English201 ARP

8/17/2019 English201 ARP

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Chapter 1

The Problem and Its Setting

Background of the Study

Classroom observations show that under the same conditions, namelysame professor, same subject, same teaching system, same administration,same enrollment criteria, same time of the day for an specific course and sameeducation level, some students perform well while others do not. The questionarises as to what are the aspects that influence this difference in performance(Cerna, 20!".

The ability to study effectively is important for any student#s success inschool. $any capable students may e%perience frustration and even failure notbecause they lac& ability, but because they do not have adequate study s&ills.

'ndividuals, including students have different study styles. ailure to recogni)ethat students differ in the amount of time they need to complete a tas& not onlyignores the fact that individuals wor& at different rates, but forces them intoadopting undesirable ways of learning and processing information. *tudents withgood study s&ills are also more li&ely to e%perience an increase in their feelingsof competence and confidence as they learn, +lliot et al (2000, as cited by,roni,200".

*uccessful learners can reflect on how they thin& and learn, setreasonable learning or performance goals, select potentially appropriate learningstrategies or methods, and monitor their progress towards their goals. 'n addition,

learners can generate alternative methods to reach their goal if a problem occursor if they are not ma&ing sufficient or timely progress toward a goal (-ucas,20".

etermining the study habits that wor& for a student is a personal struggle./hat can wor& for one may not wor& for another. 't is important to try whatcertain study practices wor& effectively and efficiently for each one. long withthis, it is equally important to ta&e into consideration the effectiveness of thechosen method with the class performance. 1ngoing assessment is a &ey toproviding valuable feedbac& about the progress towards the students# goals.

Statement of the Problem

This study is to determine the relationship between the study practicesand the class performance of the 3rd 4ear College of ccounting +ducationstudents in the 5niversity of $indanao.

*pecifically, it sought to answer the following questions6


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. /hat are the specific study practices of the 3rd year students in terms of6

. Time7

.2 8ituals7 and

.3 *trategies9

2. /hat is the level of class performance of the students in terms of6

2. lertness7

2.2 :articipation7 and

2.3 ;rades9

3. 's there a significant relationship between the study practices and classperformance of the students9

Null Hypothesis

There is no significant relationship between the study practices and classperformance of 3rd year students in the College of ccounting +ducation.

Reie! of Related "iterature

*tudy habits typically denotes the degree to which the student engages in

regular acts of studying that are characteri)ed by appropriate studying routines(e.g., reviews of material" occurring in an environment that is conducive tostudying (Crede < =uncel,20".

-earning style is variously defined as a particular way in which an

individual learns7 a mode of learning an individual#s preferred or best manner(s"

in which to thin&, process information, and demonstrate learning7 an individual#s

preferred means of acquiring &nowledge and s&ills7 and habits, strategies, or

regular mental behaviors concerning learning, particularly deliberate educational

learning, that an individual displays.

The term #learning preferences# has been used to refer to the conditions

encompassing environmental, emotional, sociological and physical conditions

that an individual learner would choose, if they were in a position to ma&e a

choice unn, et al. (>?>, as cited by :ritchard, 203".

+ducators may also argue that learning environments have both a direct

and indirect influence on student learning, including their engagement in what is


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being taught, their motivation to learn, and their sense of wellbeing, belonging,

and personal safety. or e%ample, learning environments filled with sunlight and

stimulating educational materials would li&ely be considered more conducive to

learning than drab spaces without windows or decoration, as would schools with

fewer incidences of misbehavior, disorder, bullying, and illegal activity (*hore,

n.d.".

/hat becomes very clear, as we thin& closely about different learners whoare &nown to us, is that they do not all learn in the same way. +ach individual willadopt an approach to learning with which they are most comfortable, and indoing so, leave behind the approaches with which they are less comfortable. 't ishelpful for learners if they aware of their own particular learning preferences, as itwill allow them to use an appropriate learning style to suit the particular learningthat is being underta&en and to ta&e opportunities to improve their potential for learning when faced with a learning activity that might steer them towards one of their #wea&er# or, at least, one of their less favored @ styles (:ritchard, 203".

Study time

ccording to *tinebric&ner and *tinebric&ner (200A", the understanding of one of the most basic inputs in the education process that is studentsB study timeand its relationship to academic performance is at present limited at best. ;iventhat time is a variable over which students have the most control and that there isclear evidence that todayBs college students are devoting less time for studiesand more time for other activities (igher +ducation 8esearch 'nstitute, 20037Donis, :hilhours, < udson, 200E", there is a need for empirical researchfocusing on this issue. 8esearchers need to &now what influence time spent

studying outside of class has on academic performance, as well as the truenature of this influence (as cited by Donis < udson, 200".

/hen considering the relationship between study time and performance, itis not only how much time a student spends studying but also how effectively thistime is spent that influences academic performance ( Donis < udson, 200"

*tudying in daylight, our bodies are naturally alert during daylight hoursand goes down as the night approaches especially in less humid and wellventilated places. 't ma&es the body more prone to sleepiness thus studying inthe morning is encouraged especially in students in late adolescence and early

adulthood (*avage, 203".

"istening to music

*tudies have shown that listening to music before studying or performinga tas& can be beneficial as it improves attention, memory, and even your ability todo mental math as well as helping lessen depression and an%iety. $anyresearchers, as well as students, who thin& listening to music helps memory,

http://www.mindthesciencegap.org/2012/10/08/does-music-help-you-study/http://www.mindthesciencegap.org/2012/10/08/does-music-help-you-study/


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have called the practice the F$o)art +ffect.G 1f course, nowadays many studentsare not actually listening to $o)art, but pop or other music, so the effect may notbe the same.

These studies and researchers seem to indicate that music can actually

help you study and those who listen to music while studying may actually bebetter off for it. owever, there have also been several studies that have shown

that music can actually have negative impacts on your studying effectiveness H

particularly when it comes to memori)ing something in order.

ccording to r. :erham (200", listening to music may diminish your cognitive abilities in these situations because when youBre trying to memori)ethings in order, you can get thrown off and confused by the various words andnotes in the song playing in the bac&ground. ecause music can impact andregulate your mood and the best mood to study in is a more rela%ed mood,choosing music that helps you rela% but also with enough beat or rhythm to

ensure you donBt )one out while studying is crucial. ut music thatBs too loud or with too much of an upbeat tempo can also be distracting, so having a playlist or specific artist you turn to for studying music can really help.

'f youBre the type of person who has more difficulty multitas&ing and is

easily distracted, listening to music while studying may just cause your attention

to drift to the music rather than help you concentrate on your material. 'f youBre

really set on listening to music while studying but &now your focus will probably

end up divided, choose classical music or more acoustic music with minimal

words to distract you. $ovie scores, which typically consist of a bunch of

orchestral pieces, may also be good bac&ground music for you to study to.

$usicBs effects on study habits will vary from person to person, and canalso be affected by what youBre listening to H the genre of the music, how loud itis, etc. ut in order for you to study the most productively, you need to figure outthe effect music has on your studying ability, and then tailor your studying playlistH be it silence or music H to best suit your needs and efficiency (;oodwin,20!".

#ating

5pcoming finals may be the top concern of many college students thiswee&. *o much so that few give much thought to things li&e food or sleep, other than what is minimally needed to sustain them through several days of cramming. $any students said they rely on favorite snac& foods or caffeinatedbeverages to get them through the end of the semester (:ullano, 20".

https://www.psychologytoday.com/blog/memory-medic/201312/does-music-help-memoryhttp://www.edu-nova.com/articles/studying-with-music/https://www.psychologytoday.com/blog/memory-medic/201312/does-music-help-memoryhttp://www.edu-nova.com/articles/studying-with-music/


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$rinking Coffee

Coffee has been proven to be one of the &eys in &eeping ones brain alive

in the middle of the night. The caffeine in coffee will &eep you awa&e but it shouldbe ta&en moderately since it is also one of the causes of decreasing performanceif ta&en e%cessively (*avage, 203".

%atching T&

'magine that your brain is you, and your homewor& is the TI show. /henyouBve selected what youBre going to wor& on, itBs li&e choosing a TI show thatyou want to watch. nything that might be a distraction is a new, annoyingcommercial. +very time you ta&e a brea& from wor&ing to chec& your cell or browse aceboo&, itBs li&e forcing your brain to ta&e a commercial brea& and it

completely disrupts the flow of your wor&. 'tBll ta&e you a few minutes before youcan get bac& the focus you had before the brea&, which is wasted time that couldhave been very useful (-indsay,202".

Coffee Shop ' (uiet Place

/hen selecting a place to study, one of the factors to be considered is itquiet enough that you#re going to be able to get optimum focus and being able toconcentrate in the lesson that you#re studying. *ome of the suggested places arelibraries (public or private" even coffee shops and restaurants. ut to studentswho are cutting off cost, itBs a struggle to go to these places require money in

general. The point here is students must be able to find their own spaces thatthey will be able to focus and be productive. 1nce you#ve decided on a location,pic& a spot that seems comfortable to you. o your best at a des&, table, or mayit be on a couch. =eep in mind that comfy places li&e sofas and beds might bemore conducive to sleeping because you might get too comfortable and getsome sleep instead of studying. lways pay attention in choosing your location increating your desirable study environment.

fter you have chosen a location, decide what type of atmosphere wor&sbest for you. actors to consider are6

. Doise @ some students prefer complete quiet, while others li&e softbac&ground music or ambient noise. aroque classical music or ja)) wor&e%tremely well in these cases, and you can access them through an internetradio program li&e :andora. 'f you prefer quiet, noisereducing headphonesmight be helpful, but you may have to change your location if other studentsBnoise preferences are disruptive to you.


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2. -ighting @ harsh bright light is often unpleasant, while soft, ambient light canput you to sleep. Try to find a happy medium between the two to create theatmosphere that seems comfortable to you.

3. Temperature while you cannot often control the temperature of the room that

you are in, try to find a place with a fairly consistent temperature. 4ou can alsoadjust your personal temperature by carrying a light jac&et with you or by movingcloser to a window or vent. =eep in mind that cold temperatures may feel harshand distracting, but warm temperatures may ma&e you lethargic. Try to find abalance (8amsey < /itter, 200".

Coffee Shop ' noise

mbient noise, an important environmental variable, can affect creativity.8esults from five e%periments demonstrate that a moderate (J0 d" versus low(!0 d" level of ambient noise enhances performance on creative tas&s and

increases the buying li&elihood of innovative products. high level of noise (?!d", on the other hand, hurts creativity. :rocess measures reveal that amoderate (vs. low" level of noise increases processing difficulty, inducing a higher construal level and thus promoting abstract processing, which subsequentlyleads to higher creativity. high level of noise, however, reduces the e%tent of information processing and thus impairs creativity.

Doise distracts people but that the degree of distraction induced byvarious noise levels will affect creativity differently. high level of noise maycause a great deal of distraction, causing individuals to process information to alesser e%tent and therefore to e%hibit lower creativity. moderate (vs. low" level

of noise, however, is e%pected to distract people without significantly affecting thee%tent of processing. *uch a moderate distraction, which induces processingdifficulty, enhances creativity by prompting abstract thin&ing. 'n sum, a moderatelevel of noise will enhance creativity relative to both high and low levels of noise($ehta et al.,202".

Notes

The pervasive nature of note ta&ing and note reviewing and theassumption that such activities are a necessary part of the college learninge%perience have encouraged researchers to investigate how students go about

ta&ing and reviewing notes and how these activities might be improved (;rabe,200!". ccording to Ian $eter, 4o&oi, and :ressley (>>A" college studentsbelieve that the act of ta&ing notes facilitates attending to the lecture,comprehension of the material to be learned, and the subsequent recall. 'n thestudy of aghverdi, iria < =arimi, (200" the results revealed that noteta&ingstrategy instruction had significant effects on the students# achievement. Thesefindings support the view that in academic performance, the process effect of


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note ta&ing is of great importance (assanbeigi, s&ari, Dah&javani, *hir&hoda,arge)ar, $o)ayyan < allah)adeh, 20".

Study )roup

aving a study buddy or two helps you bounce ideas around, practice

lessons, memori)e test subjects and &eep each other alert and awa&e. ut

students engaging in group studies must be able to &now something that can be

passed and shared to others. 't is highly discouraged to have a companion that is

unprepared and not wellversed with the topics being discussed in groups

(*avage, 203".

Setting Schedule

ccording to the 5niversity of /isconsin (n.d.", time is one of our mostimportant resources. +ffective time management is a s&ill most people need toma&e the most out of their personal and professional lives. To a college student,it can ma&e the difference between a mediocre and a superior performance. Tomanage time effectively, you must control it. /hen you do not consciously controltime, your old habits will control your time and set limits on your achievements.The first two crucial steps in ta&ing control of time are establishing goals andfollowing a schedule. 4ou can use the assignment deadlines and e%aminationdates predetermined for you by your instructors as semester goals. ut you mustcreate a schedule that will enable you to reach those goals successfully.

*lertness

ut there is another dimension to student satisfaction in the classroomthat gets much less attention and might need a little push for improvement fromthe consumer6 teaching. 'f students thin& of themselves as customers, they oftenview the professor at the front of the room as a performer. nd just li&e when theygo to a concert or a movie, students e%pect to be engaged, persuaded, or evenentertained.

The e%pectation of the professor as performer has only increased inrecent years as students have come to class with more distractions. 't used to be

that students had few alternatives beyond reading a newspaper and sleeping inthe most boring of classes. Dow they come armed with every imaginableelectronic device, all connected to the outside world than&s to the campuswireless networ&.

Dot only do students have plenty more distractions at their disposal inclass, but some of those distractions allow students to access &nowledge about


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almost anything on the 'nternet. The professor is no longer the sole source of &nowledge in the classroom (*elingo, 20".

Participation

:articipation is one of those wor&horse instructional strategiesHeasy touse, straightforward, e%pected, and often quite successful at accomplishing anumber of learning goals. 'tBs good to remind ourselves of its many different uses,especially on those days when getting students to participate feels li&e pullinghensB teeth (/eimer, 20".

ocusing on study material is important to the success of college students.Choosing when and how to study directly impacts the ability to concentrate whenwor&ing on an assignment or preparing for a test. artmouth College tells

students to create a wor&ing atmosphere in their study environment, study duringthe day or early evening, ta&e plenty of brea&s to avoid losing attention and setstudy goals li&e wor&ing through a certain number of pages before ta&ing abrea&. 1rgani)ation -ac& of organi)ation accounts for missed assignments,forgotten tests and lost noteboo&s. :lanning each wee& and upcomingassignments helps students prepare for what is ahead and accomplish their academic goals. 'owa *tate 5niversity suggests that students carefully plan their schedule by loo&ing at each course syllabus, mar&ing important due dates,brea&ing down the wor&load into manageable sections and developing organi)ednoteta&ing s&ills li&e putting chapter sections in an outline or using note cards tolearn terminology. angers of -ac&ing *tudy *&ills -earning adequate study s&ills

and wor&ing hard to achieve their goals gives college students an advantageover those who do not. *tudy*&ills.com reports that lac& of these s&ills clearlyputs students at a disadvantage and is one of the main reasons students needremedial classes, fall behind in coursewor& and drop out of school. Ta&ing astudy s&ills class while still in high school dramatically lowers the ris& of academic struggles and failure to complete a college degree (olling, 203".

)rades

or decades, grades have been the primary form of communicating andreflecting student mastery. myth that has ta&en hold, but ironically no one

thin&s grades are able to communicate learning with any sort of accuracy or consistency. Teachers feel compelled to Kgrade,K (the verb form" any and allstudent wor&, believing that a letter or percentage will indicate to students andparents a measure of s&ill. *tudents feel conditioned to only pursue summativevalues and to get KBs and BsK to ma&e mom and dad happy. :arents feel reliantupon teachers to instruct, assess, and communicate learning outcomes throughthe assignment of grades.


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*omewhere along the line though, all parties have lost sight of what gradesare supposed to represent. epending upon who you as& you are li&ely toreceive a wide range of responses. Teachers feel bo%ed in and forced to reportgrades, students are trapped KearningK them, and parents understand whatKgoodK and KbadK grades mean. ut none of those understandings are close to

the role they were meant to play7 their primary function is to communicatemastery of performance and today they do anything but that. 't#s a mess (Crouch,203".

The effects of giving students grades @ or leading them to focus on whatgrade theyBll get. irst, their interest in the learning itself is diminished. *econd,they come to prefer easier tas&s @ not because theyBre la)y, but because theyBrerational. fter all, if the point is to get an , your odds are better if you avoidta&ing intellectual ris&s. Third, students tend to thin& in a more superficial fashion

@ and to forget what they learned more quic&ly @ when grades are involved.

To put it positively, students who are luc&y enough to be in schools (or classrooms" where they donBt get letter or number grades are more li&ely to wantto continue e%ploring whatever theyBre learning, more li&ely to want to challengethemselves, and more li&ely to thin& deeply. The evidence on all of these effectsis very clear, and it seems to apply to students of all ages.

s far as ' can tell, there are absolutely no benefits of giving grades tobalance against these three powerful negative consequences @ e%cept that doingso is familiar to us and doesnBt ta&e much effort (=ohn, 200>".

Theoretical and Conceptual +rame!ork

Scope and "imitation

This study was conducted to determine the relationship between the studyhabits and the class performance of 3 rd 4ear College of ccounting +ducationstudents of the 5niversity of $indanao. There were two aspects that were loo&edinto during the whole duration of the study. 1ne aspect is the study habits of thestudents in terms of time, rituals and strategies. nother aspect is the classperformance in terms of alertness, participation and grades.

Significance of the Study

The findings of this study will provide a vital information and importance tothe following6

*ccountancy students. *tudents who will apply the recommended studypractices which will be derived from the results of this study will more li&ely help,especially 3rd year accounting students, to improve their study habits andpractices.


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Teachers. 't will also help the teachers acquire information which they canuse in giving their students some tips about probable student problem regardingtheir study practices.

Researchers. s student researchers ta&ing up accountancy, the result of this study would also be beneficial to us because it is applicable to our courseand it would give us hints on effective study habits and practices.

To students !ho are planning to take accounting course, The result of this study may give awareness to students who are planning to ta&e upaccounting course because it will provide them information on how to preparethemselves in college and productively handle any tas&.

/ith an effective and good study habits, the sooner they start practicingand developing them, the better chance that they will continue them and thecloser they are in achieving educational success. ence, effective study habitsand practices is a &ey to better studying which could lead to any studentBs

success.

$efinition of Terms

Class Participation @ ccording to r. =enneth *hore (20!", a psychologist,class participation is when students spea& up in class and they learn to e%presstheir ideas in a way that others can understand. /hen students as& question,they learn how to obtain information to enhance their own understanding of atopic.

"earning #nironment @ s written in the ;lossary of education reform (203"refers to the diverse physical locations, conte%ts, and cultures in which studentslearn. *ince students may learn in a wide variety of settings, such as outsideofschool locations and outdoor environments, the term is often used as a moreaccurate or preferred alternative to classroom, which has more limited andtraditional connotations.

"earning Style @ it is a particular way in which an individual learns. 't is a modeof learning an individualBs preferred or best mannerLs in which to thin&, processinformation and demonstrate learning. 't comprises habits, strategies or regular mental behaviors concerning learning, particularly deliberate education learning,that an individual displays. (:ritchard, 20A"

Study Practices @ it is the pattern of behavior adopted by the students in pursuitof their studies that serves as the vehicle of learning. 't is the degree to which thestudent engages in regular acts of studying that are characteri)ed by appropriatestudying routines occurring in an environment that is conducive to studying.($ende)abal, 203"


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Chapter -

.ethodology

This chapter deals with the presentation of the research steps andprocedures that were used by the researcher in this study. These include theresearch design, research subjects, research instruments, data gatheringprocedure and statistical treatment of data.

Research $esign

The researchers used the quantitative research using correlational methodto determine the study practices and study habits of 3rd year accountancystudents. *urvey, which is the process of rendering and giving sets of questionsto certain people ($c$illan, 203" shall be used in this research. This methodsees to describe and understand the nature of each respondent opinion abouttheir study practices and habits. This method is the most suitable for this &ind of research, since it is very effective and cost efficient. The survey will be given to3rd year ccountancy students of the 5niversity of $indanao. fter identifying thestudentsB study practices and habits, the researchers will be able to come up witha hypothesis that will guide the students in their studies and give moreinformation about enhancing their study habits.

Respondents

The target respondents of this study consisted of ! 3 rd year C+ studentsenrolled during the 2nd *emester of *chool 4ear 20! 20E. The selectedrespondents were given a questionnaire which is a -i&ert *cale questionnairetype for them to answer each question.

Research Instrument

The major tool in the data gathering process was the survey questionnairesdesigned by the researcher to obtain information in such a way that the classperformance of 3rd year C+ students can be assessed with respect to their study practices.


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The said questionnaire dealt with the different study habits of the studentswith the following indicators6 *tudy time, 8ituals, and *trategies and classperformance with the following indicators6 lertness, :articipation, and ;rades.

or the *tudy practices with the e%ception of *tudy time, the ive :oint-i&ert *cale was used.

Range of .eans &erbal $escription Interpretation

A.!0 !.00 lmost lways*tudents prefer to do other activitiesand study simultaneously

3.!0 A.A> 1ften*tudents often to do other activitiesand study simultaneously

2.!0 3.A> *ometimes*tudents sometimes do other activities and study simultaneously

.!0 2.A> *eldom *tudents seldom do other activitiesand study simultaneously

.00 .A> lmost Dever *tudents do not prefer to do other activities and study simultaneously

or the class performance, the ive :oint -i&ert *cale was used as well.

Range of .eans &erbal $escription Interpretation

A.!0 !.00 lmost lwaysThis means that the classperformance of the students ise%cellent.

3.!0 A.A> 1ftenThis means that the classperformance of the students e%ceedse%pectations.

2.!0 3.A> *ometimes This means that the classperformance of the students meetsthe e%pectations.

.!0 2.A> *eldomThis means that the classperformance of the students needsimmediate improvement.


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.00 .A> lmost Dever This means that the classperformance of the students isunsatisfactory.

$ata )athering Procedure

The following steps were followed in gathering the data6

In/uiring about the population si0e of C*#, letter as&ing the totalpopulation si)e was sent to the 8egistrar#s office for the respondents todetermine the appropriate sample si)e to use in the study.

&alidation of the (uestionnaire, 5pon approval, the questionnaires werepresented to the thesis advisor for the modification of the questions.

*dministration and distribution of the /uestionnaires, fter the

validation, the questionnaires were administered personally by the researchers tothe respondents of the study.

Retrieal of /uestionnaires, fter the questionnaires were accomplished,they were tallied, analy)ed and subjected to statistical analysis.

Statistical Treatment of $ata

The responses to the items on the questionnaires were tallied and recordedaccordingly. The statistical tool that was used in the study was the mean.

.ean, This was utili)ed to determine the level of class performance as wellas the study habits of the students.


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Chapter

R#S2"TS *N$ $ISC2SSI3NS

This chapter contains results and discussions. ata derived from the

questionnaires are presented in tables, interpreted and analy)ed according to

this order6 specific study practices of 3rd year C+ students7 and level of class

performance of the students.

"eel of study habits of rd

year C*# students of the 2niersity of

.indanao

Time, s shown on the results on Table . and .2, most of the

respondents tend to study during evenings on wee&days as well as on the

wee&ends. This is the most comfortable and rela%ing time for the students to

study, after doing their other activities during the day.


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Table 1,1

"eel of study habits in terms of Time 4on !eekdays5

'T+$*D5$+8 1

8+*:1D+DT*:+8C+DT;+ 18+*:1D+DT*

$orning ? A.!! M

'n etween Classes ! 2J.2JM

+vening 32 !?.?M

T3T*" 66 1778

Table 1,-

"eel of study habits in terms of time 4on !eekends5

'T+$* D5$+8 18+*:1D+DT*

:+8C+DT;+ 18+*:1D+DT*

$orning J 3.2M

fternoon A 2E.A2M

+vening 32 E0.3?M

T3T*" 66 1778


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Rituals, Table 2 shows the data on specific study practices in terms of rituals. The overall mean for the 2nd variable in 2.J>, which is described asFsometimesG. 'ndicators for the 2nd variable yielded the following results6 listening

to music has a mean score of 2.>E, eating has 3.A7 drin&ing coffee has 2.J?7and watching television with 2.02 as mean score.

The result indicates that students sometimes do other activities and studysimultaneously. The respondentsB top habit during study time is eating since it issaid that food will fuel up ones brain. lso, listening to music is one of the ritualsdone by the respondents since music soothes the tension and givesentertainment during study time. rin&ing coffee is also considered as one of therituals during study time since most of the respondents are studying during nighttime. /atching TI is being done seldom by the respondents for it may lose onesconcentration during study time.

Table -

"eel of study habits in terms of rituals

'T+$* $+D +*C8':T'1D

-istening to music 2.>E *ometimes

+ating 3.A *ometimes

rin&ing coffee 2.J? *ometimes

/atching TI 2.02 *eldom

1verall $ean 2.J> *ometimes


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Strategies, Table 3 e%hibits data on specific study practices in the variable

of strategies. based on the data gathered, it gave an overall result of 3.0> mean

score. the indicators of this variable showed the following6 students who prefer

quite place with A.3 as mean score7 students who study at coffee shops with

2.0A7 students who ta&e down notes with 3.??7 students who conduct group

studies with 2.A and students who set up study schedules with 2.?2 mean

score.

;oing to quiet places is one of the strategies being done by the

respondent since having your own space where you can concentrate to increase

productivity. nother strategy being done by the respondents is using notes as an

additional reference to the lessons being studied. *cheduling is also being used

as the respondents since they will be able to monitor and asses their productivity

and efficiency towards being able to meet such tas&s. ;roup studies is also

being used by the respondents since sharing ideas and being able to see& help

to other who &now about the topic may increase &nowledge and productivity.

Coffee shops are being on trend as a study place but being able to be productive

and being able to focus on the lessons without wasting money would greatly help

the sustainability of the respondents.

Table

"eel of study practices in terms of strategies

'T+$* $+D +*C8':T'1D

Nuite place A.3 1ften

Coffee shop 2.0A *eldom

Dotes 3.?? 1ften

*tudy group 2.A *eldom

*et schedule 2.?2 *ometimes

1verall $ean 3.0> sometimes


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"eel of class performance of rd year C*# students of the 2niersity of

.indanao

*lertness, Table A contains data on the level of class performance of 3rd

year C+ students in terms of alertness. The total mean score for this variable

obtain 3.!0 which means often. 't can be seen that indicators for this variableobtain the following mean scores6 students who listen attentively in class 3.AE7

students who stay alert in class, 3.E7 and students who donBt feel sleepy during

class, 3.A.

s to the results, with the rituals, strategies and time slots being done and

followed by the respondents, most of them are being able to be alert during

classes and being able to listen to the lessons and not being sleepy. /ith this,

most of the students with the right strategies, time and rituals, they may be able

to reach optimal alertness in class not just on the major subject but with the

minors as well.

Table 9

"eel of class performance in terms of alertness

'T+$* $+D +*C8':T'1D

-isten

attentively

3.JE 1ften

*tay alert 3.E 1ften

Dot sleepy 3.A *ometimes

1verall $ean 3.!0 often


19/22

Participation, Table ! displays information on the level of class

performance in terms of participation, and it contribute on overall mean score of

3.E2. the following mean scores derived from this variable6 Class discussion with

3.A3 mean score7 answer e%ercise7 answer e%ercises with 3.J and jot down

notes with 3..J3

'n connection with the results as to their alertness, most of the

respondents are being able to answer e%ercise and jot down notes during

classes. /ith that, respondents are being productive with the rituals and

strategies being done and in time of studying. :articipation in class discussions is

also commendable since most of the respondents are being wellversed with the

lessons.

Table 6

'T+$* $+D +*C8':T'1D

Class discussion 3.E3 *ometimes

nswer e%ercise 3.J 1ften

Oot down notes 3.J3 1ften

1verall $ean 3.E> 1ften

"eel of class performance in terms of participation


20/22

)rades, Table E shows data on the level of class performance in terms of

grades. This last variable gave a total mean score 3.E3. 'ndicators of this last

variable acquired the following means scores6 students who improved has a

mean score of 3.E37 students who get higher e%am scores has 3.37 and

students who passed their accounting subjects has 3.>E mean score.

Though, with good performance in participation and in being alert in class,

grades will be a reflection of the studentsB effort in studying. nd as to the results,

with the rituals, strategies and time schedule being followed and done, most of

the respondents said that theyBre able to pass the dreaded accounting subjects.

*ome increased their grades and improve in some ways or another with the

rituals being done. nd with that, it is evident with the proper rituals and good

strategies, grades will be improved and students pass their accounting subjects.

Table :

"eel of class performance in terms of grades

'T+$* $+D +*C8':T'1D

'mproved 3.E3 1ften

igher e%am scores 3.3 *ometimes

:assed accounting

subjects 3.>E often

1verall $ean 3.E3 1ften

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21/22

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