Download - A THESIS - Assessment of the Levels of Study Skills of Computer Engineering Students at the Polytechnic University of the Phillippines

POLYTECHNIC UNIVERS ITY OF THE PH IL IPP INES

ASSESSMENT OF THE STUDY SKILLS OF 1ST YEAR AND 2ND YEAR COMPUTER ENGINEERING STUDENTS OF POLYTECHNIC

UNIVERSITY OF THE PHILIPPINESINSTITUTE OF TECHNOLOGY

Presented to the Faculty of the Institute of TechnologyPolytechnic University of the Philippines

Sta. Mesa, Manila

In Partial Fulfillment of the Requirements for the Diploma in Computer Engineering Management Technology

by

ANGELICA MAE V. ALCANTARAALLEN NICOLE P. ANGAT

RALPH ANTHONY I. ANGELESELIJAH PHILIPPE D. BARRO

WELJEM A. DANIELJAYMALIN P. JAMOLIN

ELMERTO M. MARTINEZ IIANNA JANE E. SALVADICO

ABIGAIL B. TAYLANLUDI JANE G. TERANA

March 2014


Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

People say “Education is a greatest treasure that can achieve”. Education is

all around us. Education is everywhere. It is not just about the lesson that can get

in schools and textbooks; it’s also about the lessons of life. It gives us knowledge

and changes into something better. It builds the character of a person. Excellent

education leads to the success of life.

The learners cannot learn simply by being told what to do or by watching

others, they have to practice and practice frequently. Successful students employ

time management systems to create study patterns that work and use active

learning methods to add meaning and interest to their study time and maintaining

their motivation by connecting reasons for study to their life goals and values.

Learners must develop and established good study habits in doing school work,

which can raised their academic performance.

It is a common knowledge that many students fail in studying; even those

who work hard often study in ways considered unproductive. Several others are

just contented with barely passing grades, never developing their skills and abilities

to the highest level attainable. What to study, where to study and how to study are

indispensable to every student in class. In fact, proper study habits are the tool for

acquiring deeper understanding in different subjects.


It takes a good study skills, patience and persistence to attain good grades.

Learning is never easy. Learning is acquiring new, or modifying existing,

knowledge, behaviors, skills, values, or preferences and may involve synthesizing

different types of information and a continuous process.

Today, a lot of college students dropping and failing their subjects. These

may be occurring due of lack of study skills. Study skills play a major role to get

and maintain a high grades. Moreover, it is a key to cope up easily with the

discussions, sharpens your mind and improve your time management. There are

many factors which may affect study skills. Study skills can be affected by the

environment in which the student studies. The amount of time used for studying is

another affecting factor. Good study skills minimize failure and enable students to

take advantage of learning oppurtunities.

The researchers believe to achieve a good study skills, one must have a

desire to learn and to improve. Motivation and persistence is very essential in

learning because the researchers know that learning is a continuous process.

Background of the Study

One of the goals of PUP is the provision of undergraduate and graduate

education which will meet the international standards of quality and excellence. It

continues to provide highly qualified, competent and multi-skilled faculty members

to produce progressive leadership, integrity in governance and globally competitive

students.


Through the mission and vision of PUP, the researchers aims to helps the

students for enable to explore topics in a deeper and more expansive way,

incorporating creative and expressive modes into their learning, and developing

deeper insights into the complex connections between the subjects they are

studying and as a result Students have a vital personal model for intellectual

inquiry and growth and the faculty enjoys a continuously challenging and changing

teaching environment, and the rewards of playing a primary role in student

development.

Institute of Technology (Itech), formerly known as College of Technology, is

one of the colleges of PUP that offers diploma programs with ladderized

curriculum. Itech focuses merely in the integration of technology and skills

development to its students. It intends to develop knowledge, skills, values and

attitudes that will prepare the students for entry into world of work. Itech provides

six different ladderized diploma programs to its students which lead to Bachelor

Science degree.

This study aims to assess levels of the study skills of 1st year and 2nd year

Computer Engineering students of Institute of Technology at the Polytechnic

University of the Philippines, Sta. Mesa, Manila.

Theoretical Framework


The theoretical framework that used in the study is the Input-Process-Output

Model. In the IPO model, a process is viewed as a series of boxes (processing

elements) connected by inputs and outputs. Information or material objects flow

through a series of task or activities based on a set of rules or description points.

Flow charts and process diagrams are often used to represent the process. What

goes in is the input; what causes the change is the process; what comes out is the

output. Figure 1 illustrates the basic IPO model:

Figure 1. Input-Process-Output Model

The components of the IPO model are defined as:

Input - The information, ideas, and resources used

Process - Actions taken upon/using input or stored material

Output - Results of the processing that then exit the system

Conceptual Framework

The conceptual framework is a set of coherent ideas or concepts organized

in a manner that makes it easy for them to communicate with each other. It uses

an IPO model that shows how the data is bringing together in order to be

Input Process Output


processed and provide a certain output. The IPO includes requirements that are

needed for the study.

Figure 1. Conceptual Paradigm

Figure 1 shown for the input, the researchers sought for the profiles of the

students: gender, and year level. It also includes the level of study skills of the

students in terms of Concentration, Time management, Note taking, Test

preparation and Reading. The process included the collection of data through used

of survey questionnaires, analysis and interpreting of data. The output of the study

is to assess the current level of study skills of the students. Improvement of study

skills and excellent grades can be achieve as Feedback.


Statement of the Problem

This study sought assessed the levels study skills of Computer Engineering

students.

Specifically, this study aims to answer the following questions.

1. What are the profiles of the respondents in terms of the following

demographic:

1.1gender

1.2year level

2. What is the level of study skills of the students according to the following:

2.1concentration

2.2time management

2.3note taking

2.4test preparation

2.5reading

3. Is there a significant relationship between the levels of study skills of the

respondents to their demographic profile?

Hypothesis

1. There is no significant relationship between the levels of study skills of the

respondent to their demographic profile.


Scope and Limitations

The study seeks to determine the factors that affect the study skills among

Computer Engineering students. The researchers will give a self-evaluation

questionnaire that is required to answer by 1st year and 2nd year students of

Institute of Technology, regarding with their study skills in terms of: Concentration,

Time management, Note taking, and Test preparation. The study is largely

dependent on the honesty, sincerity, and integrity of the respondents.

This study will not cover the graduating students, due to the fact that we have

limited sources. Moreover, 1st year and 2nd year Computer Engineering students

are only allowed to participate in the research.

Significance of the Study

The researchers believe that following will be benefited from the findings of

this study.

Computer Technology Department. The study may also be guided in the

formulation of future modification of educational policies, curriculum and strategies

toward a more effective delivery of learning.

Professor. The study will also be help in understanding better the diversity of

learning of their students. As such, it is hoped that they could develop more

effective methodologies in teaching their subject matter.

Students. The study will benefits students most specially the Institute of

Technology will be given information on how study skills affect their academic


performance. The result of the study will make them aware of the common study

skills among their co- education students.

Parents/Guardian. The study will help the parents in encouraging their

children in achieving academic performance in school or increase their study skills.

Future Researcher. The study may be able to use the result of the study in

farther research similar to what the study is.

Definition of Terms

For the purpose of definiteness and in order to avoid confusion and

ambiguity, the following terms were defined conceptually and operationally.

Conceptually

Factors. It is one that actively contributes to an accomplishments, results or

process.

Integrity. It is basing of one's actions on an internally consistent framework of

principles.

Knowledge. It is the state of being aware of something

Motivation. It is the process that initiates, guides and maintains goal-oriented

behaviors.

Study skills. It is the process of organizing and taking in new information,

retaining information, or dealing with assessments manner in which you

consistently use to study for school or college or even for the next day lesson.

Synthesize. It is to combine so as to form a new, complex product.


Operationally

Factors. These refer to anything that affects study habits.

Integrity. It refers to states of being whole.

Knowledge. It refers to the capacity of the students.

Motivation. It refers to the drive that gives the student to perform better and

further improve their productivity.

Study skills. It refers to the strategies in studying on a particular subject.

Synthesize. It refers to summarizing information.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The purpose of the review of related literature and studies is to give several

ideas on how the researchers formulate the proposed study.

Foreign Literature

In conformity with Mcknight (2006) he explained that habits are formed

through repetition. Once formed, habits are difficult to break. And it is formed when

we are young and are likely to stay with us in all our lives. It requires experiences

whether they may bad or may be good. Sometimes, it may refer also as a routine

of a person as he or she lives his or her life. Habits are being chosen and not hut

something that happens without a reason. As for the study habit specifically, it has

to be processed and developed in order to come up with a good one. It is not easy


for students especially those who are not consistent with what they are doing to

develop their study habit because it requires consistency and persistence in order

to let one’s study habit stay in our lives. Attaining one’s ideal study habit is a long-

way process..

Mark Crilly (2000) said that “Successful students are able to balance social

activities with good study habits.” A diversion from studies will alleviate stress and

help prevent from becoming fatigued. He said that 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. For this way, that

student will find concentration when he do study, if he plans a social activity

afterwards. He said, “To develop a healthy social life, develop routine study habits.

After supper, lug your books and homework to the library, find a comfortable and

quiet niche, and study for two or three hours, taking intermittent 10 minute breaks

every 45 minutes or so.” 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 as what Mark said.

Frank Pogue (2000) did a research project to determine why students fail.

What he founds to be true in that study habits survey was that more than 30 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. He said that 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.


That means he/she should eliminate all external and internal distractions. 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 subjects first, while the mind is freshest and most

receptive.

In terms of age, Andrew (2006) stated that the older the respondent, the

better grade he gains, expecting that results of this study will yield more older

respondents with better performance. Older existence means better experience.

Experience enhances the way of thinking and gains a sharper view for studying.

Age surely doesn’t matter but when it comes to thinking, it does. Critical thinking

and understanding are developed through time and studying

From a reliable source (Abderisak, 2007), students cannot study properly

without considering the time as the main factor of study habit. It is most certainly a

study technique in itself. The schedule given in each student should guide them in

how to allocate the available time among the academe works, extracurricular

activities and social life. Time is the most important element of studying. It must be

properly observed and practice the studying accordingly to the given time span.

According to Palm Beach Community College (PBCC, 2008), they

recommend that student’s study should have at least three hours out of class for

every hour spent in class. They also said that a student must have a special place

to study with plenty to work. And students should not be cramped. They

presupposes that study time will go better if a learner take a few minutes at the stat


to straighten things up. A desk and straight-backed chair usually best. “Don’t get

comfortable—a bed is a place to sleep, not to study” as what they said. A student

must have everything close at hand (book, pencil coffee, dictionary, computer,

calculator, tape recorder, etc.) before starting to study. Students are not suggested

to on time jumping up and down to get things. The PBCC suggested also that

distracting noise should be minimized however they said that there are some

people need sound and some like silence. In this case, a learner must find what

work for him or her. Culprits are family and friends. Consider a “Do not disturb” and

turning your answering machine is the way also to have better study habits

according to the PBCC

Fielden (2004) states that good study habits help the student in critical

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

synthesizing. But Fielden’s study was slightly opposed by the work of Gladen

(2008) who mentioned that there is no definite way to define good study skills. As

every student is different and works.

Nneji (2002) states that study habits are learning tendencies that enable

students work private. “The best thing students should be doing is self-testing and

self-monitoring,” Van Blerkom says. “So many students read over the material and

say, ‘I’ve got this.’ Maybe this worked with high school tests. However, when they

study by reading over the material for their college exams, they are surprised when

they do not excel because they thought they knew the material.”


In accordance, Kelly (2000) explains that learning is very significant on the

study habits of students. “If no learning takes place, studies are useless”. The

study is somehow a general term and in fact, it is being measured by learning.

When a student study, it means they will be learning something. And the quality of

their study habits whether they may be bad or good depends on the learning that

they have acquired because the mere fact in here is that if the students learn a lot,

it means that they have applied the a sound study habits. The more the learning

that a student learns, the better they have studied.

In addition, Richards (2009) stated, it will be a big help in studying to divide up

large tasks into smaller ones. In this way, students may limit their allotted tie for

studying. Dividing large tasks into smaller ones is one of the few ways to lessen

the time for studying and also organizes the material for studying.

As it is said in the study of Crede and Kuncel (2008), study habit, skill, and

attitude inventories and constructs were found to rival standardized tests and

previous grades as predictors of academic performance, yielding substantial

incremental validity in predicting academic performance. Study motivation and

study skills exhibit the strongest relationships with both grade point average and

grades in individual classes. Academic specific anxiety was found to be an

important negative predictor of performance. In addition, significant variation in the

validity of specific inventories is shown.

Study groups help solve the problem of forgetfulness. Studying one hour

immediately after a class will do more good in developing an understanding of the


material as several hours a few days later. Studies show that as much as 80% of

material learned in class is forgotten within 24 hours if there is no review. Maryland

Community College S.O.A.R. Program Revised. (April 2002)

Simmons (2003) said. professors in the developing countries said that the

undergraduate students should be fully equip with high level of analytical skills, the

capacity for critical reasoning, self-reflection and conceptual grasp and ability to

learn autonomously and exercise flexibility of mind. Study habits are said to be

improving because of the advent and wide use of the Internet, hypertext, and

multimedia resources which greatly Affects the Study Habits. Liu (2005)

According to Allan Paivio (2006), an emeritus professor of psychology at the

University of Western Ontario, noted that habits of study, which are formed in

school have greater significance and students must realize the need to acquire

these effective study habits. Effective studying will help students to prepare

schoolwork in less time and achieve greater degree of mastery of the lesson.

Students who study effectively and efficiently make use of methods of learning

which provide gaining in the acquisition, retention, application of knowledge, facts

and information from textbook and class discussion, lectures and other resources.

While Bolivar Pascual MD, a psychiatrist, stated that study skills/habits or study

strategies are approaches applied to learning. They are generally critical to

success in school, are considered essential for acquiring good grades, and are

useful for learning throughout one's life. There are arrays of study skills, which may

tackle the process of organizing and taking in new information, retaining


information, or dealing with assessments. They include mnemonics, which aid the

retention of lists of information, effective reading and concentration techniques, as

well as efficient note taking. Acquiring effective study habits are often left up to the

student and their support, however there is and evidence that they increasingly

taught at high school and university level.

Li (2009) explained that students don’t need to study for a long period of time

but instead, but instead, enough time is recommended for healthy amount.

Local Literature

Ortinero (2000) particularly highlights the role of family and environment in

students’ acquisition of rational capacities and skills. It has been scientifically

confirmed that family upbringing, neighborhood culture, schooling experience, and

the national milieu positively or adversely affect the shaping of rational capacities.

It is believed that good study habits and positive attitude towards learning

proven in many studies enhance the process of learning skills, including reasoning

skills. 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. (Ortinero, 2000, pg. 56)

Local studies (Muega, 2003; Acuna, 2000; Orteza, 1999) have also stressed

the need for students to acquire reasoning skills that would enable them to think

critically and to make the right decisions claims on issues.


In support, Salcedo, Lumantas, and Masunong (2006) affirmed that motivated

students are most successful when learning a target language are those who are

like the people that speak the language, admire the culture, and have desire to

become familiar with or even integrated into the society in which the language is

used.

In the local setting specifically in Davao City, Nacito (2006) and Azarcon,

et.al. (2004) found that Grade Six students enrolled in Piedad District of Toril S.Y.

2005-2006 as well as the freshmen students of Erico T. Nograles National High

School both need to improve their study habits due to their low academic

performance. In addition, college students of the University of Mindanao, where the

researcher is currently studying, observed that most of the students lack study

habits

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.

According to Salandanan (2008), the most important goal of education is to

teach the students how to learn on their own. The quotation on the side margin

stresses this. It is vital that students acquire the skills of how to learn; and that

these skills enable them to learn not just while they are in school but for a lifetime.

This entails a deeper awareness of how one processes information, the ability to

evaluate his own thinking and to think of ways to make his own learning process

more effective. Proficiency in employing a variety of instructional methodologies is


the best guarantee of attaining a desired learning outcome. There is no single best

method in accomplishing a planned objective one may be selected as the most

appropriate for learning episode but may not be suited for the same objective in

another learning engagement. The teacher’s decision in choosing one is crucial.

Each of teaching approaches and strategies will be discussed highlighting their

effectiveness in achieving learning objective.

The cause of this drastic decrease in the performance of the students was

supported by a study conducted by Acido (2010) who identified students in public

high school in Manila who performed low due to poor study habits.

Manila Bulletin (2011).The point of having good study habits is to be effective

and efficient. Effective: retaining, understanding, and having a good grasp of the

subject matter. Efficiency: maximizing the time you study in order to spend as little

of it as possible. Having good study habits helps greatly in achieving one's goals in

college.

Lee-Chua (2011). He believes that the most common problem of students is

not bullying, cheating or drug abuse. Those three are insidious, but procrastination

may be the most prevalent.

Teachers must always motivate their students to submit the assignments on

time and have the regular consultation of students who need more assistance and

guidance. Teachers must treat the students equally even the slow learners and

give them proper attention to develop the appropriate way of study habits and

practices inside and outside the classroom. Parents must keep away their children


from watching television most especially during weekdays to concentrate from

studying and finishing their assignments. Teachers must also explain or discuss

clearly all the topics being discussed and they must consume the complete hours

allotted for the subject. It is recommended that guidance services where affective

behavior of students can be properly monitored and worked on to all freshmen

students to established a better academic foundation and facilitate the

achievement of the objective of the universal basic education (Aquino, 2011).

Field, Tiffany; Diego, Miguel; Pelaez, Martha; Deeds, Osvelia; Delgado,

Jeannette (2012) Says that a breakup affects students' perceived academic

performance including their concentration, homework and test scores.

Foreign Studies

Crede and Kuncel (2008) found that non-cognitive factors like study habit,

skill and study motivation, among other attitudinal constructs, accounted for

incremental variance in academic performance beyond standardized tests and

previous grades. Moreover, a literature review by Nagaraju (2004) pointed out that

for good academic success, good study habits and attitudes are important.

A substantial amount of research has examined the role of students’ study

habits and their attitudes to study on academic performance. The study of Osa-

Edoh and Alutu (2012) which examined the usefulness of imbibing in the students

study habit, as a means of enhancing their academic performance, revealed a high

correlation between study habits and students’ academic performance. This


suggests that it is only when students imbibe or cultivate proper study habits that

their academic performance can be improved upon.

De Escobar (2009) stated that if students are a college student, high school

student or in elementary school students still need good study habits in order to

perform better and succeed in school. Good study habits for students start at

home, however we learn the most of them by practicing them and through trial and

error. For instance students should start with taking notes in class. Write down

what the teachers says but only what students think is important and could be on

your next test. Use colors and high light the most important things because this will

help you study better and in less time for your next test. Pay attention in class.

Sometimes we go to class and start thinking about who knows what. You know

what I am talking about right? Well, try to actually listen to what is going on in

class, what the professor is saying and other people's questions as well. Another

good study habits for students is to do homework at school. This is very rewarding

for anyone because by the time you get home you will have more than enough

time to enjoy what you like to do most without worrying about your assignment for

the next day. Studying for tests and exams ahead of time is also a very good habit.

If one knows a test is approaching the way then start going through ones notes

today, read little by little every day so when the time comes one is prepared and

ready to take on it. The above examples are only a few good study habits one

could implement into ones routine (De Escobar, 2009).


According to Chambers (2009), student days are considered to be one of the

busiest moments in our lives. Recitations, assignments, projects, and exams are

the things that make students feel exhausted. Aside from that, there are work

commitments and social events that they would like to attend. All of these

competing demands influence time management. If the students do not have any

idea about budgeting time and keeping a schedule they can easily spin out of

control, get stressed out and fall into bad practices such as cramming or doing 'all-

nighters’. This gives rise to the importance of time management for students. Here

are some positive benefits to learning student time management skills.

Firstly, academic time management can help the student better learn new

material. By taking a steady and consistent approach he/she absorbs the material

in small chunks so that he/she is better prepared when exam time comes around.

Secondly, student time management also helps one for class preparation. Often

concepts that are introduced in a previous class need to be properly understood in

order to build a new understanding of concepts that are introduced. By allocating

time to study material as one learns, one can improve class absorption rate and

efficiency. Thirdly, student time management also ensures the structuring of

commitments by priority. By properly scheduling requirements, one can avoid

running into competing demands. This can happen if one is disorganized. Next,

time management also allows setting aside time for leisure and social events. If

one has priorities to attend to, one won't find the position of having to skip social

events that one has been looking forward to. Moreover, student time management


is a proactive approach to making best use of all available time. By knowing when

to have breaks between classes one can set aside that time to attend to study

commitments. By setting up a schedule this way one can get to take control of the

day to day student requirements. This can help avoiding falling into the trap of

'goofing off' between classes and frees time at night for other activities. Getting

started on student time management is often the most difficult task. Taking the

time to learn this skill will pay dividends throughout college life and will also be a

valuable skill one can take forward for managing life. Be prepared and learn is

needed to know early in life to make the best use of time (Chambers, 2009).

Nonis and Hudson (2010) also conducted a study on performance of college

students-impact of study time and study habits in which they found that some study

habits had a positive direct relationship on student performance but others had a

negative direct relationship.

Hassanbeigi et al. (2011), in their study of the relationship between various

study skills and academic performance of university students, noted that the study

skills scores of students with GPA of 15 and above (out of 20) were statistically

higher than those students with GPA of less than 15 in all of the seven skills (time

management and procrastination, concentration and memory, study aids and note-

taking, test strategies and test anxiety, organizing and processing information,

motivation and attitude, and reading and selecting the main idea).

According to Menzel, cited by Rana and Kausar (2011), many students fail

not because they lack ability but because they do not have adequate study skills.


Students who have difficulty in college frequently do not have adequate study

habits that affect their academic achievement. A central problem noted was that

many of these students had not learned how to take effective notes and manage

time for studying (cited by Mutsotso S.N. & Abenga E.S., 2010). Moreover, a study

by Nagaraju (2004) found that students usually do not devote sufficient time to their

studies and seldom have proper study habits.

The study conducted by Hope L. Graven (2008) on the relationship between

an individual's amount of caffeine consumption during his/her study session and the

individual's study habits showed that the main effect of drinking caffeine on exam

preparation was not significant There were participants, 20 male and 58 female

college students (N=78), answered self-ratings on their personal consumption of

caffeine as well as their study habits when preparing for a test/exam. It was

hypothesized that the more caffeine a student consumes while studying, the more

accurately his or her study habits would be labeled as 'unhealthy', as determined by

the researchers. Unhealthy study habits were operationally defined as low scores

on amount of time per study session, time (in days) when preparation began, and

amount of information the participants believed they had retained. High scores on

anxiety level were included in 'unhealthy' study habits. A Pearson correlation

indicated no relationship between amount of caffeine consumed while studying and

the individual's effectiveness of studying and preparation.


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 critically.

The Filipino females under study are more likely to procrastinate and they are

relaxed-pleasure seeking type of procrastinators. In the Filipino culture, women are

expected to be the helper of the husband, and support the family with their income

after school or marriage. These conforming to these roles easily, they tend to put

off doing or performing them instead. Males on the other hand, are tensed-afraid

type of procrastinator. Their basic characteristics as task-oriented, directive and

dominating others may explain why they are tense-afraid type of procrastinator.

Dela Cruz, M.C. (Baguio City, 2004)

Based from an unpublished thesis of Jabonete (2004), “Study Habits

Enhancement Program: Its Effectiveness”, it states that the Study Habits

Enhancement Program was established in order to eliminate deficiency in class

performance and promote awareness in improving their learning styles. The

researches formulated the program based on the students’ baseline data which

was gathered from their given survey of study habits and attitudes in assessment

of adjusting their program. Specifically, the researchers were able to obtain data

from their selected students as profile: sex and grade. As revealed in the survey,


the researchers were able to discover and identify the problems the students have.

These are delayed attention, learning styles, and educational background.

In the Philippine concept, as cited in a research conducted by Cabahug and

Ladot (2005), the University of the Philippines’ greatest failure is in mathematics. It

is also said that repetition in mathematics is common among UP students that

almost one out of three repeat a mathematics course. Cabahug and Ladot (2005)

also said that the faculty of the UP Cebu Natural Science and Mathematics

Division or NSMD has felt the declining performance of students in basic

mathematics. It is also stated that the attitude towards mathematics and

achievement in mathematics have always been a great concern.

The Department of Education’s (DepEd) Monitoring and Evaluation Report for

SY 2004-2005 also showed that 44% of the students who were under the Bridge

Program cited parental neglect as a major hindrance to student learning (DepEd,

2005).

According to the study of Torres and Fajardo (2006) 63.25% of the

respondents spend more time in studying rather than of playing. 79.14% out of the

302 respondents can be considered healthy for the reason that they do not get sick

or ill often. This contributes to a result of a high percent of 94.04% respondents

who attend their class regularly.

Based on the study of Alexis D. Tan (2010) majority of the students often

gets 82% and below in minor subjects while 83%-85% in major subjects.


In the 2010 professional licensure examinations given by the PRC, almost 70

percent of college graduates in the country failed and, last year, only 125,419 of

the 345,182 or 36.3 percent college and technical school graduates passed their

respective professional eligibility examinations, as per PRC records. This statistics

were based on the results of licensure examinations for 45 groups of professionals.

Among the lowest number of passing rates were posted by: elementary teachers

(15.4 percent); secondary teachers (23.3 percent); electronic engineers (23.5

percent); and registered electrical engineers (31.9 percent) (Philippine Education

Sector Assessment Project, 2011)

Aquino, L (2011) Students generally do not approve teacher methods and

classroom management and have inefficient time management. Intervention

programs based on the theory of confluent education which can improve the study

habits and attitudes of students was proposed.

The study of Cadosales (2013) reveals that the first year students have the

skills in organizing and planning their work, preparing assignments or projects, and

note-taking and reading. The students’ skills in organizing and planning one’s

work; working with others and utilizing resources and feedback; note-taking and

reading; and preparing an assignment/project correlate with their grades. The best

predictor of students’ academic performance is note-taking and reading. First year

college students need to develop the habit of studying their lessons, reading, and

taking down notes to improve their academic performance


Synthesis and Relevance of Related Literature and Studies

Each literature and studies are come from articles, thesis/dissertation and

journals that are related to the proposed study.

Each literature and studies are come from articles, thesis/dissertation and

journals that are related to the proposed study.

According to the study of Borro (2010) the common reason of drastic

decrease of academic performance of the student is a weak study habit. In the

present study the researcher seeks for the factors that affect the study habits of a

student; the factors that causes a weak study habit.

Fielden (2004) once stated that a good study habits have a good effects

towards the academic performance of the student which is hypothetically true.

The present study finds similarities to the study of Jabonete (2004), wherein

the study identified the problems of students to their study skills.

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the method of research, population, sample size and

sampling technique, description of respondents, research instrument, data-

gathering procedure, and statistical treatment of data.

Method of Research


The type of research method that is used by the proponents in this study is

the descriptive research method. That it is focused on the study skills of 1st year

and 2nd year Computer Engineering students. The descriptive design focuses at

the present condition.

Applied research defined as scientific study and research that seeks to solve

practical problems. Applied research is used to find solutions to everyday

problems, cure illness, and develop innovative technologies. It accesses and uses

some part of the research communities' accumulated theories, knowledge,

methods, and techniques, for a specific, often state-, business-, or client-driven

purpose. Applied research usually involves solving useful problems and real world

protocols. Krishnakumar (2011)

Applied research is used in the study because the study aims to help the

students of Polytechnic University of the Philippines more specifically to the

students of Itech, to assess the level of study skills that they currently have.

According to Krishnakumar (2011), Quantitative research refers to the

systematic empirical investigation of any phenomena via statistical, mathematical

or correlational research. This was applied in the study because the study aims to

measure the levels of study skills and wants to determine if there’s a relationship

between the levels of study skill to their demographic profile.

Population, Sample Size and Sampling Technique

The respondents of the study took from 1st year and 2nd year Computer

Engineering students of Polytechnic University of the Philippines – Institute of


Technology. The number of respondent each level will be determine through the

below formula.

Slovin Formula:

n= N

1+NE2

Where: n = sample size

N = population size

E = margin of error

The researchers have chosen first year and second year Computer

Engineering students to be the respondents. First year level has a total number of

128 students while second year level has 109 students. The total number of

respondents is 251 students. The computation below shows the number of the

respondents that will answer the survey questions.

It shows that only 117 students from first year and 98 students from second

year will be picked to answer the questionnaire.

The respondents of the study are composed of 215 out of population of 237.

Description of Respondents

The respondents are the 1st year and 2nd year Computer Engineering students

of Polytechnic University of the Philippines – Institute of Technology.

SECTIONS TOTAL NUMBER OF SAMPLE SIZE


STUDENTS1st Year Level

CET 1-1 26 students 24 respondents




TOTAL 128 students 117 respondents

2nd Year Level




TOTAL 109 students 98 respondents

Table No. 1. Total number and sample size of the students

As manifested in Table No. 1, 54% of the respondents came from 1st year

level and 46% respondents from 2nd year level. The total number of respondents in

the study is 215 students.

Research Instrument

The study used test questionnaires in gathering data. It was adapted from a

source: Study Skill Inventory questionnaire developed by Dennis H. Congos

(2010), formerly of Central Piedmont Community College, Charlotte, North

Carolina.

The research instrument were the questionnaire for study skills which will be

described in terms of concentration, time management, note taking, test


preparation, and reading. The test questionnaire will have five questions for each

indicator. The respondents again will choose from always, often, sometimes, and

never and put a check on the corresponding box which will be based on the level

of study skills that they are experiencing. Appendix A shows the questionnaires of

this study.

The researchers obtained the respondents’ level of study skills through self-

rating. Level of study skills are measure with the following rating scale with

definitions:

1 – Always

The respondents have outstanding study skills in terms of

concentration; time management; note taking; test preparation;

and reading.

2 – Often

The respondents have average study skills in terms of


and reading.

3 – Sometimes

The respondents have fair study skills in terms of concentration;

time management; note taking; test preparation; and reading.

4 – Never


The respondents have poor study skills in terms of


and reading.

Data-Gathering Procedure

The researchers personally administered the test questionnaires to the

respondents and provided them with clear instructions on how to answer. The

respondents answered the test questionnaire at their convenient time and place

within the school campus.

The questionnaires were retrieved on the same day of the administration.

Data that was extracted from the questionnaires will be classified, organized and

tabulated accordingly.

The researchers tabulated the data gathered from the answered

questionnaires. Analyzation and interpretation of data helped to formulate findings,

conclusions and recommendations.

Statistical Treatment of Data

For the purpose of analysis and interpretation, the responses to the terms on

the questionnaires were tallied and recorded accordingly and the following

assessment tools will be used:


Frequency and Percentage. This is used to determine the proportion of students

who answered in a certain way.

Formula

P = FnX100

Where:

P = PercentageF = Frequencyn = No. of respondents

Weighted mean. It is the mean of each weighted value when it is multiplied by

some weight.

Formula

x=∑ f i x i

∑ f i

Where:

x = Weighted mean∑❑ = Summationf i = Frequenciesx i = Items given


Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter provided the gathered data and the researcher’s analysis and

interpretation of the results of the distributed surveys. The data were presented in

a clear and concise form, most which used graphs and tables.

Out of the 215 surveys distributed to different sections of first year and

second year Computer Engineering students, only 145 surveys were completed

and returned; the remaining 65 were missing, presumably lost, forgotten, and/or

unreturned. Most of the respondents preferred not to write their name and remain

anonymous.

Sub problem No. 1. Profiles of the respondents in terms of the following

demographic:

GenderFrequenc

y Percentage

Male 92 63%

Female 53 37%

Total 145 100%

Table 1.1. Profile of the Respondents in Terms of Gender

The Table 1.1 shows that 63% of our respondents are male and 37% of them

are female, we have a total of one hundred forty-five respondents and the table


clearly shows that majority of them are male with sixty-three respondents and the

remaining thirty-seven are female.

Year levelFrequenc

y Percentage

1st Year 70 48%

2nd Year 75 52%

Total 145 100%

Table 1.2. Profile of the Respondents in Terms of Year Level

The Table 1.2 shows that majority of the respondents came from 2nd year level

that has 52% and the remaining 48% were from 1st year level.

Sub problem No. 2. Level of study skills of the respondents according to the following

categories:

Legend:

SCALE MEAN VALUE DESCRIPTION1 1.00-1.75 Always The respondents have outstanding study skills in

terms of concentration; time management; note taking; test preparation; and reading.

2 1.76-2.50 Often The respondents have average study skills in terms of concentration; time management; note taking; test preparation; and reading.

2 2.51-3.25 Sometimes

The respondents have fair study skills in terms of concentration; time management; note taking; test preparation; and reading.

4 3.26-4.00 Never The respondents have poor study skills in terms of concentration; time management; note taking; test preparation; and reading.

Table 2. Criteria of levels of study skills


To determine the level of study habits of the respondents

10%

61%

25%

4%

ConcentrationAlways Often Sometimes Never

Figure 2.1. According to Concentration

Figure 2.1 presents the level of study skills according to concentration. 61%

out of 145 respondents have average study skills in terms of Concentration.

25% have below average, 10% have an excellent skill and the remaining 4%

has a weak concentration skill.


6%

33%

46%

15%

Time ManagementAlways Often Sometimes Never

Figure 2.2. According to Time Management

Figure 2.2 presents the level of study skills according to time management.

Majority of the respondents have below average study skills in terms of

managing of time. 33% have average, 6% have an excellent skill and the

remaining has a weak skill.


11%

51%

30%

8%

Note TakingAlways Often Sometimes Never

Figure 2.3. According to Note Taking

Figure 2.3 presents the level of study skills according to note taking. It

illustrates that half of the respondents were have an average time to take

down notes, re-read notes or summarizes lessons.


13%

48%

37%

3%

Test PreparationAlways Often Sometimes Never

Figure 2.4. According to Test Preparation

Figure 2.4 presents the level of study skills according to test preparation. It

illustrates that almost half of the respondents have an average time to review

and get ready for the examinations; Only 13% of the respondents have an

absolute time to prepare for the exams.


18%

48%

28%

6%

ReadingAlways Often Sometimes Never

Figure 2.5. According to Reading

Figure 2.3 presents the level of study skills according to reading. It illustrates

that 48% of the respondents have an average time to have an advance

reading and average skill to analyze sentences or paragraphs. 28% have a

below average skill; 18% have excellent skills in reading; the remaining have

weak reading skills.

Sub problem No. 3. The relationship between the levels of study skills of the

respondents in terms of Concentration, Time management, Note taking, Test

preparation and Reading to their demographic profile.

3.1 The Depicts of the Level of Study Skills of the Respondents in terms of

Type of Secondary School according to the following:


Always Often Sometimes Never

Male 0.13 0.63 0.22 0.02

Female 0.06 0.58 0.3 0.08

5%15%25%35%45%55%65%

Concentration

Axis Title

Figure 3.1.1. Level of Study Skills in Terms of Concentration According to Gender

Figure 3.1.1 illustrates that majority of male (58 out 92) and female (30 out of 53)

respondents have an average study skill in terms of concentration. 22% of male

respondents and 30% of female have fair concentration skills.


Male 0.09 0.29 0.49 0.13

Female 0 0.4 0.4 0.2

3%8%

13%18%23%28%33%38%43%48%

Time Management

Axis Title

Figure 3.1.2. Level of Study Skills According to Time Management in Terms of Gender


In Figure 3.1.2, illustrates that the percentage in terms of time management,

the male has the highest percentage on sometimes which got 49%. It only

means that most male has poor study habits in terms of gender. In female,

the often and sometimes has same percentage which is 40% each, which

means that the female respondents has an average percentage and also has

an fair percentage in terms of gender.


Male 0.13 0.48 0.28 0.11

Female 0.09 0.53 0.34 0.04

5%

15%

25%

35%

45%

55%

Note Taking

Axis Title

Figure 3.1.3. Level of Study Skills According to Note Taking in Terms of Gender

In figure 3.1.3, it illustrates that majority of the male and female respondents often

do the note taking in terms of gender.



Male 0.15 0.48 0.35 0.02

Female 0.11 0.47 0.4 0.02

3%8%

13%18%23%28%33%38%43%48%

Test Preparation

Axis Title

Figure 3.1.4. Level of Study Skills According to Test Preparation in Terms of Gender

Figure 3.1.4 illustrates that male and female respondents has almost same

percentage with all levels.


Male 0.09 0.29 0.49 0.13

Female 0.13 0.42 0.4 0.05

3%8%

13%18%23%28%33%38%43%48%

Reading

Axis Title

Figure 3.1.5. Level of Study Skills According to Concentration in Terms ofGender

Figure 3.1.5 illustrates that majority of male and female respondents have an average and fair reading skills.


3.2 The Depicts of the Level of Study Skills of the Respondents in terms of Year Level according to the following:


1st Year 0.16 0.62 0.19 0.03

2nd Year 0.05 0.59 0.31 0.05

5%15%25%35%45%55%65%

Concentration

Axis Title

Figure 3.2.1. Level of Study Skills According to Concentration in Terms of Year Level

Figure 3.2.1 illustrates that 1st year students has greater percentage of students who

have outstanding concentration skills than 2nd year students.


1st Year 0.09 0.39 0.4 0.12

2nd Year 0.03 0.28 0.5 0.19

3%8%

13%18%23%28%33%38%43%48%

Time Management

Axis Title

Figure 3.2.2. Level of Study Skills According to Time Management in Terms of


Year LevelFigure 3.2.2 illustrates that 1st year and 2nd year students suffering from lack of time management.


1st Year 0.17 0.53 0.21 0.09

2nd Year 0.07 0.47 0.38 0.08

5%

15%

25%

35%

45%

55%

Note Taking

Axis Title

Figure 3.2.3. Level of Study Skills According to Note Taking in Terms of Year Level

in figure 3.2.3, it illustrates that majority of the 1st and 2nd year respondents has an

highest percentage in often which if 53% to 1st year and 47% to 2nd year students. it

only means that most of the students often do the note taking in terms of year

level.



1st Year 0.12 0.54 0.31 0.03

2nd Year 0.15 0.41 0.41 0.03

5%

15%

25%

35%

45%

55%

Test Preparation

Axis Title

Figure 3.2.4. Level of Study Skills According to Test Preparation in Terms of Year Level

In figure 3.2.4, it illustrates that majority of the 1st yearstudents are often do the

test preparation. In 2nd year students the percentage on often and sometimes has

same percentage which means that the 2nd year students are often and

sometimes do the test preparation in terms of year level.


1st Year 0.26 0.47 0.19 0.08

2nd Year 0.11 0.49 0.37 0.03

3%8%

13%18%23%28%33%38%43%48%

Reading

Axis Title


Figure 3.2.5. Level of Study Skills According to Reading in Terms of Year Level

In figure 3.2.5, it illustrates that majority of the 1st and 2nd year students, they have

average skills with regards of reading.

Chapter 5

SUMMARY OF FINDINGS CONLUSIONS AND RECOMMENDATIONS

Summary

The study assessed the levels of study skills of Computer Engineering

student of Polytechnic University of the Philippines at the Institute of Technology

from first year and second year level. Hypothetically, there is no significant

relationship between the levels of study skills according to concentration, time

management, note taking, test preparation, and reading to the demographic

profile of the students. Descriptive method and qualitative research were applied in

the study. Frequencies, Percentage and Weighted mean were used in statistical

treatment.

Findings

Based on the results gathered, the following findings are thereby presented:

1. What are the profiles of the respondents in terms of gender, year level,

and type of secondary school?


Majority of the respondents are male with frequency number of

92 respondents out of 145. 52% of the respondents were sophomore

students, the remaining 48% were freshmen. Respondents came from

public schools are dominant, only 21% of the came from private.

2. What are the levels of study skills of the students according to the

following:

2.1 Concentration

61% of the respondents have mean range of 1.76 to 2.50. It

means that majority of the respondents have the capacity to

concentrate most often.

2.2 Time Management


means that lot of the respondents barely not manage their time in

studies well.

2.3 Note Taking


means that majority of the respondents take down notes and

summarizes lessons most oten.

2.4 Test Preparation



means that majority of the respondents have average skills when it

comes in preparing before the exams.

2.5 Reading


means that majority of the respondents have average reading skills

and strategies.

Conclusions

Based on the findings, the researchers came up with following conclusions:

1. The researchers conclude that students have poor time management

skills and reading skills.

2. The researchers conclude that students have common problems with

regards of their study skills.

3. The researchers also conclude that there is no significant relationship

between the levels of study skills to the demographic profile of the

students.

Recommendations

Based on the findings and conclusions gathered, the researchers would like

to recommend the following:


1. The researchers recommend that students should improve their

concentration. Below are the study skills that might help to improve

concentration::

Reduce interference

Minimize intervening activity

Do not study with multiple of subjects

Systematized your tasks

Find a comfortable place to review.

2. The researchers recommend that used of study system is the best skill

that will help to have outstanding remarks. One of the oldest and best-

known study system is "SQ3R", stand for Survey, Question, Read, Recite,

Review.

3. The researchers recommend that students must use the Cornell, outline,

mapping or charting method to condense and synthesize reading, lectures

and discussions.

4. Lastly, the researchers recommend that students must learn to manage

time effectively. Make study schedule or plans and stick to it, make list of

things to do and less cramming. These will help to have a good time

management.