself to go on with the positive response on studying habitually? If proper attitude is not there, much of the studying processes can be so much time and effort wasted. Inasmuch as effective learning is concerned, it is conditioned to a large extent with the pupil’s ability to read. As the pre requisites in all learning areas from learning how to read, all else follow, until the comprehension stage. Comprehension has often been called the teacher’s bugbear. Many students achieve accuracy in recognition and pronunciation but few succeed in comprehension. Every individual, have different perception regarding the status of child’s capability in learning. Some said that there are instances where a child is inborn smart, while there are situations wherein child excels due to effective study habit. Study habit plays a great

role in the development of students learning ability. When learner started and get familiar to the routine, learning will be a constant part of his being. Studying without involvement on what he is trying to learn or not comprehending is first a waste of time. When a study acquired the ability to comprehend, he will have the infinite process of learning. Everything he desires to achieve will be possible. Statement of the Problem This study aims to determine the effects of study habits on 51 Grade VII pupils comprehension at Eastern Quezon College S.Y. 2012-2013. Specifically, it seeks to answer the following: 1. What is the demographic profile of the respondents according to a. Age b. Gender c. School 2. What is the attitude of grade seven students regarding study habit? 3. What are the reading skills of Grade VII student’s? 4. What is the level of comprehension among Grade VII students? 5. How do these study habits affect the comprehension level of the students?

Hypothesis of the Study There is no significant effect in the reading skills and comprehension level of Grade VII student’s study habits. Significance of the Study To the pupils, the result of this study would serve as a good reference in dealing with the effect of their study habits in their academic performance. To the teachers, the result of this study would be an important data to be assessed in consideration of the development of teaching techniques and be a guiding light in reflecting the effects of study habits in shaping the level of comprehension of the students. To the future researcher, this would be a good start of dealing with the study of other concerns in study habits.

Scope and Delimitation of the Study The study is designed to determine the effects of study habits in the comprehension level of Grade VII section Chromosome of Eastern Quezon College. The instrument to be used in gathering date is the survey questions developed by the researcher to come up with the respective results of the study. Other concerns in the study like teachers factors, environmental factors, peer factors that affect the study habits of the students will not be included. Theoretical Framework of the Study Gunning (1996) identifies three main theories of reading comprehension. These theories are Schema Theory, Mental Theory, and Proposition Theory. Gunning (1996) defines schema as the organized knowledge that one already had about people, places, things, and events. The mental theory can be thought of as a mind movie created in one’s head, based on the reading content. The proposition theory which involves the reader constructing a main idea or macrostructure as they process the text. These three theories will be the basis in developing the instrument to be used in this study. Since the present study will tackle the reading comprehension of the pupils, the study will be anchored in the above mentioned theories.

Research Paradigm

INPUT

PROCESS

 Students Profile

 Related Studies

 Study Habit

 Survey

Process and Techniques  Level of Comprehension

Questionaires

OUTPUT

 Study habit techniques had been identified  Study habit that affect comprehension had been specified  Level of comprehension had been determined

Figure 1: A survey on study habits that affect on Grade VII students comprehension and reading skills at Eastern Quezon College, S.Y. 2012-2013

The framework discusses the study habit that may affect the reading comprehension of Grade VII students section Chromosome of Eastern Quezon College. The input includes student’s profile, techniques in study habit and level of comprehension. The process involved related studies for a deeper understanding on the different study habits used by the students. Survey and questionnaires are also included to determine the output which are techniques or different study had been identified, study habits that affects comprehension had been specified, study habits that affects comprehension had been specified and level of comprehension had been determined.

Definition of Terms Academic Performance- is how well a student meets standards set out by the local government and the institution itself. Comprehension- an exercise consisting of a set of questions on a short text, designed to test student’s understanding of it. Study habits- a designated time and schedule of studying. Grade VII- school aged children enrolled in formal education under K-12 DepEd program.

CHAPTER II Review of Related Literature This chapter presents the wealth of literature and studies gathered from books, journals, and other related literatures that are relevant to this research studies. The literatures are being classified as categorized according to themes or findings approach. The researcher choose this approach which is a bit more difficult than the other approaches because he want to show the relevance of one theme to the other. As the readers read the content of this chapter, you will somehow distinguish the flow of the findings.

Foreign Literature Study habit is the way a person study. This usually formed during school years habit are formed through repetition. Once formed, habits are difficult to break. When habit formed at early age, it stays as a constant system in someone’s life. This also refers to the routine of a person and very accustomed to it. Having a habit, whether good or bad is a choice. (Mcknight 2006) Study habit has to be processed and developed in order to come up with a good one. It is not easy for those students who are not consistent in what they are doing. Consistency and persistence are required in order for the study habit stays in one’s life. Attaining one’s ideal study habit is a long-way process. (wiki.answers.com)

The student who is a top achiever in class knows the difference between a good and poor study habit. Good students are ones who have a strong work and ethic, stay organize and look for help when needed. Good study habits lead to enhancement in learning as ability improves and sharpens through mastery of principles and by means of training, exercise and consistency of application. (Golden, Ortiniro 2000) Good study habits help the students in critical reflection in skills outcomes. Such as selecting, analyzing, criticizing, and synthesizing. It has a wide impact in the development of their skills and academic performance which is vital for proper decision making. (Fielden 2004) Consistency is one of the main factors of an ideal study habit. The proper mind set and eagerness to learn motivates the student to engage in learning. During the process, a learner realize when the strategy, technique he used is effective and continuously discovering a better techniques upon studying. Making study habit fixed or constant in one’s life is not easy. Student change and when they do, at first they would motivate themselves to study but situation push them to change their minds again and pay attention to the things they think are fun. They would apply the ― for a while ― expression until they no longer do their work and task to be done.

Most of the students have goal to learn. Some are just applied bad study habits. 1. Studying with friends- Sometimes studying with friends may lose out on quality study time by socializing. Student can turn this bad study habit into positive one by finding one good study-buddy who really interested to have a real group study. 2. Too much music- Noise and music can interfere with the brains ability to comprehend new information. It can also distract the student from focusing on the material at hand. If music fits in the background, classical mostly work because when there is no lyrics, it is easier to focus on the words on the paper in hand. 3. Bad Environment- a poor study environment ruin all quality time. Student will be an successful studying when he is uncomfortable. 4. Last minute cramming- Cramming method can be ultimately terrible. Long term knowledge can lessen the stress. 5. Eating- During studying, a student should not eat enormous needs because it can disrupt retention of materials. 6. Working in Bed- Studying in bed can sooth you to sleep instead of study. Do not study on bed late at night because it will be tempted to fall asleep. (www.bookrags.com/articles) What is true about study habits was that more than thirty years ago still rings true today-students fail because they do not know how to study. The best advice he can give is to develop sound study skills.It’s a common scene if some college students fail to finish a

passing requirement for a subject course. What is lacking is their ignorance of developing good study habits that are necessary for good academic performance. And to worsen their ignorance are their psychological conception of giving up so easily and the tempting distractions of the surrounding that lead them to a zero percent possibility of creating their own ideal habits. So, it has become a major trouble to college students who are known to be suffocated with loads of works from school. (Pogue 2000) Reading instruments are the best sources of information college students need when studying. Since the start of the basic education of a person, he is tied to reading for purposes like finishing home works and making research papers. Robinson gave a systematic way of understanding the concepts written in literary and articles. Before reading, skim the title, pictures, introductory paragraphs and summaries (Survey). Next is to ask questions about what you skim (Question). Third, look answers to the questions by reading (Read). Lastly, summarize it in your own words (Recite). In addition to Robinson’s conclusion, based on the findings of Seif (1997), reading comprehension skills are invaluable tools that contribute to better learning. They include skimming, scanning, critical reading and inquiry reading The difference of skimming and scanning is that skimming is the manner when you look at the main topic of the book while scanning is the fast movement of the eye to look for the main idea of paragraphs. Critical reading is when you state opinions about a certain paragraph while inquiry reading is the state when you find specific information without

considering any emotions. Usually, scanning and inquiry reading are used by students to make their home works and projects. As stated by Abderisak (2007), time is an essential key. You cannot study properly without considering it; hence time management is most certainly a study technique in itself. Given the hectic schedules of college students which need balance between academics and extra activities makes time management really important. The schedule you develop should guide you in how to allocate the available time among academic works, extracurricular activities and social life. Based on the account of Li (2009), there's no need to force yourself to study 6 hours every day - that's sweatshop labour! Instead we recommend a consistent 3-4 hours of study each school day as a healthy amount. That is why it is advisable to manage a schedule to prevent overloading school works. Many students spent much time of the allotted sleeping hours to cram their assignments that are due for tomorrow. It is unhealthy not to sleep for enough hours because it causes tardiness and tiredness during lectures. To support Aberisak’s and Li’s proposals, Landsberger (2007) noted that having a regular time and place for studying lessons, and making decisions about priorities concerning time and goals make a good study habit.

Studying is a matter of prioritizing. If students let themselves be lured by the distractions stated above, it will cost them no good. As mentioned by Li, there should be at least three hours designated for studying to meet the goals of performing well in class. A student should also choose a place conducive for a better learning. It is where students can relax and concentrate on understanding the hand-outs and articles essential for the topic. As stressed by Zolten & Long (1997), a student should know his personal responsibility over what one does and does not do during his studies. When studying, one must be aware of all the dos and the don’ts of learning. As cited by Landsberger, prioritization makes good habits. It should be on the mindset of students that there are only two possible outcomes: to study and to succeed or to fail. Based on the studies of Richards (2009), it will be a big help to divide up large tasks into smaller ones. Li’s proposal to limit study time can turn out by dividing large tasks to smaller ones. It is best to divide tasks to specific dates depending on the proximity of the deadline. As a result, a student can have more time to do the other requirements for other subjects. For an easier division of tasks, Covey (2007) proposed that being organized in terms of notes, lessons and materials makes studying less complicated. Organizing notes, lectures and other paraphernalia can save time for studying. It is a problem to some to find the information that they need because previous notes are not organized and are sometimes misplaced somewhere.

With the onset of the modern technologies, Liu (2005) proposed that study habits are said to be improving because of the advent and wide use of the Internet, hypertext, and multimedia resources which greatly affect the study habits. It is always easier to find information from the Internet. But the main problem here is the presence of social networking sites. Instead of adding information to the brain, students tend to read personal information about personalities and enjoy themselves through LAN-connected online games. So, sometimes, the Internet can be considered as a boon turning to a bane. But the above proposals were slightly opposed by the work by Gladen (2009) which mentioned that there is no definitive way to define good study skills. As every student is different and works well using different strategies. However, good students are ones who have a strong work ethic, stay organized and look for help when needed. As explained in Rothkopf’s citation, each student has its own study habits varying on preferences on different factors. As students little by little progress and learn from their experiences, they also little by little discover their own study habits. A certain study habit may be effective to one student but it doesn’t go the same way with another student. It is always in the perception of people that is usually hard to adjust.

Local Literature As recommended by Borro (2006), the good study habit should be taught by parents first at home. The school will later on guide the students on studying their lessons. Teachers should impart the good values of studying. People learn first at home and all the lessons that may be well-learned or well-forgotten are just brought to school by people. In some cases, it is on how parents mold their child during his formative years of life which is a basis for the perspective of the person at education. The initial process of learning is called emergent literacy which was first used by Clay (1996) in describing how young children interact with books and when reading and writing, even though they could not read or write in the conventional sense. Emergent literacy is a gradual process that takes place over time from birth - until a child can read and write in what we consider to be a conventional sense. The more educationally trained a person was as a child, the higher the possibility that he can develop his own ideal study routine. Serving as outcome of Borro’s statement, Ortinero (2000) reasoned that good study habits lead to enhancement in learning as ability improves and sharpens through mastery of principles and by means of training, exercise and constancy of application.

Learning is not just reading an entire book and memorizing its contents. Learning employs to application of concepts to constructive ideas related to the topic. By the theory of Bruner (1990) in Constructivism, learning is an active process wherein those learning are able to form new ideas based on what their current knowledge is as well as their past knowledge. This mental process offers the learner the ability to organize experiences and derive meaning from them. These structures allow the learner to push past the given information in constructing their new concepts, the same with their study habits. Foreign Studies According to Sheets (1994), motivation can be influenced greatly by your purpose in learning this concept/subject. Study habits would not exist without the motivation When students are not motivated to study, they are likely to ignore their studies and proceed to something unnecessary that makes them happier than studying. Thus, there are no study habits without proper motivation. According to Kizlik (1997), effective study skills must be practiced in order for you to improve. It is not enough to simply "think about" studying; you have to actually do it, and in the process use information from what you do to get better. Some students fail to continue their work because of the distractions. It is why motivation is a vital endeavour. Person gets motivated when they realize that the things in their mind are necessary to succeed in college.

As suggested by Margolis and McCabe (2006), students can learn by watching a peer succeed at a task. Sometimes, people can get ideas from other people who are successful in their study habits. They can use their ideas to develop their distinct study habits and develop them during the whole process of learning. Based on the research of Adams (1997), students perform best when the level of difficulty is slightly above their current ability levels. For some, it is challenging to answer questions that are beyond their average mind. It can boost up their intelligence and their knowing about things. But for others, it is easy to stay away from these questions for it can cause headaches and more. So, it easy for them to give up. As recommended by Crilly (2000), a student should make sure that he must take a break for an hour after studies to meet with friends, to play some cards, work out at the gym, or to gab with anew acquaintance. Making friends with whom you share similar study habits, and share a table or a study space with them would be a best way in developing study habits It is always better to rest your mind after an hour of studying to make it easier as the process goes by. A person must have short leisure times to relax and perhaps, make new friends whom a person can review the topics with. It is easier to remember the answers when there is an exchange of questions among friends.

As stressed by Mcknight (2006), habits form through repetition. Once formed, habits are difficult to break. And habits formed when we are young are likely to stay with us all our lives. Attaining your ideal study habit is a long-way process. It is developed by encountering mistakes from past styles and then using these mistakes to obtain a more correct style. And if it becomes a part of people’s viewpoint on studying, it is very hard to break it apart and adjust to a more favourable style. To further more improve a student’s study habits, according to Fry (1999), it is much easier to replace one of your habits than to break it entirely, so don’t attempt to stop poor study habits, just learn the good ones that substitute them by being ready to modify anything as you learn to do them throughout the process. Improving your study habits is just pure improvement. There are no replacements and no reformations. Students must improve only the defective details until it transforms into a more valuable mean.

Local Studies According to Muega (2003), students need to acquire reasoning skills that would enable them to think critically and to make the right decisions claims on issues. Reasoning entails presentation of arguments. It is when one makes conclusions from what he reads. It is from reading and reasoning one gets to extend his knowledge crtically. To expand Muega’s ideas, according to Acido (2008), data have revealed that the major difference between students with below average, average, and above average reasoning skills centers on their study habits—whether they have good or bad study habits, and their attitude towards learning a particular skill—whether they are interested or not, are responsible for their learning or not, and take responsibility over what they do or not. Acido proves Zolten & Long’s idea that the awareness on the responsibilities of a college student is essential to increase studying skills.

CHAPTER III Methods and Procedures This chapter presents the methods and procedures used by the researcher to obtain the facts of this study. Specifically, it discusses the research design, research locale, respondents, sampling procedures, research instrument, data gathering procedures, and statistical treatment. Research Design The researcher will use descriptive methods of research. This method is designed to interpret the nature of study habit that affects the comprehension of the students. The researcher gathered information to support the study. Research Locale The study will be conducted at Grade VII section Chromosome at Eastern Quezon College in Gumaca Quezon. Respondents The researcher will use one group of students with the total of 51 to determine the specified study habits that affects the reading comprehension of the learners.

Research Instrument The researcher will use a survey questionnaire to determine and specified the study habit that affects the reading comprehension of Grdae VII section Chromosome at Eastern Quezon College, Gumaca, Quezon. The questionnaire is composed of different questions intended to answer the specific problems of the study. Data Gathering Procedure The researcher sought the permission of the school to conduct the study regarding the study habits that affect reading comprehension of the students. When the letter had been approved, the researcher shows it to the class adviser. When the adviser approved it, the researcher distributed the questionnaires. The retrieval of the questionnaires was made after (2) two weeks. The researcher consulted the adviser for editing, and when it was undertaken, the researcher tabulated, analyzed and interpreted the data.

Statistical Treatment The various date gathered by the researcher will be subjected to statistical treatment in order to answer the questions in the study. Frequency and percentage will be used. 1. Percentage

Where; P= percentage n= number of responses N= total number of respondents 100= constant

2. Frequency

Where : WM= weighted mean N = total numbers of respondents F = frequency W = numerical rating

QUESTIONAIRE A survey on Study Habits that affect on Grade VII Student’s Comprehension at Eastern Quezon College, S.Y. 21012-2013 Part I- Demographic profile of the respondent Direction: Kindly fill the necessary information for each blank. Name________________________________________ Age_________ Gender_______________ School________________________________________

Part II- Attitudes towards Study Habits Direction: Below are different attitudes of students towards study habits. Please put a chech (√) mark to indicate the degree of effectiveness on comprehension.

ATTITUDES TOWARDS STUDY HABITS On and off study habits Regular study habits Study while watching T.V Study with music Study with tutor teacher Study with friends Study in bed Study with food

Legend; 5 VE – Very effective 4 E- Effective 3 FE- Fairly Effective 2 I- Ineffective 1 VI- Very ineffective

VE 5 V 4

F 3

I 2

VI 1

Part III- Level of Comprehension Direction: Below are reading skills of the students in accordance to their grade level. Kindly put a check (√) to determine the level of your reading comprehension. Legend; 5 VE – Very effective ( high level of comprehension) 4 E- Effective ( high level of comprehension ) 3 FE- Fairly Effective ( moderate level of comprehension ) 2 I- Ineffective ( low level of comprehension ) 1 VI- Very ineffective ( low level of comprehension )

Skills in Reading 1. Can able to understand and unlock unfamiliar words through contextual clues. 2. Finishing reading in time with total understanding of the selection. 3. Understanding the main idea of the selection reading. 4. Reading with correct pronunciation. 5. Can elaborate the sequence of events based on the selection read.

VE (5)

E (4)

FE (3)

I (2)

VI (1)

Part IV- (Free answer type) Direction: Please specify your chosen study habits and explain how it affects your reading comprehension.

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Bibliography Brown and Holtzman. 2001. www.books.google.com, www. deepdyre.com, www. epm.sagepub.com Westman and Lewandowski. 1998. www.books.google.com, www.termpaperwarehouse.com Pogue. 2000. www.studymode.com Rothkopf. 1996. An investiagetion into student’s study habits. www.academicjournals.org.com Rogelio Borro.2000. www.oppapers.com Ortinero.2000. high school student’s reasoning skills and study habits. www.journals.upd.edu.ph Mark Crilly.2000.ten study habits of successful students. www.scribd.com Ron Fry.1999. how to study. www.books.google.com

APPROVAL SHEET In partial fulfillment of the requirements for the degree of Bachelor of Elementary Education, this undergraduate thesis entitled― A SURVEY ON STUDY HABITS THAT MAY AFFECT ON GRADE VII PUPILS COMPREHENSION AT EASTERN QUEZON COLLEGE, S.Y.2012-2013”has been prepared and submitted Donne Janus S. Bravante who is hereby recommended for Pre-oral Examination. RodonesTrimillos Adviser

COMMITTEE on Pre-oral Examination Approved by the Committee on Pre-oral Examination with a grade of______.

___________________________ Chairman _________________________ Member

________________________ Member

Accepted and Approved in partial fulfillment of the requirements for the Degree of Bachelor of Elementary Education. Renato D. Lorica , Ph.D. Dean of College

A SURVEY ON STUDY HABITS THAT MAY AFFECT ON GRADE VII PUPIS COMPREHENSION AT EASTERN QUEZON COLLEGE SCHOOL YEAR 1012-2013

__________________________________________

A Thesis Presented to The College of Education Eastern Quezon College

____________________________________________

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Elementary Education

___________________________________________

by

Bravante Donne Janus S. (November 2012)

APPROVAL SHEET