Thesis Version 2

THE STUDY HABITS AND ACADEMIC PERFORMANCE OF BACHELOR OF
SCIENCE IN ACCOUNTANCY STUDENTS IN SELECTED COLLEGES AND

UNIVERSITIES IN BULACAN: A COMPARATIVE ANALYSIS
An undergraduate thesis
Presented to the faculty of Polytechnic University of the Philippines
Sta. Maria, Bulacan Campus
In Partial fulfilment of the requirements for the Degree

Bachelor of Science in Accountancy
By:
AVISO, JHOANA D.C.
BOLOSO, MA. JOLINA M.
DELA CRUZ, JOHN RAYMART C.
DILAG, JORDAN P.
GRAVADOR, JOHN GABRIEL B.
GUNITA, CARMELA D.C.
PILLA, PATRICE ELAINE A.
BSA 4-1
October 2014
CERTIFICATION
This thesis entitled

THE STUDY HABITS AND ACADEMIC PERFORMANCE OF BACHELOR OF
SCIENCE IN ACCOUNTANCY STUDENTS IN SELECTED COLLEGES AND
UNIVERSITIES IN BULACAN: A COMPARATIVE ANALYSIS
Prepared and submitted by: Aviso, Jhoana DC., Boloso, Ma. Jolina M., Dela
Cruz, John Raymart C., Dilag, Jordan P., Gravador, John Gabriel B., Gunita,
Carmela DC., Pilla, Patrice Elaine A. for the partial fulfilment of the requirements
for the degree Bachelor of Science in Accountancy has been examined and
recommended for Oral Examination.
BERNICE ALANIS,CPA
Adviser
APPROVAL
Approved by the panel of Oral Examination on October 18, 2014 with the grade
of _____.
Junn Karlo S. Espinosa

Panelist
Emmanuel DC. Gonzales

Panelist
Ramjay N. Francisco
Panelist
Accepted in Partial fulfilment of the requirements for the Degree Bachelor of

Science in Accountancy.
PROF. JOSE M. ABAT

___________
Campus Director
Date
ii
ACKNOWLEDGEMENT
First and above all, we praise God, the almighty for providing us this
opportunity and granting us the capability to proceed successfully. This thesis
appears in its current form due to the assistance and guidance of several people.
I would therefore like to offer my sincere thanks to all of them.
We want to thank our research supervisor, Ms. Bernice Alanis. Without

her assistance and dedicated involvement in every step throughout the process,
this paper would have never been accomplished. I would like to thank you very
much for your support and understanding over these past few months.
We would like to show gratitude to Mrs. Gloria Rante, for assisting us in

every inquiries relating to the subject matter of the researches that we would like
to proceed. Thanks to Mr. Jose Abat and Mr. Arman Santos for the assistance
regarding statistical analysis. We are thankful for the insightful discussion,
offering valuable advice, for your support during the whole period of the study,
and especially for your patience and guidance.
We also want to express our deep thanks to every person involved in the
dissemination of survey form which are the following:
From Bulacan State University: Dr. Gualberto Magdaraog Jr, Dean of
College of Business and Administration.
iii
From Dr.Yangas College Institute: Mrs. Evangeline Balboa, Dean for

College of Accountancy and Ms. Alyssa Calingacion.
From Meycauayan College: Mrs. Rietchell F. Oliva, Deans Assistant, Dr.
Francisco D.P Daez, Head for Research and Development and Mr. Dominador
Lim, Jr, Registrar.
We are overwhelmed by their accommodation in their Alma matter. For
the respondents, we are truly gratified for cooperating with us.
For our fellow thesis mates and classmates parents: Angelina P. Dilag
and George Dilag, JordanDilags parents; Leonardo and Editha Gunita,
Carmela Gunitas parents; Randy Pilla and Corazon Pilla, Patrice Elaine Pillas
parents; and Felix Bautista, Nicole Bautistas father, thank you for giving us
place to do the research. Every home make us feel comfortable and had helped
a lot in doing this research.
Most importantly, none of this could have happened without our family.
We are very determined to accomplish this research for them.
iv
ABSTRACT
Title:
STUDY HABITS AND ACADEMIC PERFORMANCE OF

BACHELOR OF ACCOUNTANCY STUDENTS IN
SELECTED COLLEGES AND UNIVERSITIES IN
BULACAN: A COMPARATIVE ANALYSIS
Researchers:
AVISO, Jhoana
BOLOSO, Jolina
DELA CRUZ, John Raymart
DILAG, Jordan
GRAVADOR, John Gabriel
GUNITA, Carmela
PILLA, Patrice Elaine
Degree:
Bachelor of Science in Accountancy
Adviser:
Bernice G. Alanis, CPA
School:
Polytechnic University of the Philippines
School Year:
2014-2015
Keywords:
Study Habits, Academic Performance, BSA Students,

Comparative Analysis
Introduction
When studying, one must be aware of all the dos and the donts of
learning. It should be on the mind set of students that there are only two possible
outcomes: to study and to succeed or to fail (Landsberger). However, it isnt
simply a matter of choice. To achieve higher grades, learning demands effort and
time. The effort and time exerted on studying can clearly be manifested to his
grades.
v
It must be noted that every learner is different. A strive for learning by a

student may achieve the same results if applied to a different person. With that
being said, every learner must provide a strategy that suits well for him. If well
exercised and adopted, this strategy can be a routine or otherwise known as
study habits.
Statement of the Problem
This study aims to determine the significant difference between study
habits of Accountancy students on selected colleges and universities in Bulacan
and the significant relationship between their study habits and academic
performance. More likely, we would like to know the respondents personal
profile, their last years second semester study habits and academic performance
(SY 2013-2014). Specifically, the study tends to answer the following set of
questions:
1. What is the Personal Profile of the respondents of the study? Pertaining
to the following:
1.1 Gender
1.2 Year Level
2. How do BSA students from selected colleges and universities differ
pertaining to the following:
Time Management
Study Environment
vi
Test Taking/ Preparation Skill
Note Taking Skills
School Environment
3. What items from each component does BSA Students most and least
when studying?
4. What is the level of academic performance (in terms of grades) of BSA
students from selected colleges and universities for their SY 2013-2014s
second semester?
5. Is there a significant difference between the study habits of BSA
students from selected colleges and universities? Pertaining to the:
5.1 Study Habit Components per year level
5.2 Study Habit Components
5.3 Study habits
6. What comparison(s) of selected colleges and universities specifically
has/ have significant difference pertaining to the following:
6.1 Per Year Level
6.3 Study Habits
vii
7. Which components relating to their study habits affect most their

academic performance?
8. Is there a significant relationship between the study habits of the
respondents to their academic performance?
Summary of Findings
To determine the study habits of the respondents, 35-item Study Habit
Questionnaire was adopted by the researchers to the work of Virginia Gordon
(University Survey: A Guidebook and Readings for New Students). The
questionnaire defines study habits as consisting of time management, study
environment, test taking and preparation skills, note taking skills, and school
environment. On the other hand, to determine respondents academic
performance, the researchers required the students to provide their grades to
their corresponding last year 2nd semester subjects. The researchers find it very
relevant that students brought their class cards as a reference to their grades.
However, to ensure reliability and validity grades and GPA provided by the
students were checked and validated by the universities registrar. Questionnaires
adopted were administered to the 226 accountancy students from different
schools composing: 48 students from Polytechnic University of the Philippines
Sta. Maria Bulacan Campus, 70 students from Bulacan State University, 80 from
Dr.Yangas College Insititute, and 28 students from Meycauayan College. These
values of sample population were derived using Slovins Formula and random
sampling was used in selecting the student-respondents who became the subject
of the study. In this study, the researchers utilized Pearson correlation method
viii
and Analysis of Variance (ANOVA) for finding the degree of relationship and
difference respectively. We used the program Statistical Package for the Social
Sciences (SPSS) and Microsoft Excel to aid us in implementing such
methodologies.
The following shows the summary of findings:
I. Personal Profile of the Respondents
1.1 Year level- Out of 226 respondents, 86 are from second year which is
38.05% of the total respondents, 74 are from third year which is 32.75%
and 66 are from fourth year which is 29.20%.
1.2 Gender Out of 226 respondents, 68 or 30.09% were male and 158
or 69.91% were female.
II. Study Habits
2.1 Time Management- Out of 4 schools, Meycauayan College got the
highest with an average of 3.82 interpreted as GOOD, Followed by
Dr.Yangas Colleges Inc. and Bulacan State University, with an average of
3.66 and 3.63 respectively, both interpreted as GOOD. Polytechnic
University of the Philippines got the lowest with an average of 3.49 which
falls under FAIR level of time management.
2.2 Study Environment- Out of 4 schools, Meycauayan College got the
Bulacan State University and Dr.Yangas Colleges Inc. , with an average
of 3.75 and 3.63 respectively, both interpreted as GOOD. Polytechnic
ix
falls under FAIR level of study environment.
2.3 Test Taking/ Preparation Skills- out of 4 schools, Dr.Yangas
Colleges Inc. got the highest with an average of 3.55 interpreted as
GOOD, Followed by Bulacan State University and Meycauayan College,
with an average of 3.46, interpreted as FAIR and 3.45, interpreted as
FAIR, respectively. Polytechnic University of the Philippines got the lowest
with an average of 3.24 which falls under FAIR level of test taking/
preparation skills.
2.4 Note Taking Skills- Out of 4 schools, Dr.Yangas Colleges Inc. got
the highest with an average of 3.99 interpreted as GOOD, Followed by
Meycauayan College with an average of 3.76,interpreted as GOOD.
Polytechnic University of the Philippines and Bulacan State University both
got the lowest with an average of 3.62 which falls under FAIR level of Note
taking skills.
2.5 School Environment- Out of 4 schools, Dr.Yangas Colleges Inc. and
Meycauayan College both got the highest with an average of 3.65
interpreted as GOOD, Followed byBulacan State University, with an
average of 3.50 interpreted as GOOD, Polytechnic University of the
Philippines got the lowest with an average of 3.14 which falls under FAIR
level of School Environment.
2.6 Study Habits- out of 4 schools Meycauayan College got the
highest
GRAND MEAN of 3.71, interpreted as GOOD in Study Habits,

followed by Dr.Yangas Colleges Inc. and Bulacan State University, with a
GRAND MEAN of 3.69 and 3.59 respectively, interpreted as both GOOD
in Study Habits, Polytechnic University of the Philippines got the lowest
GRAND MEAN of 3.39 interpreted as FAIR in Study Habits.
III. Highest and Lowest Mean per Study Habit Components Activities
3.1 Time Management- Attending class regularly got the highest mean of
4.87 while updating the master schedule daily/weekly got the lowest mean
of 2.90.
3.2 Study Environment- Study area is comfortable got the highest mean
of 4.18 while friends leaving at the time of studying got the lowest mean of
3.04.
3.3 Test taking/Preparation Skills- Finishing your test in the allowed
period of time got the highest mean of 3.92 while attending extra help
session or office hours provided by the instructor got the lowest mean of
2.67.
3.4 Note Taking Skills- Taking notes in class, keeping up with the
instructor, and understanding the concepts all at the same time got the
highest mean of 4.08 while reviewing note after each class got the lowest
mean of 3.01.
xi
3.5 School Environment- Professor encourages to study harder got the

highest mean of 3.98 while school is free from distractions (i.e computer
shops, malls, etc.) got the lowest mean of 3.22.
IV. Academic Performance
Out of 226 respondents, 21 students got an excellent grade which ranges
from 1.0- 1.49 and is 9.29% of the population, 161 students got a very
good grade ranging from 1.5-1.99 and is 71.24%, 43 students got a good
grade ranging from 2.0-2.49 19.03%, 1 student got a fair grade ranging
from 2.51-2.99 and is 0.44% of the population, and none of the students
got a poor grade.
V. Analysis of Variance between Selected Colleges and Universities in
Bulacan
1. Time Management
Test of significance of time management between BSA Students from
selected colleges and universities being compared was found to be not
significant since the computed p-value of 0.173 exceeds the significance
level of 0.05. It means that the difference between the computed means is
likely due to chance or variation and not likely due to the colleges and
universities manipulation.
2. Study Environment
Test of significance of study environment between BSA students from
selected colleges and universities in Bulacan that are being compared
xii
revealed that significant difference exists because the computed p-value is

0.005 which is less than the significance level of 0.05. It means that the
differences between the computed means are not likely due to chance and
are probably due to the colleges and universities manipulation.
3. Preparation Skills/Test Taking
Test of significance of preparation skills/test taking between BSAf students
from selected colleges and universities in Bulacan that are being
compared revealed that significant difference exists because the
computed p-value is 0.010 which is less than the significance level of 0.05.
It means that the differences between the computed means are not likely
due to chance and are probably due to the colleges and universities
manipulation.
4. Note Taking Skills
Test of significance of note taking skills between BSA students from
0.001 which is less than the significance level of 0.05.It means that the
5. School Environment
Test of significance of school environment between BSA students from
xiii

6. Study Habits
With a p-value of .0000, a significant difference exists in the study habits
of BSA students from selected colleges and universities in Bulacan that
are being compared. It means that the differences between the computed
means are not likely due to chance and are probably due to the colleges
and universities manipulation.
VI.I Post hoc test in analysis of Variance Between four selected colleges
and universities in Bulacan according to Study habits components per year
level
1. Third Year Study Environment
Using Post hoc test, comparison of Meycauayan College and Polytechnic
University of the Philippines-Santa Maria Campus have the p-value of
0.040 which exceeds the significance level of 0.05. Also, the two colleges
and universities got the highest or lowest mean difference of 0.56125
resulting to be the lowest p-value which implies that the significant
difference between four selected colleges and universities in Bulacan
resulted specifically from the significant difference of Meycauayan College
and Polytechnic University of the Philippines-Santa Maria Campus.
2. Fourth Year Study Environment
xiv

University of the Philippines-Santa Maria Campus has the p-value of
1. Second Year Test Taking/Preparation Skills
Using Post hoc test, only comparison of Dr.Yangas Colleges, Inc. and
Meycauayan College has the p-value of 0.037 which exceeds the
significance level of 0.05. Also, the two colleges and universities got the
highest or lowest mean difference of 0.65375 resulting to be the lowest
p-value which implies that the significant difference between four selected
colleges and universities in Bulacan resulted specifically from the
significant difference of Dr.Yangas Colleges, Inc. and Meycauayan
College.
VI.II Post hoc test in analysis of Variance Between four selected colleges
and universities in Bulacan according to Study habits components
1. Four Selected Colleges and Universities in Bulacan as to the Study
Environment
Using Post hoc test, comparisons of Meycauayan College and Polytechnic
University of the Philippines-Santa Maria Campus and Bulacan State
xv
University and Polytechnic University of the Philippines-Santa Maria

Campus have the p-values of 0.005 and 0.038 which exceed the
significance level of 0.05. Also, the Meycauayan College and Polytechnic
University of the Philippines-Santa Maria Campus got the highest or
lowest mean difference of 0.42299 resulting to be the lowest p-value
which implies that the significant difference between four selected colleges
and universities in Bulacan resulted specifically from the significant
difference of Meycauayan College and Polytechnic University of the
Philippines-Santa Maria Campus.
2. Four Selected Colleges and Universities in Bulacan as to the Test
taking/Preparation skills
Polytechnic University of the Philippines-Santa Maria Campus has p-value
of 0.007 which exceeds the significance level of 0.05. Also, the two
colleges and universities got the highest or lowest mean difference of
0.31562 resulting to be the lowest p-value which implies that the
significant difference between four selected colleges and universities in
Bulacan resulted specifically from the significant difference of Dr.Yangas
Colleges, Inc. and Polytechnic University of the Philippines-Santa Maria
Campus.
3. Four Selected Colleges and Universities in Bulacan as to Note Taking
Skills
xvi
Using Post hoc test, comparisons of Bulacan State University, Dr.Yangas

College Inc., Polytechnic University of the Philippines-Santa Maria
Campus and Dr.Yangas Colleges Inc.have p-values of 0.009 and 0.001
which exceed the significance level of 0.05. Also, the Polytechnic
University of the Philippines-Santa Maria Campus and Dr.Yangas
Colleges Inc. got the highest or lowest mean difference of 0.49097
resulted specifically from the significant difference of Dr.Yangas Colleges,
Inc. and Polytechnic University of the Philippines-Santa Maria Campus.
4. Four Selected Colleges and Universities in Bulacan as to School
Environment
University of the Philippines-Santa Maria Campus, Bulacan State
Campus, and Dr.Yangas College Inc. and Polytechnic University of the
Philippines-Santa Maria Campus have p-value of 0.000 which exceed the
xvii

VI.III Post hoc test in analysis of Variance Between four selected
colleges and universities in Bulacan as to Study habits
1. Four Selected Colleges and Universities in Bulacan as to Study
Habits
Campus, and Dr.Yangas colleges Inc. and Polytechnic University of the
Philippines-Santa Maria Campus have the p-values are 0.000 which
exceed the significance level of 0.05. Also, Meycauayan College and
Polytechnic University of the Philippines-Santa Maria Campus got the
highest or lowest mean difference of 0.27935 resulting to be the lowest pvalue which implies that the significant difference between four selected
significant difference of Meycauayan College and Polytechnic University of
the Philippines-Santa Maria Campus.
VII. Relationship between Study Habits and Academic Performance of
selected Colleges and Universities in Bulacan
1. Time Management
xviii
Having a correlation coefficient of -0.059, it shows that there is statistically

negligible negative relationship between time management and academic
performance of BSA students from selected colleges and universities in
Bulacan. This means that the changes in time management are not
strongly correlated with the changes in academic performance of students
but with the p-value of 0.374, it implies that the correlation coefficient is not
statistically significant. This denotes that the observed relationship
between time management and academic performance of BSA students
from selected colleges and universities in Bulacan could have happened
by chance.
negligible negative relationship between study environment and academic
Bulacan. This means that the changes in study environment are not strongly
correlated with the changes in academic performance of students. Moreover,
with the p-value of 0.015, it implies that the correlation coefficient is
statistically significant. This denotes that the observed relationship between
study environment and academic performance of BSA students from selected
colleges and universities in Bulacan is determined to be very unlikely to
happen by chance.
3. Test taking/ Preparation skills
xix

negligible negative relationship between test-taking/preparation skills and
academic performance of BSA students from selected colleges and universities
in Bulacan. This means that the changes in time management are not strongly
correlated with the changes in academic performance of students but with the pvalue of 0.103, it implies that the correlation coefficient is not statistically
significant. This denotes that the observed relationship between test taking/
preparation skills and academic performance of BSA students from selected
colleges and universities in Bulacan could have happened by chance.
4. Note taking skills
negligible negative relationship between note taking skills and academic
performance of BSA students from selected colleges and universities in Bulacan.
This means that the changes in time management are not strongly correlated
with the changes in academic performance of students but with the p-value of
0.404, it implies that the correlation coefficient is not statistically significant. This
denotes that the observed relationship between note taking skills and academic
performance of BSA students from selected colleges and universities in Bulacan
could have happened by chance.
negligible negative relationship between school environment and academic
xx

denotes that the observed relationship between school environment and
in Bulacan could have happened by chance.
VIII.
Study Habits

negligible negative relationship between study habits and academic performance
of BSA students from selected colleges and universities in Bulacan. This means
that the changes in study habits are not strongly correlated with the changes in
academic performance of students but with the p-value of 0.060, it implies that
the correlation coefficient is not statistically significant. However, since the pvalue is close to 0.05 level, this denotes that the observed relationship between
study habits and academic performance of BSA students from selected colleges
and universities in Bulacan might not have happened just by chance.
Conclusions
Based on the findings of the study, the following conclusions were drawn.
1. Majority of the respondents were female and were second year students.
2. The following colleges and universities got the highest mean per study
habit components; Meycauayan College has Good time management &
xxi
Study environment, DYCI has Good test taking/ preparation skills and
Note Taking Skills, and both Meycauayan College and DYCI have Good
School Environment.
3. Meycauayan College, Dr. Yangas College, Inc., and Bulacan State
University have a good study habits while Polytechnic University of the
Philipppines-Sta. Maria Campus has a Fair study habit.
4. Only the time management of four selected colleges and universities has
no significant difference. This means that almost all the BSA students of
those schools have the same habit when managing their time.
5. The study habit of four colleges and universities has a significant
difference. This means that there are colleges and universities that have a
better study habit than the other.
6. The BSA students of four selected colleges and universities have a good
study habit. In connection to this result, their academic performance is

very good.
7. Only the study environment has a significant relationship to academic
performance. This means that when the study environment is going better,
the more likely the academic performance is going better also.
8. There is a relationship between study habit and academic performance,
but not significant. This means that when the study habit is going better,
the least likely the academic performance is going better also.
Recommendations
xxii
The following recommendations will be necessary for the improvement of study

habits and academic performance of BSA Students.
1. Time Management
For the BSA students of DYCI, BSU, and PUP, they must at
least update their master schedule weekly for them to properly
manage their time for studying.
For MC accountancy students, they must follow what is written

on their master schedule to help them improve their grades for a
specific subject.
For the professors of the selected colleges and universities, it is

important that they implement attendance policy in order for the
students to be obliged. It is also up to the instructors to make
every meeting and lecture as informative and as interesting as
possible.
To the parents, they must help their children to create or find

the right environment for studying
3. Test Taking/ Preparation Skills
The BSA students of four colleges and universities should

always attend the extra help session or office hour provided
xxiii
by their instructor. This would help them to understand more

the subject matter discussed by their instructor.
Each student should regularly review their notes after class

because immediately reviewing notes will result in better
retention than reviewing after a longer period of time.
To the school administrators of DYCI, MC, and PUP, they must
focus on strengthening their policies regarding distractions. They
can consider providing the hours of when students must be
prohibited on entering malls or computer shops. If they are still
having a hard time eliminating this problem, they should try
inspecting if computer shops follow the regulation of the limit of
kilometres where these shops must be. For BSU, they must
maintain that their extracurricular activities are still in balance as to
their students study habits.
6. A student must make studying a habit.
7. The researchers suggest that further study shall be performed to
deliberate the areas not included in this study that still has a relevant
impact on the study habits and academic performance of BSA students.
xxiv
TABLE OF CONTENTS
Title Page
Certification
ii
Approval Sheet
ii
xxv
Acknowledgement
iii
Abstract
Table of Contents
xix
List of Tables
xxii
List of Figures
xxvii
Chapter 1: The Problem and Its Background
Introduction
Background of the Study
Theoretical Framework
Conceptual Framework
Hypothesis
Scope and Limitation
Significance of the Study
Definition of Terms
12
Chapter 2: Review on Related Literature and Studies
14
Foreign Literature
14
Local Literature
17
Foreign Studies
20
Local Studies
24
Synthesis
26
Justification
27
Chapter 3: Research Methodologies
29
Research Method Used
29
Description of the Respondents
30
Sampling Techniques
32
Instrumentation
33
Test of Validity and Reliability
33
Data Gathering Procedures
36
Statistical Treatment of Data
36
Chapter 4: Presentation, Analysis and Interpretation of Data
46
Chapter 5: Summary, Conclusion, and Recommendations
93
Summary
93
Summary of findings
95
Conclusions
108
Recommendations
110
Bibliography
118
APPENDICES
120
A. LETTER OF REQUEST
120
B. SURVEY QUESTIONNAIRES
129
C. WEIGHTED MEAN
142
D. ANALYSIS OF VARIANCE
169
E. POST HOC TEST
202
F. CORRELATIONS
209
Curriculum Vitae
219
LIST OF TABLES
TABLE
TITLE
PAGE
DISTRIBUTION OF STUDENTS AS TO THEIR SCHOOL
46
DISTRIBUTION OF STUDENTS AS TO THEIR YEAR LEVEL
47
DISTRIBUTION OF RESPONDENTS
ACCORDING TO GENDER
48
TIME MANAGEMENT
48
STUDY ENVIRONMENT
50
TEST TAKING/ PREPARATION SKILLS
52
NOTE TAKING SKILLS
54
SCHOOL ENVIRONMENT
56
STUDY HABITS
58
10
ACADEMIC PERFORMANCE OF
BULACAN STATE UNIVERSITY
11
DR. YANGA COLLEGES, INC.
12
62
MEYCAUAYAN COLLEGE
13
61
64
POLYTECHNIC UNIVERSITY OF THE PHILIPPINESSANTA MARIA CAMPUS
65
14
ANALYSIS OF VARIANCE BETWEEN FOUR SELECTED

COLLEGES AND UNIVERSITIES IN BULACAN AS TO
THEIR TIME MANAGEMENT
15
67

THEIR STUDY ENVIRONMENT
16
68

THEIR TEST TAKING/PREPARATION SKILLS
17
69

THEIR NOTE TAKING SKILLS
18
71

THEIR SCHOOL ENVIRONMENT
19

72
THEIR STUDY HABITS COMPONENTS

20
73

THEIR OVERALL STUDY HABITS
21
75
POST HOC TEST IN ANALYSIS OF VARIANCE BETWEEN

FOUR SELECTED COLLEGES AND UNIVERSITIES
IN BULACAN AS TO THE STUDY ENVIRONMENT OF
THIRD YEAR STUDENT
22
76

IN BULACAN AS TO THE STUDY ENVIRONMENT OF
FOURTH YEAR STUDENTS
23
77

IN BULACAN AS TO THE TEST TAKING/PREPARATION
SKILLS OF SECOND YEAR STUDENTS
24
78

IN BULACAN AS TO THE STUDY ENVIRONMENT
25
79

FOUR SELECTED COLLEGES AND UNIVERSITIES IN
BULACAN AS TO THE TEST TAKING/
PREPARATION SKILLS
26
80

IN BULACAN AS TO NOTE TAKING SKILLS
27
81

IN BULACAN AS TO SCHOOL ENVIRONMENT
28
82

IN BULACAN AS TO STUDY HABITS
29
83
RELATIONSHIP BETWEEN STUDY HABITS COMPONENTS

AND ACADEMIC PERFORMANCE OF
BULACAN STATE UNIVERSITY
30
84
RELATIONSHIP BETWEEN STUDY HABITS COMPONENTS AND

DR. YANGAS COLLEGE INC.
85
31

ACADEMIC PERFORMANCE OF MEYCAUAYAN COLLEGE
32
86

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
33

ACADEMIC PERFORMANCE OF SECOND YEAR
34
89

ACADEMIC PERFORMANCE OF FOURTH YEAR
36
88

ACADEMIC PERFORMANCE OF THIRD YEAR
35
87
90

ACADEMIC PERFORMANCE OF SELECTED COLLEGES AND
UNIVERSITIES IN BULACAN AS A WHOLE
37
91
RELATIONSHIP BETWEEN STUDY HABITS AND ACADEMIC

PERFORMANCE OF SELECTED COLLEGES AND
92
LIST OF FIGURES
FIGURE
PAGE
CONCEPTUAL PARADIGM
CHAPTER 1
PROBLEM AND ITS BACKGROUND
Introduction
In our society, education plays a vital role for attaining a status or good
reputation. Many people perceive education as the solution to improve their
present condition. Usually people holding a degree tend to have better work than
those who dont. To attain a bachelors degree, studying in an educational
institution is a must. Studying is a skill that requires a lot of effort thats why
students must have their own strategies to adapt in the new environment. These
strategies will soon be their daily habits and part of their daily routine. Like any
other skills, studying cant be honed overnight. It takes time, effort, and
willingness to enhance the acquired skill. Furthermore, it requires experience and
exposure before one can make it as a daily routine.
Each student has their own study habits varying on their preferences with
the place, time and techniques of studying. Study habit is the tendency of a
student to learn in a systematic and efficient way, when opportunity is given. It is
also defined as the devotion of time and attention to acquire information or
knowledge especially from books or in other words its the pursuit of academic
knowledge by a detailed investigation of a subject or situation (Oxford Dictionary
and Thesaurus of English Language, 2003) it has different components such as
time management, study environment, test taking/preparation skills, note taking
skills, and school environment.(Meier, 2000). It does not only limit itself to
students often going to school to master and memorize the concepts or lessons
he or she has acquired from their professors, but it does apply on every field of
work. Having a good study habit may make the students learn easier and faster.
The extent of students learning in academics may be determined by the grades
that a student earns for a given period of learning. It is believed that a grade is a
primary factor that indicates of such learning. Academic performance shows how
students deal with their studies and how they cope with or accomplish different
tasks given to them by their professors. Academic performance is commonly
measured by examination or continuous assessment but there is no general
agreement on how it is best tested.
In contrary to efforts required, some of the students spend most of their
time doing recreational activities. Most of them choose internet, social-networking
sites, TV, movies, and games over their studies. Students dont have to become
anti-social. They dont have to confine themselves in only studying. However,
everything should be in balance and one must know his priority.
Background of the study
Tertiary educational institutions primarily focus on what the student must
learn on the four-corner-room in accordance with the curriculum the course
provides. They provide necessary technical skills which includes the educational
program depending on the area of specialization. However, a students learning
extends to his own efforts and initiations. A professor could not single-handedly
dictate the performance of the student just on the way a teacher introduces the
subject to the learner. Most of which has always been in the hands of students.
As professors always say, they are just reflecting the grades of the students on
how a student performs in the class. The primary factor that dictates his
academic performance is the amount of effort he puts into studying, as simply
stated his study habits. With this point in time, we would like to examine the
possible relationship of study habits to the academic achievement college
students. The investigation on this area thus becomes a real and compelling
motivation for the researcher to conduct this study.
The relationship between study habit and students academic performance
has for long received attention from scholars and educational agencies. Several
studies have examined the causes of poor academic performance among
university undergraduates. Some researchers also agreed that the environment
in which the students come from can greatly influence their performance
academically in the school. The concept of study habit comprises how a student
manages their time, their attitude towards studying and their preparation before
exams.
The study was conducted in Polytechnic University of the Philippines
PUP Sta. Maria, specifically the Department of Accountancy. Survey forms were
disseminated to selected schools around Bulacan among of which are Bulacan
State University (BSU), Dr.Yangas Colleges Inc. (DYCI), Meycauayan College
(MC) as well as the alma mater Polytechnic University of the Philippines (PUP).
Only accountancy students from 2nd year to 4th year were given survey forms.
The result of the survey was evaluated through different statistical methods.
The purpose of this study is to identify the significant difference between
study habits of BSA students from selected Colleges and Universities in Bulacan
and the degree of relationship between the study habits and academic
performance of accountancy students. The researchers believe that this study is
relevant and beneficial because we aim to provide a depth analysis of how or
whether study habits can really affect a students performance. The researchers
also aim to provide few tips and suggestions in order to excel the academic
performance of the learner.
Theoretical framework
Some studies say that learning are better acquired and mastered as
soon as the learner attends to it. According to Werthemeimer Koffka and Kohler
which are prominent names in Gestalt psychology, mention the Law of Proximity
referring to the way in which it tends to form groups according to the way they
are spaced, with the nearer once being grouped together (Tria,et. Al.,1998). As
to learning, this refers to the closeness in space or in time. It explains why it is
easier to remember recent events and hence more easily joined with the interest
of the present in a common pattern. In application to learning process, immediate
and regular study periods and doing school requirements tend to result in a
better performance than delayed and erratic study periods do.
According to Thorndikes Law of Exercise, its support the saying practice

makes perfect by asserting that, other things being equal, the more frequent a
modifiable connection between a situation and response is used, the stronger is
the connection.
When a modifiable connection between a situation and a response is not
being use over a period of time, the strength of that connection is weakened. A
behaviour that is stimulated over regular periods will tend to be repeated leading
to habit formation. A student who has developed this kind of behaviour, in this
case, in terms of having regular and scheduled study periods and follows certain
methods in studying proves to have better performance.
The study focuses on the components of study habit such as time
management, study environment, test taking/ preparation skills, note taking skills,
and school environment, and how the students regularly doing the activities
under those components, and also the influence of it on their academic
performance. In this view, the researchers want to study in which components of
study habit affects academic performance of a students.
Conceptual Framework
The major concept of this study focused on the significant relationship of
study habits and academic performance and significant differences of study
habits and the academic performance of the 2nd- 4th year BSA students on
selected colleges and universities in Bulacan.
Figure 1 shows the paradigm of the study. It consists of two (2) boxes,
namely: First, the independent variable box that contains the study habits which
comprises time management, study environment, test taking/ preparation skills,
note taking skills and school environment and second, the dependent variable
box which contain the students academic performance based on the their grade
point average for school year 2013-2014s second semester.
Figure 1 shows the Conceptual Paradigm of the study.
INDEPENDENT VARIABLE
DEPENDENT VARIABLE
Study Habits:
Time Management
Study Environment
Test Taking/ Preparation
Skills
Note Taking Skills
School Environment
Academic
Performance
Figure 1. Conceptual Paradigm
Independent variables as it influence the dependent variable of this

research are on the bases of psychological and educational theories, principles
and concepts. In this view, the researchers wanted to study if study habits affect
the students academic performance.

questions:
to the following:
1.1 Gender
1.2 Year Level
Time Management
Study Environment
Note Taking Skills
School Environment
when studying?
7

second semester?
5.3 Study habits
6.1 Per Year Level
6.3 Study Habits
Hypotheses
The Null Hypotheses tested in the study are:
8
H01: There is no significant difference between study habits of BSA

students from selected Colleges and Universities in Bulacan.
H02: There is no significant relationship between study habits
components and academic performance of BSA students on selected
Colleges and Universities in Bulacan
Scope and Limitations
The coverage of this study is limited to the comparative analysis of study
habits and academic performance (which is the students grade for last year
second semester) of Bachelor of Science in Accountancy students in selected
Colleges and Universities in Bulacan. This has been conducted to provide
information about what are the significant difference between study habits of BSA
students from selected Colleges and Universities in Bulacan and the degree of
relationship between their study habits and academic performance.
The respondents of the study are composed of the second year to fourth year
Bachelor of Science in Accountancy students in selected colleges and
universities in Bulacan which are Dr.Yangas Colleges Inc., Meycauayan College,
Bulacan State University and Polytechnic University of the Philippines- Santa
Maria Campus SY 2013-2014.
The survey questionnaires where answered based on their last years second
semester perspective (SY 2013-2014). The questionnaires were disseminated
and gathered on September 1, 2014 and were retrieved 2 weeks after.
Significance of the Study

This study was conducted to contribute additional information for the following
individuals:
To the Respondents
The results of the study will serve as a tool for the respondents to know the
significant relationship of their study habits on their academic performance in
school. This will help them gain valuable knowledge on how they will improve it
and become a better BSA student.
To the Students
The results of the study will enable the students to identify what particular
study habits constitute good academic performance. With these, they will be able
to identify what are the good study habits to execute and modify their negative
study routine to have a better academic performance.
To the Parents
This study is a good way to inform parents about how study habits affect the
academic performance of their children as a student. The information is
beneficial to them because they are responsible to assist their children to
develop an effective and efficient study habits to have better academic
performance in school. Through these, they will be informed of the things that
their children must possess to lessen their burden when studying.
To the School Administrators
10
This study is very important to the school administrators because based on

the results; they can identify the strengths and weaknesses on the study habits of
their students. This study will help them to gain clearer insight that the school
facilities, especially the library and computer lab so needed by students in
studying.
To the Researchers
This study will help the researchers to know the significant difference of BSA
students from selected Colleges and Universities in Bulacan academic
performance and the degree of relationship between the study habits and
academic performance of accountancy students. This information will be a great
help for them to identify the effective study habits to improve their academic
performance. Also, this will help the researchers for the completion of their
course requirement.
Other Researchers
This study will serve as a reference materials and a guide for other
researchers who wish to conduct the same study or any study related to this
topic.
11
Definition of Terms
Academic Performance- how a student doing well in school and measured
through grades.
Analysis of Variance (ANOVA)- It is a method for dividing the variation
observed into different parts, each part is assignable to a known source, cause,
or factor.
Correlation- tendencies of two variables to move together.
Likert Scale-is a psychometric scale commonly involved in research that
employs questionnaires.
Negligible- means slight.
Note Taking Skills- One of the components of study habits; the ability of the
respondents to take down notes upon discussion of topics.
Pearson correlation coefficient- statistical tool used to determine the
relationship between the variables tested.
Post hoc Test- A test used when the researchers have found statistical
significance between conditions but they do not know where the significant
difference.
School Environment- One of the components of study habits; the place of the
respondents on school where he/she study.
Significance- in Statistical terms it meansthe probability to be true.
12
Study Environment- One of the components of study habits; the place where
the respondents tend to study.
Statistical Package for the Social Science (SPSS)-it is a program used to
calculate statistical figure.
Study Habits- Study habit is the tendency of a student to learn in a systematic
and efficient way, when opportunity is given. It is also defined as the devotion of
time and attention to acquire information or knowledge especially from books or
in other words its the pursuit of academic knowledge by a detailed investigation
of a subject or situation (Oxford Dictionary and Thesaurus of English Language,
2003) it is composed of different components such as time management, study
environment, test taking/preparation skills, note taking skills, and school
environment.(Meier, 2000)
Test Taking/Preparation Skills- One of the components of study habits; the
ability of the respondents to prepare for major exams and quizzes
13
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature
Study Habits
Study habit is the regular practice of students with regards to their
academic duties and responsibilities. Each student has his own study habits
varying on his preferences with the place and time of studying, techniques in
studying and more. It will depend upon the student if he will not get bored to
browse notes and can postpone doing something like distractions such as social
networking, media exposure, gaming addiction and more.
According to Palm Beach Community College (PBCC, 2008), they
recommend that students 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 of room 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 start to straighten things up. A desk and straight-backed chair is usually best.
Don't get too comfortable--a bed is a place to sleep, not to study as what they
said. A student must have everything close at hand (book, pencils, paper, coffee,
dictionary, computer, calculator, tape recorder, etc.) before starting to study.
Students are not suggested to spend on time jumping up and down to get things.
The PBCC suggests also that distracting noise should be minimized however
they said that there are some people need sound and some like silence. In this
14
case, a learner must find what works for him or her. Culprits are family and
friends. Consider a "do not disturb" sign and turning on your answering machine
is the way also to have better study habits according to the PBBC.
According to Frank Pogue (2000), what is true about study habits was that
more than thirty years ago still rings true today-students fail because they do not
know how to study. The best advice he can give is to develop sound study skills.
To elaborate more about sound study habits, Rothkopf (1982) referred to it as to
whether students study at the same time each day, whether they shut off radio,
television while reading and whether they paraphrase and write down what they
have read during the practical instructions. Study habit also describes some
external activities which serve to activate and facilitate the internal process of
learning.
When studying, one must be aware of all the dos and the donts of
learning. Prioritization makes good habits. It should be on the mind set of
students that there are only two possible outcomes: to study and to succeed or to
fail (Landsberger).
Studying is a matter of prioritizing. If students let themselves be lured by
the distractions, it will cost them no good. A student should also choose a place
conducive for a better learning. It is where students can relax and concentrate on
understanding the hand-outs and articles essential for the topic.
Created by Robinson (1970), SQ3R (Survey, Question, Read, Recite) is a
method for active elaboration of material that you read, such as textbook.
15
Reading instruments are the best sources of information college students need
when studying. Since the start of the basic education of a person, he is tied to
reading for purposes like finishing home works and making research papers.
Robinson gave a systematic way of understanding the concepts written in literary
and articles. Before reading, skim the title, pictures, introductory paragraphs and
summaries (Survey). Next is to ask questions about what you skim (Question).
Third, look answers to the questions by reading (Read). Lastly, summarize it in
your own words (Recite).
Another method is based on the findings of Seif (1997), reading
comprehension skills are invaluable tools that contribute to better learning. They
include skimming, scanning, critical reading and inquiry reading.
Warren (2002) presented the Primary Orientation Model. This holds that
students who are primarily oriented toward school do relatively well in school,
regardless of how much they work; and students who are primarily oriented
toward employment do poorly in school because formal education is only of
secondary importance. As stressed by Zolten& Long (1997), a student should
know his personal responsibility over what one does and does not do during his
studies.
You cannot study properly without considering the time. Time is an
essential key. Hence time management is most certainly a study technique in
itself (Abderisak, 2007). But there is no definitive way to define good study skills.
As every student is different and works well using different strategies. However,
16
good students are ones who have a strong work ethic, stay organized and look
for help when needed (Gladen, 2009).
Local Literature
According to Pascual (2001), note taking like reading, is a skill which must be
learned and refined. Almost invariably, note taking or lack of it is a constant
deficiency in the study methods of many high school and college students.
Learning the ingredients of good note taking is rather easy; applying them to
your own situation depends on how serious you are in becoming a successful
student. Student must learn to keep note logically and legibly make it a habit of
using your notebook to record all your notes, taking down accurate and concise
lecture notes is essential develop the habit of taking notes using appropriate
methods. There is no magic formula for success. If you follow the information
guides, apply them and think about them, youll have taken a giant steps towards
becoming a successful.
Maglaya (2004) stated that for classes that require recitation such as foreign
language, be sure to schedule study period just before the class. Use the time to
practice sometimes; practice with others can help sharpen your skills. Schedules
are plan for how you intend to use your time. You must understand that your
schedule is to help you develop good study habits. Based on information
retrieved from a website is the most valuable resource a student should have. It
is also one of the most wasted resources; the schedule you develop should give
you on how to allocate the available time in the most productive manner. Sticking
17
to your schedule can be tough; dont dribble away the valuable time. Avoiding
study is the easiest thing in the world. Its up to you to follow the schedule you
prepared.
Tulio (2000) defined study habits as a learning process. There should be
schedules to be followed, place to accommodate one and more importantly,
there should be available materials to be used there are various ways to meet
ones needs in successful study. Likewise, as learning process this is
characterized by motivation, goal readiness, reinforcement and generalization.
He further cited that this process been the subject of practical approaches and
consciousness of experimentation.
According to Rosalinda (2001),A schedule should be taken in to account for
every class, laboratory lecture, social event, and other work in which one is
engaged in one must focus on the free time and must know how to use it.
Make a weekly schedule and block off the 24 hour day in one increments.
Indicates time for classes, laboratory, lectures, social and work time. Also, block
off a period sleeping each day. With what is left over, plan time for study and this
will give you a road map of time available. The problem of when to study is
critical. A good rule of thumb is that studying should be carried out only when you
are rested. Alert, and have plan for it. Last minute studying just before a class, a
test or exam is usually a waste of time. If your study period is between the lecture
class, be sure you have read all the assignments and made notes on what you
dont understand. If the study period is after the lecture class, review the notes
you took class while the information is still fresh.
18
Aquino, (1974), averred that academic failure was caused by difficulty in

reading that give rise to the feeling of inferiority and frustrations. Based on this
research, reading is one of the major components why students have a failing
grades. As a remedy, students should be guided by their parents and teachers
on formulating their own good study habit that would best suit to their lifestyle.
Gregorio, (1973), suggest some measures on how students can be
properly guided on how to improve their studies. These are as follows: a.)
develop in the students an active interest in effective study based on an
understanding of its importance; and b.) help them become acquainted with the
nature of the job to be done if they are to develop effectiveness in studying.
Soriano, (2013), Good study habits, I believe, are rooted in self-discipline.
You have to be able to will to do something, and just do it-without being told that
you should, without being cowed by a deadline. It's getting out of bed without an
alarm. Commands and deadlines are good motivators, but they will not always be
there, and you can't hinge how well you will work upon them. Stop whining and
just get to work.
Another key step is to avoid distractions. Don't work near your bed, or with
your chattiest friends, or with a laptop connected to wi-fi, or with your phone
nearby to distract you. As a student, I preferred to sit in libraries (where silence is
required) and coffee shops (where wi-fi is too expensive). If coffee shops
themselves are too expensive, work in canteens. They may seem too noisy at
19
first, but when you get in the groove of your work, you'll find that everything dies
down to the low rumble of background noise.
Don't be afraid to push yourself. Don't be afraid to exert a little more effort,
to sweat and get your hands dirty, to take longer than you comfortably would. In
Tagalog: Huwag kang matakot mapuyat o mapagod. Huwag matakot matuto.
Kung laking Google ka, huwag matakot pumasok sa library at makipagsapalaran
sa pala-palapag na libro. The problem with young people nowadays is we limit
ourselves-we're too afraid of inconvenience. But education is supposed to stretch
and grow you. If it didn't, it wouldn't be much of an education. So let it.
School is supposed to expose you to ideas and things you never knew
before: it is supposed to be years of daily discovery. I think the most important
thing I learned about studying is to enjoy it, to find pleasure in it. It is challenging
and difficult, but don't you see that this time of life is also your season of wildest
growth? Remember that the men and women who changed the world were our
age when they found the spark that got them blazing new trails-Karl Marx, CS
Lewis, Che Guevara, Jose Rizal. Isn't it quite pleasurable to know that you grew
a little today? Cultivate this thirst for discovery, and studying will never feel like a
chore again.
Foreign Studies
According to a study entitled Academic Performance of College Students:
Influence of Time Spent Studying and Working conducted by Sarath A. Nonisand
20
Gail I. Hudson from Arkansas State University at Jonesboro, Arkansas during

January- February 2006:
Todays college students are spending less time studying. The fall 2003
survey conducted by the Higher Education Research Institute at UCLAs
Graduate School of Education and Information Studies found that only 34% of
todays entering freshmen have spent six or more hours per week outside of
class on academic-related work (e.g., doing homework, studying) during their
senior year in high school. The sample consisted of 276,449 students at 413 of
the nations 4-year colleges and universities (over one fourth of entering
freshmen in the United States), and the data were statistically adjusted to reflect
responses of all first- time, full-time students entering all four-year colleges and
universities as freshmen in 2003. In fact, in 1987 when this question was asked
of entering freshmen, 47.0% claimed they spent 6 or more hours per week
studying outside of class. Since then, the time spent studying outside of class
has declined steadily each year (Higher Education Research Institute, 2003).
Another trend that is emerging is the increase in the number of college students
who are employed either part time or full time. According to Gose (1998), 39% of
college freshmen work 16 or more hours per week, an increase of 4% since
1993. Among all business majors, marketing students typically work even more
hours per week than do other students (Smart, Tomkovick, Jones, &Menon,
1999). The 2002 survey conducted by the Higher Education Research Institute
also found that 65.3% of entering freshmen have either some concern or major
concerns about not having enough money to complete their college degrees
21
(Higher Edu- cation Research Institute, 2002). This was an increase of almost
1% from 2001 and is likely to increase in the years ahead because of reduced
funding for higher education by state legislatures. Although more women (70.9%)
were concerned about whether they would have enough funds to complete
college than were men (58.3%), all students seemed to be working out of the
need to make up for rising tuition and fewer available grants. In summary, the
proportion of college students who are employed either part or full time is likely to
increase in the years to come, leaving greater numbers of students with less time
for academic work. Students spending less time studying and more time working
are two trends that all colleges and universities will have to confront. Lowering
academic standards by rewarding minimum effort and achievement (expecting
less) is certainly a short-term strategy, but one that will have negative long-term
consequences. A more productive way to handle these concerns is to conduct
empirical research to determine to what extent these trends will negatively impact
the academic performance of college students and use the findings from these
studies to improve our academic programs
Study habits have been defined as the attitude of one person towards their
academic year in life. It has been also studied by many researchers. In fact,
according to psychologist John M. Grohol, the study habit of students is affected
by its environment. Due to that, he suggests that student should study in smarter
way. And so he gives ten effective study habits to assist the students with their
schoolwork. These ten effective study habits are the following:
22
1. Improve your study mindset by thinking positively towards study, avoiding

catastrophic and absolute thinking such as self-pitying, and lastly, avoid
comparing yourself with others.
2. Environment matters in studying so it would be better if you find your ideal
place that suits your studying approach.
3. Bring everything you need, nothing you dont. Through this study habit, you will
be able to focus more on your schoolwork and you will avoid such destruction.
4. Outline and review your notes.
5. Use memory games or mnemonic devices in memorizing pieces of information
regarding your studies.
6. Practice by on your own or with friends since practice makes perfect. It can
also assist you to remember your lesson easily.
7. Make a schedule you can stick to and being committed to it hinder you from
cramming.
8. Take breaks and rewards. These breaks will facilitate you to do your
schoolwork more efficiently and effectively. Meanwhile, the rewards could be use
as your motivation in studying.
9. Keep healthy and balance. Though it is difficult to live a balanced life while in
school, you must consider that the more balanced you seek out in your life, the
23
easier for you to overcome every components in your life. Being healthy also,
gives you more energy to do your tasks.
10. Know what are the expectations are for the class to abet you understand the
course requirements and the professors expectations.
These ten effective study habits will highly improve not only your approach
towards studying but also your mind-set to have a satisfying grade. However, at
the end of the day, we must not forget that studying doesnt end with passing the
exam. Nevertheless we must always remember Sir Thomas Edison said in his
quotation, A single sheet of paper cant decide my future, we must not always
rely with test weve taken during our school years but with the values we obtain
from it.
Local Studies
Plata, (1988), conducted a study on the study habits of the freshmen
students of the Academy of St. Joseph of Claveria, Cagayan. His study attempts
to determine the respondents study habits with the goal of helping them acquire
desirable study habits. His findings were: a) general habits of the students that
are always and often practiced by the students if they feel tired they dont listen
to their classmates reciting, b) they seldom study previous lessons before
proceeding to new one. They also confessed that they cannot study with
disturbances around and they are lazy to use encyclopedia and dictionaries as
their references.
24
In 1991, Amano attempted to establish the relationship between the study

habits and attitudes of sophomore students and their achievement in certain
subjects. She also sought to determine the level of achievement in specific
subjects in terms of the following aspects: 1. Comprehension 2.Application
3.Analysis. Likewise, she established the relationship between their achievement
in specified subjects and the two sets of components namely: a) study habits and
attitudes, and b) socio-demographic variables. Finally Amano also investigated
when there is a significant differences between the achievements of those
compared respondents.
In a wide variety of ways, learner differs physically, intellectually,
psychologically, and sociologically. How they respond to and benefit from a given
instructional strategy.
While individual differences were taken into consideration in the teachinglearning process, the concept usually referred to intelligence motivation, emotion
and personality. (Reisman, 1972)
A study from Duallo (1984) stated that among students today, effort is the
only solution in enhancing a students learning style and the ability to cope up
with hard-core information and lessons provided by the teachers. The only
problem that the students currently have is that they lack the ability to take
studies seriously. Students are also nowadays preoccupied with present
frivolities away from unmindful of what lies ahead. This study is further supported
by former President of the University of the Philippines Vincente Sinco stating:
25
Many of our students today come to their classes without spending an hour or
so in preparing their lessons. And there are many us parents who complain when
their sons and daughters have to observe a class schedule that demands even
only a medium amount of preparation or else flunk in their subjects.
Synthesis of the Related Literature and Studies
The aforementioned literature and studies were found to be very useful as
bases for this study. Aside from the information value they provided, the
researchers got deeper insights in the present study. The literature and studies
strengthened the concepts and served as sources of important data needed in
the formulation of guidelines and parameters in the conduct of this study.
The present study was slightly parallel in objectives with the studies
conducted by Robinson (1970), Pogue (2000), Seif (1997). These studies
identified the methods and systematic way on how the student can have better
comprehension skills while reading and studying, and the relationship between
these methods to the academic performance of students
Parallel studies conducted by Abderisak, (2007), Zolten& Long (1997),
stating that one systematic way to have better way of learning is to have a good
time management and a student should know his personal responsibility over
one dos and donts during his studies, which is essential for studying to measure
the consistency and significance of managing time on the academic performance
the students.
26
Major f components why students have a failing grades was one of the
focus of Aquino (1974), while some measures of improving the student learning
by proper guidance is the study conducted by Gregorio, (1973). On the other
hand, Soriano, (2013) conducted a study on how self-discipline correlates in
good study habits.
The study conducted by Sarath A. Nonis and Gail I. Hudson on 2006
focused on the influence of time spent in working and studying in the academic
performance of college students
The study habits of the freshmen students is the focus of the study of
Plata (1988) while the relationship between the study habits and attitudes of
sophomore students and their achievement in certain subjects is the focus of the
study of Amano (1991).
The studies conducted by
Gose (1998), Smart, Tomkovick, Jones, &
Menon (1999), General Oettingar (1999),.Singh &Ozturk, (2000), Orszigag,

(2001) focuses on the effect on academic performance of working students.
Justification
The literature and studies undertaken exhibit the methods and techniques
for a better learning, effects and relationship of study habits in academic
performance of the students. Generally, the retrieved literature and studies have
influenced and enriched the thoughts and views of the researcher concerning
study habits and academic performance.
27
These literature and studies are different on current study as it focus on

study habits and academic performance in which the respondents and place of
the study is restricted to Bachelor of Science in Accountancy students in selected
schools in Bulacan. This is not a repetition of other thesis.
28
Chapter 3
RESEARCH METHODOLOGY
This chapter discussed the research methodologies used in the study.
This includes the research method used, description of the respondents,
sampling technique, instrumentation, validation and reliability of the instrument,
data gathering procedure, and the statistical treatment of data.
Research Method Used
The research method use d in our study is descriptive method. The
descriptive method of research is a fact-finding study that involves adequate and
accurate interpretation of findings. This method is designed to gather information
about presenting existing condition. The aim of this method is to describe the
nature of situation as it exists at the time of the study and explore the causes of
particular phenomena (Travers, 1978). The researcher chose to use this kind of
research method since this study is focused on the significant difference between
study habits of BSA students from selected Colleges and Universities in Bulacan
and the significant relationship between study habits components which include
time management, study environment, test taking/preparation skills, note taking
skills and school environment and the academic performance of BSA students on
selected colleges and universities in Bulacan. Descriptive method is the most
appropriate method to use to acquire first hand data from the respondents so as
to formulate rational and sound conclusions and recommendations for the study.
29
Description of the Respondents

The respondents of this study were drawn from 519 Second year to Fourth
Year Bachelor of Science in Accountancy students in selected colleges and
universities in Bulacan which include Bulacan State Universities, Dr.Yangas
Colleges Inc., Meycauayan Colleges and Polytechnic University of the
Philippines-Santa Maria Campus SY 2013-2014. The Slovins Formula was used
to compute for the sample population and random sampling was used in
selecting the student-respondents who became the subject of the study. Table 1
shows the distribution of student-respondents per section.
Slovins Formula
Slovins formula is used to calculate an appropriate sample size from a
population. It allows a researcher to sample the population with a desired degree
of accuracy. It gives the researcher an idea of how large his sample size needs
to be to ensure a reasonable accuracy of results.
Slovin's formula is written as:
n
N
1+(N)(e)2
where:
n = sample size
N = population size
e = marginal error
1 = constant
30
519
1+(519)(0.05)2
n
519
1+(519)(0.0025)
n
519
2.2975
n
225.897
226
Computation for sample per class:

% =
n
N
% =
226
519
% =
.435
31
Table 1
Population and Sample Size
College Second
Year
Third
Year
Fourth
Year
Total
Second
Year
Third
Year
Fourth Total
Year
PUP
41
35
35
111
18
15
15
48
BSU
48
61
51
160
21
27
22
70
DYCI
68
66
50
184
30
28
22
80
MC
40
15
64
17
28
TOTAL
197
171
151
519
86
74
66
226
Table 1 shows that the selected colleges and universities and year level
have a total population of 519, 197 of whom were 2 nd year, 171 were 3rd year and
151 were 4th year. Of the total population, 226 students were chosen as sample
for the study using random sampling. Of these, 86 were 2 nd year, 74 were 3rd
year and 66 were 4th year students.
Sampling Technique
Random sampling technique was used to select the chosen respondents.
This sampling technique was conducted where each member of a population has
an equal opportunity to become part of the sample. As all members of the
population have an equal chance of
becoming a respondent, this is said to be
the most efficient sampling procedure. In order to conduct this sampling strategy,
32
the researcher defined the population first, listed down all the members of the
population, and then selected members to make the sample. For this purpose, a
uniform survey questionnaire was given to the respondents to answer.
Instrumentation
The instrument used in this study was survey questionnaire. It is most
frequently a very concise, preplanned set of questions designed to yield specific
information to meet a particular need for research information about a pertinent
topic. The research information is attained from respondents normally from a
related interest area. It was adapted from Virginia Gordons University: A
Guidebook and Readings for New Students
This survey questionnaire has three parts. Part I is the Personal profile
that determines the gender and year level, Part II is the study habits in
accordance with different criteria or category of the student-respondents. It
includes the time management, study environment, test taking/preparation skills,
note taking skills and school environment. The last part is the academic
performance which is composed of the corresponding subjects for a particular
semester which requires the grades of the respondents.
Test of Validity and Reliability
Validation of the Instrument and Information
Validity is defined as the best available approximation to the truth or falsity
of a given inference, proposition or conclusion. It deals with the relationship of
33
the data obtained to the nature of variables being studied. (Salvador, Baysa&
Geronimo, 2008, p.166) For the validity of the instruments used, the researchers
used the content validity which includes documentary analysis, consulting
experts and persons knowledgeable on the subject matter.
The questionnaire was submitted to the researchers adviser for
correction, suggestion and further revision. The researchers consulted Ms.
Bernice G. Alanis, the thesis adviser, and Mr.Arman DC. Santos, a statistics
professor. The survey questionnaires were also aproved by the dean from
colleges and universities wherein the researchers have conducted the survey.
The researchers obtained information from the students which are their
grades from their last school years second semester. In Bulacan State
University, the respondents have their class cards to assure that the information
that they have given is true and correct. In Meycauayan College and Dr.Yangas
Colleges Inc., the grades given by the respondents where checked by their
schools registrar. In Polytechnic University of the Philippines, the students
checked their grades in their Student Information System (SIS) to assure that
they have given correct information.
Reliability
Reliability varies directly with the degree of repeatability. A measurement
that yields consistent results over time is said to be reliable. When a
measurement is prone to random error, it lacks reliability. The reliability of an
instrument places an upper limit on its validity. A measurement that lacks
34
reliability will also lack validity. The reliability of a test could be improved through
the use of Split-Half Method. It assesses the internal consistency of a test, such
as psychometric tests and questionnaires. There, it measures the extent to which
all parts of the test contribute equally to what is being measured.
Table 1 shows the interpreted value of r.
Table 1. Correlation Scale
Value of r
Interpretation
1.0
Perfect Correlation
0.80 to 0.99
High Correlation
0.71 to 0.90
Moderately High Correlation
0.41 to 0.70
Moderate Correlation
0.21 to 0.40
Low Correlation
0.00 to 0.20
Negligible Correlation
0.0
No Correlation
After conducting the said test, the Bulacan State University got 0.9894
which is interpreted as HIGH correlation, while Dr.Yanga's Colleges Inc. got
0.9895 also interpreted as HIGH Correlation, Meycauayan College got 0.9952
also interpreted as having a HIGH relationship, and Polytechnic Univetsity of the
35
Philippines with 0.9988 interpreted as HIGH correlation. Thus, the researchers

considered the questionnaires reliable based on the computed coefficient.
Data Gathering Procedure
As an initial move, the researchers sought the permission of the deans of
different colleges and universities involved and the director of the Polytechnic
University of the Philippines to conduct the study at the schools and allow the
researcher to seek the cooperation of the registrar to provide the grades of the
student-respondents. The researcher also asked the permission of the Dean to
allow the students to provide their demographic profile through the completion of
a Survey Questionnaire.
The researchers personally administered the research instrument. All sets
of respondents were properly oriented before they were set to the tasks. Each
item was explained for further understanding. Then all data were gathered,
classified and tabulated.
The researchers also used secondary sources such as internet articles, books,
and other theses related to the study.
Statistical Treatment of Data
In analyzing the data gathered, the researchers used frequency,
percentage, mean, Likert Scale, One-Way ANOVA, Post hoc Test and Pearson
Correlation Coefficient. The researchers used the program Statistical Package
36
for the Social Sciences (SPSS) and Microsoft Excel to aid implement such
methodologies.
Percentage was used to determine the percent of total observations falling

under a given category.
p= f
x 100
where:
p = sample proportion
f = frequency of observation; or value of the sample
n = sample size
Mean was used to determine the scores of the student-respondents.
= x
n
where:
X = sample arithmetic mean
X = each individual in the sample
n = sample size
For the response on the Study Habits Rating Scale, a five-point Likert
Scale was adopted for the purpose of interpretation.
37
Likert Scale.
The Likert Scale method of Summated Ratings was used in the study. The Likert
Scale technique assigns one scale value of each of the different responses. To
analyze responses toLikert Scale, each category is assigned to a numerical
value such as Very Good is equal to 5 and Very Poor which is equal to 1. The
total assigned value will be determined by using the weighted mean. The scoring
system for each item must be such a high score consistently reflects a favourable
response and a low score consistently reflects an unfavourable response
Five-Point Rating Scale
Scale
Interpretation
Poor
Seldom
Sometimes
Often
Always
To interpret the values obtained for study habits, a five-point Likert scale
was also utilized:
38
Study Habits Scale

Rating
Interpretation
4.51 5.00
Very Good
3.51 4.50
Good
2.51 3.50
Fair
1.51 2.50
Poor
1.00 1.50
Very Poor
As for the academic performance which was based on the studentrespondents general weighted average (GWA) for a particular semester, the
following rating scale was used:
Academic Performance Scale
Percentile Rating
Adjectival Rating
1.49-1.0
Excellent
1.99-1.50
Very Good
2.49-2.0
Good
2.99-2.50
Fair
5.0-3.0
Poor
Analysis of Variance (ANOVA)

It is also called the F-test. The analysis of variance (ANOVA) is a method for
dividing the variation observed into different parts, each part is assignable to a
known source, cause, or factor. The ANOVA was developed by R.A Fisher and
39
reported by him in 1923. Simply stated, it is used when we wish to test the
significance of the difference between two or more means obtained from
independent samples. The one way F-test factor ANOVA was used because
there is only one factor being studied as independent variable.
The following formula was used to compute for the F-test ratio:
Sum of squares:
SSt= X2t
Where:
SSt = total sum of squares
X2t = total sum of X2
= square of total sum of x.
n = total number of samples
Sum of square between:
SSb =
40
Where:
SSb= sum of square between
X1 = summation of x
n= total number of sample
Sum of square within:
SSw= SSt SSb
Where:
SSw= sum of square within
SSt = sum of square total
SSb= sum of square between
Degrees of freedom:
Dfb = k-1
dfw = nf k
Mean square:
MSb = SSb
dfb
Where:
MSb= mean square between
SSb = sum of square between
dfb = degrees of freedom between
41
MSw =
Where:
MSw =means square within
SSw =sum of square within
Dfw = degrees of freedom within
F-ratio:
F=
Where:
F=F-test ratio
MSb= mean square between
MSw= mean square within
After computing the F-test ratio value, decision as to accept or reject the
stated null hypothesis is based on sig. value.
Reject hypothesis if the sig. value is less than the set standard or accept it
if otherwise.
Post Hoc Tests
These tests are used when the researchers have found statistical significance
between conditions but they do not know where the significant differences are.
42
These tests are not used when the results of a 1-Way between Subjects ANOVA
are not significant because there is no need. In contrast, if the researchers have
found a statistically significant result, which means the Sig. value is less than .05,
use of these tests would be appropriate. One of types of post hoc tests is the
Tukey test which is widely used if you find a significant result with a 1-Way
Between Subjects ANOVA. This study needs to find all the possible pairs of two
variables. In current study, there are 4 variables subject to this test, these are the
selected colleges and universities in Bulacan. The results of a post hoc test like
the Tukey test compares
Variable 1 and Variable 2
Pearson Correlation Coefficient

The Pearson product-moment correlation coefficient (r) is a measure of
the strength of the linear relationship between two variables. It is referred to as
Pearson's correlation or simply as the correlation coefficient. If the relationship
between the variables is not linear, then the correlation coefficient does not
adequately represent the strength of the relationship between the variables.
Pearson's r can range from -1 to 1. An r of -1 indicates a perfect negative
linear relationship between variables, an r of 0 indicates no linear relationship
43
between variables, and an r of 1 indicates a perfect positive linear relationship

between variables. The formula for the Pearson correlation coefficient is:
where:
x and y are the sample means AVERAGE(array1) and

AVERAGE(array2).
Array1 is a set of independent values.
Array2 is a set of dependent values.
Table 2 shows the interpreted strengths of correlations.

Correlation Scale
Value of r
Interpretation
1.0
Perfect Relationship
0.80 to 0.99
High Relationship
0.71 to 0.90
Moderately High Relationship
0.41 to 0.70
Moderate Relationship
0.21 to 0.40
Low Relationship
0.00 to 0.20
Negligible Relationship
0.0
No Relationship
44
Statistical Package for the Social Sciences (SPSS)

SPSS is a comprehensive and flexible statistical analysis and data
management solution. SPSS can take data from almost any type of file and
use them to generate tabulated reports, charts, and plots of distributions and
trends, descriptive statistics, and conduct complex statistical analyses.
45
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, interprets and analyses the data gathered from the
respondents of the students from Polytechnic University of the Philippines Santa
Maria, Bulacan Campus Bachelor of Science in Accountancy through
questionnaire-checklist.
Table 1 shows the distribution of the respondents as to their schools.
Table 1
DISTRIBUTION OF STUDENTS AS TO THEIR SCHOOL
College
Second Year
Third Year
Fourth
Year
Total
Percentage
PUP
18
15
15
48
21.24%
BSU
21
27
22
70
30.97%
35.40%
Dr.Yanga
30
28
22
80
12.39%
MC
17
28
100.00%
TOTAL
86
74
66
226
Table 1 shows the distribution of the respondents as to their schools. The

PUP is composed of 48 respondents which is 21.24% of the population. BSU is
composed of 70 respondents which are 30.97%. DYCI however, has 80
respondents equivalent to 35.40% and MC has 28 respondents which is 12.39%
of the population.
46
Table 2 shows distribution of respondents as to their year level

Table 2
DISTRIBUTION OF STUDENTS AS TO THEIR YEAR LEVEL
Year Level
BSU
DYCI
MC
PUP
TOTAL
PERCENTAGE
Second
18
21
30
17
86
38.05%
Third Year
15
27
28
74
32.75%
Fourth
15
22
22
66
29.20%
48
70
80
28
226
100.00%
Year
Year
Total
Table 2 shows the distribution of the respondents as to their year level.

The Second year level is composed of 86 respondents which is 38.05% of the
population. Third year level, however, has 74 respondents equivalent to 32.75%
and Fourth year has 66 respondents which is 29.20% of the population.
47
l. PERSONAL PROFILE
Table 3 shows the frequency distribution of respondents according to gender.
Table 3
DISTRIBUTION OF RESPONDENTS ACCORDING TO GENDER
Gender
Frequency
Percentage
Male
68
30.09%
Female
158
69.91%
Total
226
100.00%
Table 3 shows the distribution of the respondents according to their

gender. Most of the respondents are female with a frequency of 158 which is
equivalent to 69.91%. The remaining 68 are male which is 30.09% of the
population.
II. VERBAL INTERPRETATION FOR STUDY HABITS AND ITS

COMPONENTS
Table 4 shows the verbal interpretation of Time Management in four schools.
Table 4
TIME MANAGEMENT
(See next page)
48
Colleges and Universities

Year level
Bulacan State
University
nd
rd
Dr.Yanga Colleges, Inc.

th
nd
rd
th
Meycauayan College
nd
rd
th
Polytechnic University of
the Philippines- Sta.
Maria Campus
nd
rd
th
Questions
3.50
3.05
2.90
3.25
3.86
3.11
2.87
2.67
2. Updating the master

schedule daily/weekly
3.00
2.52
3.05
2.87
3.11
2.64
2.80
3.25
3.71
2.44
2.87
2.47
3. Following the master

schedule
3.14
2.67
3.00
3.27
3.07
2.86
2.80
3.00
3.57
2.61
3.27
2.53
4. Allowing time for exercise

and socializing with friends
4.43
3.89
3.77
4.43
4.29
4.05
4.00
3.25
3.86
4.17
3.80
3.80
5. Getting at least 6 hours of

sleep each night
3.81
3.56
4.09
3.90
3.96
4.14
3.90
4.25
4.43
3.72
3.60
3.93
6. Studying at least 2 hours

for every subject
3.10
2.70
3.68
3.00
3.32
3.41
3.40
3.75
3.71
3.22
3.47
3.47
7. Getting your assignments

done on time
4.24
4.04
4.36
3.87
3.68
3.77
4.20
4.50
4.57
3.72
3.33
3.80
8. Attending class regularly
4.95
4.85
4.82
4.77
4.79
4.59
4.80
5.00
5.00
4.94
5.00
4.93
AVERAGE
3.79
3.38
3.73
3.69
3.72
3.56
3.60
3.78
4.09
3.49
3.53
3.45
FAIR
GOOD
GOOD
GOOD
GOOD
GOOD
GOOD
VERBAL
INTERPRETATION
GRAND MEAN
3.63
3.66
3.82
FAIR
3.40
GOOD
3.09
FAIR
2.78
GOOD
3.62
GOOD
1.Making a master schedule

for each semester
3.49
49
Table 4 shows that time Management, Meycauayan College got the

highest with an average mean of 3.82 which shows that they had good time
management, followed by Dr.Yangas Colleges Inc. with an average mean of
3.66 which shows that they had good time management, and then Bulacan State
University with an average mean of 3.63 which shows that they had good time
management, Polytechnic University of the Philippines got the lowest average
mean of3.49 which shows that they had fair time management.
As per year level, 4thyear got the highest with an average mean of 3.71
which shows that they had good time management, followed by 2 nd year with an
average mean of 3.64 which shows that they had good time management, and
3rdyear got the lowest average mean of 3.60 which shows that they had good
time management.
The 4thyear students of Meycauayan College got the highest average
mean of 4.09 which shows that they had good time management while 3 rd year
students of Bulacan State University got the lowest average mean of 3.38 which
shows that they had fair time management.
Table 5 shows the verbal interpretation of Study Environment in four schools.
Table 5
STUDY ENVIRONMENT
(See next page)
50

Year level

nd
rd
th
Meycauayan College
nd
rd
th
Maria Campus
nd
rd
th
2
3
4
3.70
3.75
3.86
3.17
3.67
3.53
4.38
3.96
4.23
4.03
3.79
3.73
3.90
4.25
4.43
4.33
3.80
4.07
3 Study area is free of noise

and distraction
3.57
3.74
3.55
3.77
3.39
3.82
3.80
3.75
4.00
3.50
3.20
3.13
4. Having all supplies near

when studying
4.52
4.26
4.36
3.97
4.07
4.00
3.90
4.00
4.14
3.72
3.93
4.07
5. Study area is comfortable
4.14
4.11
4.14
4.17
4.21
4.09
4.40
4.75
4.43
4.06
3.80
3.73
6. Studying at least half hour

without getting up, walking
about, taking snap, or, tv or
phone breaks
3.71
3.56
4.50
3.60
3.39
3.32
3.70
4.25
4.43
3.56
3.60
3.07
7. Friends leaving at the time

of studying
3.05
2.93
3.32
2.77
3.04
3.05
3.20
3.75
3.43
2.72
3.13
2.20
8. Using time between

classes to study
3.62
3.04
2.95
3.10
3.36
2.95
3.40
4.25
3.71
3.17
3.13
2.67
AVERAGE
3.82
3.63
3.81
3.65
3.63
3.60
3.53
3.53
3.31
GOOD
GOOD
GOOD
GOOD
GRAND MEAN
3.75
3.63
GOOD
VERBAL
INTERPRETATION
3.75
4.09
4.05
3.96
FAIR
3.82
GOOD
3.82
GOOD
3.80
GOOD
3.45
GOOD
3.41
GOOD
3.57
GOOD
Questions
1. Regularly studying at the
same time
2. Always having an area to
study
Bulacan State
University
nd
rd
th
2
3
4
3.46
51
Table 5 shows that for study environment, Meycauayan College got the
highest with an average mean of 3.96 which shows that they had good study
environment, followed by Bulacan State University with an average mean of 3.75
which shows that they had good study environment, and then Dr.Yangas
Colleges Inc. with an average mean of 3.63 which shows that they had good
study environment, Polytechnic University of the Philippines got the lowest
average mean of 3.46 which shows that they had fair study environment.
As per year level, 3rd year got the highest with an average mean of 3.72
which shows that they had good study environment, followed by 4thyear with an
average mean of 3.69 which shows that they had good study environment, and
2nd year got the same average mean of 3.69 which shows that they had good
study environment.
The 3rd year students of Meycauayan College got the highest average
mean of 4.09 which shows that they had good study environment while the 4th
year students of Polytechnic University of the Philippines got the lowest average
mean of 3.31 which shows that they had fair study environment.
Table 6 shows the verbal interpretation of Test Taking/ Preparation Skills in four
schools.
Table 6
(See next page)
52

Year level

nd
rd
th
Meycauayan College
nd
rd
th
Maria Campus
nd
rd
th
2
3
4
3.82
3.59
3.40
4.25
4.00
3.16
3.40
3.53
3.90
3.30
3.95
3.47
3.366
3.455
3.50
3.50
3.43
3.39
3.27
3.07
3.19
3.15
3.59
3.80
2.54
2.95
2.20
3.75
3.71
3.67
3.87
2.60
3.29
2.67
2.55
3.20
2.50
2.86
2.20
2.75
3.00
2.50
2.27
2.60
3.43
3.11
3.55
4.13
4.11
4.18
3.20
3.75
3.86
3.22
3.47
2.93
6. Predicting what question

that may appear on the test
7. Finishing your test in the
allowed period of time
8. Reviewing the test and
analysing the errors
3.48
3.07
3.09
3.63
3.50
3.55
2.50
3.75
3.71
2.78
3.13
2.87
4.00
3.59
4.23
4.30
3.96
4.32
3.50
4.00
4.29
3.61
3.60
3.73
4.05
3.59
3.71
3.53
3.64
3.59
3.50
3.50
3.43
3.83
3.53
3.67
AVERAGE
3.61
3.22
3.55
3.65
3.43
3.56
3.00
3.66
3.68
3.27
3.32
3.13
GOOD
GOOD
FAIR
GOOD
FAIR
FAIR
FAIR
VERBAL
INTERPRETATION
GRAND MEAN
3.46
3.55
3.45
FAIR
3.17
GOOD
3.73
GOOD
3.30
GOOD
3.52
FAIR
Questions
1. Studying for each classes
everyday
2. Reviewing for major
exams at least 3 days in
advance
3. Belonging to a study
group
4. Attending extra help
session or office hours
provided by the instructor
5. Knowing what kind of test
to take (e.g essay, multiple
choice, etc)
Bulacan State
University
nd
rd
th
2
3
4
3.24
53
Table 6 shows that for Test Taking/Preparation Skills, Dr.Yangas

Colleges Inc. got the highest with an average mean of 3.55 which shows that
they had good test taking/ preparation skills, followed by Bulacan State University
with an average mean of 3.46 which shows that they had fair test taking/
preparation skills, and then Meycauayan College with an average mean of 3.45
which shows that they had fair test taking/ preparation skills, Polytechnic
University of the Philippines got the lowest average mean of 3.24 which shows
that they had fair test taking/ preparation skills.
As per year level, 4th year level got the highest with an average mean of
3.72 which shows that they had good test taking/ preparation skills, followed by
2ndyear with an average mean of 3.41 which shows that they had fair test taking/
preparation skills, and 2ndyear got the lowest average mean of 3.38 which shows
that they had fair test taking/ preparation skills.
The 4thyear students of Meycauayan College got the highest average
mean of 3.68 which shows that they had good test taking/ preparation skills while
the 2ndyear students of Meycauayan College got the lowest average mean of
3.00 which shows that they had fair test taking/ preparation skills.
Table 7 shows the verbal interpretation of Note Taking Skills in four schools.
Table 7
NOTE TAKING SKILLS
(See next page)
54

Year level
Dr.Yanga Col leges, Inc.

nd
rd
th
Meycauayan College
nd
rd
th
Maria Campus
nd
rd
th
2
3
4
4.59
3.80
4.00
4.43
3.67
3.87
3.86
4.00
3.48
3.64
4.00
4.11
4.23
3.40
4.00
4.43
3.33
3.40
4.00
3. Reviewing note after each

class
2.81
2.37
2.68
2.93
3.39
3.55
2.90
3.00
3.00
3.06
2.67
2.86
4. Knowing the important

stuff to write during note
taking
4.14
3.59
3.86
4.30
4.14
4.32
3.40
4.00
4.43
3.89
3.80
4.29
5. Highlighting, at the same

time note taking while
reading
4.00
3.56
3.68
4.00
3.96
4.09
3.30
4.25
4.14
3.39
3.67
4.00
6. Having class notes or

notes from texts put into own
words
4.05
4.00
3.64
3.67
3.86
3.95
3.20
4.00
4.00
3.83
3.67
3.86
AVERAGE
3.86
3.46
3.53
3.86
3.98
4.12
3.33
3.88
4.07
3.53
3.51
3.81
GOOD
GOOD
GOOD
GOOD
GOOD
FAIR
VERBAL
INTERPRETATION
GRAND MEAN
3.63
3.99
3.76
GOOD
4.43
GOOD
4.23
GOOD
3.68
FAIR
3.74
GOOD
4.14
FAIR
Questions
1. Taking notes in class,
keeping up with the
instructor, and understanding
the concepts all at the
same time
2 .Having an efficient system
of note taking
Bulacan State
University
nd
rd
th
2
3
4
3.48
55
Table 7 shows that for note taking Skills, Dr.Yangas Colleges Inc. got the
highest with an average mean of 3.99 which shows that they had a Good Note
Taking Skills, followed by Meycauayan College with an average mean of 3.76
which shows that they had a Good Note Taking Skills, and then Bulacan State
University with an average mean of 3.63 which shows that they had a Good Note
Taking Skills, Polytechnic University of the Philippines got the lowest average
mean of 3.48 which shows that they had a Fair Note Taking Skills.
As per year level, 3rdyear got the highest with an average mean of 3.71
which shows that they had a Good Note Taking Skills, followed by 2ndyear with
an average mean of 3.65 which shows that they had a Good Note Taking Skills,
and 4thyear got the lowest average mean of 3.63 which shows that they had a
Good Note Taking Skills.
The 4th year students of Dr.Yangas Colleges Inc. got the highest average
mean of 4.12 which shows that they had a Good Note Taking Skills, while the 4 th
year students of Meycauayan College got the lowest average mean of 3.07
which shows that they had a Fair Note Taking Skills.
Table 8 shows the verbal interpretation of School Environment in four schools.

Table 8
SCHOOL ENVIRONMENT
(See next page)
56
Bulacan State
Meycauayan College
University
Year level
nd
rd
Maria Campus
th
nd
rd
th
nd
rd
th
nd
rd
th
Questions
3.62
3.19
3.45
3.60
3.36
4.05
3.90
4.75
4.14
3.17
2.67
3.13
3.81
3.26
3.68
3.77
3.39
4.05
3.80
3.25
3.29
3.28
2.80
2.67
4.48
4.07
4.36
3.93
4.11
3.86
4.00
4.00
4.29
3.61
3.87
3.93
3.43
2.74
3.32
3.43
3.29
3.45
3.10
4.00
3.57
2.39
3.20
2.60
2.81
3.07
3.14
3.59
3.18
3.68
3.60
3.25
3.71
3.50
3.07
3.27
3.63
3.27
3.59
3.66
3.47
3.82
3.68
3.47
3.80
3.19
3.12
3.12
FAIR
GOOD
GOOD
FAIR
GOOD
GOOD
FAIR
FAIR
1. Finding a comfortable
area where to study or
review inside the school
2. Having enough resources
needed in the library to aid in
studying
3. Professor encourages to
study harder
4. School is free from
distractions (i.e computer
shops, malls, etc.)
5. Joining extracurricular
activities reduces time for
studying
AVERAGE
3.65
3.65
FAIR
3.50
GOOD
GRAND MEAN
FAIR
INTERPRETATION
GOOD
VERBAL
3.14
57
Table 8 shows that for school environment, Dr.Yangas Colleges Inc. and
Meycauayan College got the highest with an average mean of 3.65 which shows
that they have a Good School Environment, followed by Bulacan State University
with an average mean of 3.50 which shows that they had a Fair School
Environment, and Polytechnic University of the Philippines got the lowest
average mean of 3.14 which shows that they had a Fair School Environment.
As per year level, 4th year got the highest with an average mean of 3.58
which shows that they had a Good School Environment, followed by 2 nd year with
an average mean of 3.54 which shows that they had a Good School
Environment, and 3rd year got the lowest average mean of 3.33 which shows that
they had a Fair School Environment.
The 4th year students of Dr.Yangas Colleges Inc. got the highest average
mean of 3.82 which shows that they had a Good School Environment, while the
3rd year and 4th year and third year students of Polytechnic University of the
Philippines got the lowest average mean of 3.12 which shows that they had a
Fair School Environment.
Table 9 shows the verbal interpretation of all of the components that

constitute study habit the in four schools.
Table 9
STUDY HABITS
(See next page)
58
Year level
Bulacan State
University
nd
rd
th
nd
rd
th
Maria Campus
Meycauayan College
nd
rd
th
nd
rd
th
Components
4.09
3.49
3.53
3.45
Study Environment
3.82
3.63
3.81
3.65
3.63
3.60
3.75
4.09
4.05
3.53
3.53
3.31
Test Taking/ Preparation

Skills
3.61
3.22
3.55
3.65
3.43
3.56
3.00
3.66
3.68
3.27
3.32
3.13
Note Taking Skills
3.86
3.46
3.53
3.86
3.98
4.12
3.33
3.88
4.07
3.53
3.51
3.81
School Environment
3.63
3.27
3.59
3.66
3.47
3.82
3.68
3.47
3.80
3.19
3.12
3.12
AVERAGE
3.75
3.39
3.64
3.70
3.65
3.73
3.41
3.78
3.94
3.40
3.40
3.36
FAIR
GOOD
GOOD
VERBAL
INTERPRETATION
GRAND MEAN
3.59
3.69
3.71
3.39
59
FAIR
3.78
FAIR
3.60
FAIR
3.56
GOOD
3.72
GOOD
3.69
FAIR
3.73
GOOD
3.38
GOOD
3.79
GOOD
Time Management
Table 9 shows that for the overall study habits, Meycauayan College got the highest
with an average mean of 3.71 which shows that they had a Good Overall Study Habits,
followed by Dr.Yangas Colleges Inc. with an average mean of 3.69 which shows that
they had a Good Overall Study Habits, and then Bulacan State University with an
average mean of 3.59
which shows that they had a Good Overall Study Habits,
Polytechnic University of the Philippines got the lowest average mean of 3.39 which
shows that they had a Fair Overall Study Habits.
As per year level, 4thyear got the highest with an average mean of 3.67 which
shows that they had a Good Overall Study Habits, followed by 2ndyear with an average
mean of 3.57 verbally interpreted as Good, and 3rd year got the lowest average mean of
3.56 which shows that they had a Good Overall Study Habits.
The 4thyear students of Meycauayan College got the highest average mean of
3.94 which shows that they had a Good Overall Study Habits, while the 4 th year
students of Polytechnic University of the Philippines got the lowest average mean of
3.36 which shows that they had a Fair Overall Study Habits.
60
III. INTERPRETATION FOR ACADEMIC PERFORMANCE

Table 10
ACADEMIC PERFORMANCE OF BULACAN STATE UNIVERSITY
Colleges and
Universities
Year level
Grade
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00
Bulacan State University

Verbal
Interpretation
2nd
EXCELLENT
EXCELLENT
VERY GOOD
VERY GOOD
GOOD
GOOD
POOR
POOR
VERY POOR
VERY POOR
0
0
7
6
8
0
0
0
0
0
0.00%
0.00%
33.33%
28.57%
38.10%
0.00%
0.00%
0.00%
0.00%
0.00%
3rd
2
10
14
1
0
0
0
0
0
0
7.41%
37.04%
51.85%
3.70%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
4th
0
2
7
7
6
0
0
0
0
0
0.00%
9.09%
31.82%
31.82%
27.27%
0.00%
0.00%
0.00%
0.00%
0.00%
Table 10 presents the academic performance of Bulacan State University

students. Seven of the 2nd year range from 1.5-1.74, six ranges from 1.75-1.99,
and eight ranges from 2.0-2.24. These shows that 33.33% of the BSUs 2 nd year
students had very good academic performance, 28.57% of 2 nd year students had
very good academic performance, and 38.10% of 2 nd year students had good
academic performance.
As for 3rd year students of BSU, two of the 3rd year ranges 1.00-1.24, ten
ranges from 1.25-1.49, fourteen ranges from 1.50-1.74, and one range from
1.75-1.99. These shows that 7.41% of the BSUs 3 rd year students had excellent
academic performance, 37.04% of 3rd year students had excellent academic
61
performance, 51.85% of 3rd year students had good academic performance. And
3.70% of 3rd year students had very good academic performance.
As for 4th year students of BSU, two of the 4th year ranges 1.25-1.99,
seven ranges from 1.5-1.74, seven ranges from 1.75-1.99, and six ranges from
2.00-2.24. These shows that 9.09% of the BSUs 4 th year students had excellent
academic performance, 31.82% of 4th year students had very good academic
performance, 31.82% of 4th year students had very good academic performance.
And 27.27% of 4th year students had a good academic performance.
Table 11
ACADEMIC PERFORMANCE OF DR. YANGA COLLEGES, INC.
Colleges and
Universities
Year level
Grade
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00

Verbal
Interpretation
2nd
EXCELLENT
EXCELLENT
VERY GOOD
VERY GOOD
GOOD
GOOD
POOR
POOR
VERY POOR
VERY POOR
0
1
20
9
0
0
0
0
0
0
0.00%
3.33%
66.67%
30.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
3rd
0
0
3
18
6
1
0
0
0
0
0.00%
0.00%
10.71%
64.29%
21.43%
3.57%
0.00%
0.00%
0.00%
0.00%
4th
0
3
8
7
4
0
0
0
0
0
0.00%
13.64%
36.36%
31.82%
18.18%
0.00%
0.00%
0.00%
0.00%
0.00%
Table 11 presents the academic performance of Dr.Yangas College Inc.

students. One of the 2nd year range from 1.25-1.49, twenty ranges from 1.501.74, and nine ranges from 1.75-1.99. These shows that 3.33% of the DYCI
62
2ndyear students had excellent academic performance, 66.67% of 2 nd year

students had very good academic performance, and 30.00% of 2 nd year students
had very good academic performance.
As for 3rd year students of DYCI, three of the 3rd year ranges 1.5-1.74,
eighteen ranges from 1.75-1.99, six ranges from 2.00-2.24, and one range from
2.25-2.49. These shows that 10.71% of the DYCI 3rd year students had very
good academic performance, 64.29% of 3 rd year students had very good
academic performance, 21.43% of 3rd year students had a good academic
performance. And 3.57% of 3rd year students had a good academic performance.
As for 4th year students of DYCI, three of the 4th year ranges from 1.251.99, eight ranges from 1.50-1.74, seven ranges from 1.75-1.99, and four range
from 2.00-2.24. These shows that 13.64% of the DYCI 4th year students had
excellent academic performance, 36.36% of 4th year students had very good
academic performance, 31.82% of 4th year students had very good academic
performance. And 18.18% of 4th year students had a good academic
performance.
63
Table 12
ACADEMIC PERFORMANCE OF MEYCAUAYAN COLLEGE
Colleges and
Universities
Meycauayan College
Verbal
Interpretation
Year level
Grade
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00
2nd
EXCELLENT
EXCELLENT
VERY GOOD
VERY GOOD
GOOD
GOOD
POOR
POOR
VERY POOR
VERY POOR
0
1
16
0
0
0
0
0
0
0
0.00%
5.88%
94.12%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
3rd
0
1
0
3
0
0
0
0
0
0
0.00%
25.00%
0.00%
75.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
4th
0
0
3
3
1
0
0
0
0
0
0.00%
0.00%
42.86%
42.86%
14.28%
0.00%
0.00%
0.00%
0.00%
0.00%
Table 12presents the academic performance of Meycauayan College

students. One of the 2nd year range from 1.25-1.49, and sixteen ranges from
1.50-1.7. These shows that 5.88% of the MCs 2nd year students had excellent
academic performance and 94.12% of 2nd year students had very good academic
performance.
As for 3rd year students of MC, One of the 3rd year range 1.25-1.49, and
three ranges from 1.75-1.99. These shows that 25% of the MCs 3rd year
students had excellent academic performance, and 75% of 3 rd year students had
very good academic performance.
As for 4th year students of MC, three of the 4th year ranges from 1.501.74, three ranges from 1.75-1.99, and one range from 2.00-2.24. These shows
64
that 42.86% of the MCs 4th year students hadvery good academic performance,
42.86% of 4th year students had very good academic performance, and 14.28%
of 4th year students had good academic performance.
Table 13
ACADEMIC PERFORMANCE OF POLYTECHNIC UNIVERSITY OF THE
PHILIPPINES-SANTA MARIA CAMPUS
Colleges and
Universities
Year level
Grade
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00

-Santa Maria Campus
Verbal
Interpretation
2nd
EXCELLENT
EXCELLENT
VERY GOOD
VERY GOOD
GOOD
GOOD
POOR
POOR
VERY POOR
VERY POOR
0
0
3
12
3
0
0
0
0
0
0.00%
0.00%
16.67%
66.66%
16.67%
0.00%
0.00%
0.00%
0.00%
0.00%
3rd
0
1
4
7
3
0
0
0
0
0
0.00%
6.67%
26.67%
46.66%
20.00%
0.00%
0.00%
0.00%
0.00%
0.00%
4th
0
0
0
3
5
6
1
0
0
0
0.00%
0.00%
0.00%
20.00%
33.33%
40.00%
6.67%
0.00%
0.00%
0.00%
Table 13presents the academic performance of Polytechnic University of

the Philippines students. Three of the 2nd year ranges from 1.50-1.74, twelve
ranges from 1.75-1.99, and three ranges from 2.00-2.24. These shows that
16.67% of the PUPs 2nd year students had very good academic performance,
66.66% of 2nd year students had very good academic performance, and 16.67%
of 2nd year students had good academic performance.
As for 3rd year students of PUP, one of the 3rd year range 1.25-1.49, four
ranges from 1.50-1.74, seven ranges from 1.75-1.99, and three ranges from
65
2.00-2.24. These shows that 6.67% of the PUPs 3rd year students had excellent
academic performance, 26.67% of 3rd year students had very good academic
performance, 46.66% of 3rd year students had very good academic performance.
And 20.00% of 3rd year students had good academic performance.
As for 4th year students of PUP, three of the 4th year ranges 1.75-1.99, five
ranges from 2.00-2.24, six ranges from 2.25-2.49, and one range from 2.50-2.74.
These shows that 20.00% of the PUPs 4th year students had very good
academic performance, 33.33% of 4th year students had good academic
performance, 40.00% of 4th year students had good academic performance, and
6.67% of 4th year students hada fair academic performance.
66
IV.ANALYSIS OF VARIANCE BETWEEN SELECTED COLLEGES AND

UNIVERSITIES IN BULACAN
Table 14
ANALYSIS OF VARIANCE BETWEEN FOUR SELECTED COLLEGES AND
UNIVERSITIES IN BULACAN AS TO THEIR TIME MANAGEMENT
Time Management
Year Level
BSU
DYCI
nd
2
MC
PUP
Total
BSU
DYCI
3rd
MC
PUP
4th
Total
BSU
DYCI
MC
PUP
Total
Mean
s
Standard
Deviation
3.7863
3.6887
3.6000
.70807
.67607
.74258
3.4913
3.6416
.82504
.71197
3.3762
3.7150
.84134
.60140
3.7813
3.5263
.72503
.67834
3.5997
3.7325
3.5637
4.0888
3.4500
3.7087
.70023
.66800
.68665
.51257
.85201
.70041
8
8
8
32
8
8
8
8
32
8
8
8
8
32
P-value
Decision
Significant
Influence
Accept Ho1
Difference is
not significant
.667
Accept Ho1
Difference is
not significant
.293
Accept Ho1
Difference is
not significant
.874
Note: if the Computed P-value is greater than 0.05, then Accept Ho1, but if the computed
p- value is less than 0.05, then reject Ho1.
Table 14 shows that the Time Management of second year BSA students
from selected colleges and universities in Bulacan that are being compared does
not have significant difference because the computed p-value is 0.874 which is
greater than 0.05. It then implies that the null hypothesis is thus accepted. Also,
this factor does not have significant difference in third year BSA students from
selected colleges and universities in Bulacan that are being compared since the
67
computed p-value is 0.667. The null hypothesis is then accepted since the result
is greater than 0.05. Moreover, there is no significant difference in fourth year
BSA students from selected colleges and universities in Bulacan that are being
compared because its computed p-value is 0.293 which is greater than 0.05.
Therefore, the null hypothesis is accepted.
Table 15
UNIVERSITIES IN BULACAN AS TO THEIR STUDY ENVIRONMENT
Study
Environment
Year Level
BSU
DYCI
nd
2
MC
PUP
Total
BSU
DYCI
3rd
MC
PUP
4th
Total
BSU
DYCI
MC
PUP
Total
Means
Standard
Deviatio
n
8
8
8
8
32
3.8200
3.6513
3.7500
3.5287
3.6875
.48931
.48307
.35857
.51742
.45676
8
8
8
8
32
8
8
8
8
32
3.6262
3.6338
4.0938
3.5325
3.7216
3.8125
3.5975
4.0538
3.3088
3.6931
.48397
.40139
.35197
.32932
.43708
.56578
.43378
.37413
.66673
.56963
P-value
.627
.037
.050
Decision
Significant
Influence
Accept Ho1
Difference is
not significant
Reject Ho1
Difference is
significant
Reject Ho1
Difference is
Significant
Table 15 shows that the Study Environment of second year BSA students
68
greater than 0.05. It then implies that the null hypothesis is thus accepted.
However, there is a significant difference in third year BSA students from
selected colleges and universities in Bulacan that are being compared because
the computed p-value is 0.037. The null hypothesis is then rejected since the
result is less than 0.05. Also, the table reveals that there is significant difference
in fourth year BSA students from selected colleges and universities in Bulacan
that are being compared because the computed p-value is 0.050 which is less
than 0.05. Therefore, the null hypothesis is rejected.
Table 16
UNIVERSITIES IN BULACAN AS TO THEIR TEST TAKING/PREPARATION
SKILLS
Test taking/
Preparation skills
Year Level
BSU
DYCI
2nd
MC
PUP
Total
BSU
DYCI
3rd
MC
PUP
4th
Total
BSU
DYCI
MC
PUP
Total
Mean
s
Standard
Deviation
8
8
8
8
32
8
8
3.6075
3.6538
3.0000
3.2700
3.3828
3.2225
3.4295
.33079
.40627
.59522
.45532
.51173
.29965
.61009
8
8
3.6563
3.3175
.44194
.47734
32
8
3.4064
3.5500
.47633
.52011
8
8
3.5619
3.6788
.51228
.39571
8
32
3.1250
3.4789
.46050
.49929
P-value
Decision
Significant
Influence
Reject Ho1
Difference is
Significant
.307
Accept Ho1
Difference is
not significant
.123
Accept Ho1
Difference is
not significant
.025
69
Table 16 shows that Test Taking/Preparation Skills of second year BSA

students from selected colleges and universities in Bulacan being compared has
significant difference because the computed p-value is 0.025 which is less than
0.05. It then implies that the null hypothesis is thus rejected. However, this factor
does not have significant difference in third year BSA students from selected
colleges and universities in Bulacan that are being compared since the computed
p-value is 0.307. The null hypothesis is then accepted since the result is greater
than 0.05. Also, there is no significant difference in fourth year BSA students
from selected colleges and universities in Bulacan that are being compared
because its computed p-value is 0.123 which is greater than 0.05. Therefore, the
null hypothesis is accepted.
70
Table 17
ANALYSIS OF VARIANCE BETWEEN FOUR SELECTED COLLEGES
AND UNIVERSITIES IN BULACAN AS TO THEIR NOTE TAKING SKILLS
Note taking Skills
Year Level
BSU
DYCI
nd
2
MC
PUP
Mean
s
Standard
Deviation
6
6
3.8567
3.8550
.51663
.50409
6
6
3.3333
3.5283
.29439
.32239
Total
BSU
DYCI
MC
PUP
Total
BSU
DYCI
MC
PUP
24
6
3.6433
3.4567
.45473
.56309
6
6
3.9817
3.8750
.34868
.44017
6
24
3.5133
3.7067
.44329
.48308
6
6
3.5300
4.1217
.42441
.35431
6
6
4.0717
3.8117
.55560
.49195
Total
24
3.8837
.49411
3rd
4th
P-value
Decision
Significant
Influence
Accept Ho1
Differenceis
not significant
.151
Accept Ho1
Differenceis
not significant
.136
Accept Ho1
Differenceis
not significant
.114
Table 17 shows that the Note Taking Skills of second year BSA students
greater than 0.05. It then implies that the null hypothesis is thus accepted. Also,
this factor does not have significant difference in third year BSA students from
selected colleges and universities in Bulacan that are being compared since the
computed p-value is 0.151. The null hypothesis is then accepted since the result
is greater than 0.05. Moreover, there is no significant difference in fourth year
71
BSA students from selected colleges and universities in Bulacan that are being
compared because its computed p-value is 0.136 which is greater than 0.05.
Therefore, the null hypothesis is accepted.
Table 18
UNIVERSITIES IN BULACAN AS TO THEIR SCHOOL ENVIRONMENT
School
Environment
Year Level
BSU
DYCI
2nd
MC
PUP
Total
BSU
DYCI
3rd
MC
PUP
Total
BSU
DYCI
MC
PUP
Total
4th
Means
Standard
Deviation
3.6300
.60568
5
5
5
20
5
5
5
5
3.6640
3.6800
3.1900
3.5410
3.2660
3.4660
3.8500
3.1220
.19126
.35637
.47984
.45135
.49176
.36896
.62750
.46805
20
5
5
5
5
20
3.4260
3.5900
3.8180
3.8000
3.1200
3.5820
.53607
.47329
.25685
.41134
.53656
.49054
P-value
Decision
Significant
Influence
Accept Ho1
Difference is
not significant
.152
Accept Ho1
Differenceis
not significant
.072
Accept Ho1
Differenceis
not significant
.265
Table 18 shows that the School Environment of second year BSA

students from selected colleges and universities in Bulacan that are being
compared does not have significant difference because the computed p-value is
0.265 which is greater than 0.05. It then implies that the null hypothesis is thus
accepted. Also, this factor does not have significant difference in third year BSA
72
students from selected colleges and universities in Bulacan that are being
compared since the computed p-value is 0.152. The null hypothesis is then
accepted since the result is greater than 0.05. Moreover, there is no significant
difference in fourth year BSA students from selected colleges and universities in
Bulacan that are being compared because its computed p-value is 0.072 which is
greater than 0.05. Therefore, the null hypothesis is accepted.
Table 19
UNIVERSITIES IN BULACAN AS TO THEIR STUDY HABITS COMPONENTS
Components
Time
Manageme
nt
Study
Environme
nt
Test taking/
Preparation
skills
Note
Taking
Skills
School
Environme
nt
BSU
DYCI
MC
PUP
Total
BSU
DYCI
MC
PUP
Total
BSU
DYCI
MC
PUP
Total
BSU
DYCI
MC
PUP
Total
BSU
DYCI
MC
PUP
Total
Mean
s
Standard
Deviation
70
3.6125
.57505
80
28
48
226
70
3.6641
3.7455
3.4896
3.6211
3.7296
.53796
.56976
.41485
.53312
.49456
80
28
48
226
70
3.6297
3.8839
3.4609
3.6563
3.4401
.54339
.61701
.51774
.54486
.51500
80
28
48
226
70
3.5500
3.3393
3.2344
3.4228
3.6119
.53649
.62902
.46172
.53730
.52683
80
28
48
226
70
3.9729
3.7440
3.4819
3.7285
3.4771
.63226
1.19109
.60322
.71428
.57614
80
28
48
226
3.6400
3.7214
3.1458
3.4947
.60746
.59960
.57277
.61887
P-value
Decision
Significant
Influence
.173
Accept Ho1
Difference is
not significant
.005
Reject Ho1
Difference is
significant
Reject Ho1
Difference is
significant
Reject Ho1
Difference is
significant
Reject Ho1
Difference is
significant
.010
.001
.000
73
Table 19 shows that the Time Management of BSA students from selected
colleges and universities in Bulacan that are being compared does not have
significant difference because the computed p-value is 0.173 which is greater
than 0.05. It then implies that the null hypothesis is thus accepted. However,
there is a significant difference in Study Environment of BSA students from
selected colleges and universities in Bulacan that are being compared because
the computed p-value is 0.005. The null hypothesis is then rejected since the
result is less than 0.05. Also, the table reveals that there is significant difference
in Test Taking /Preparation Skills of BSA students from selected colleges and
universities in Bulacan that are being compared because the computed p-value
is 0.010 which is less than 0.05. Therefore, the null hypothesis is rejected. In
addition,
Note Taking Skills of
BSA students from selected colleges and
universities in Bulacan that are being compared has significant difference since
the computed p-value is 0.001 which is less than 0.05.It indicates that the null
hypothesis is then rejected. There is a significant difference in School
Environment of BSA students from selected colleges and universities in Bulacan
that are being compared because the computed p-value is 0.000. The null
hypothesis is then rejected since the result is less than 0.05.
74
Table 20
UNIVERSITIES IN BULACAN AS TO THEIR OVERALL STUDY HABITS
Study Habits
Colleges &
Means
Universities
Standard
P-
Deviation
value
BSU
70
3.5742
.36822
DYCI
80
3.6913
.37009
MC
28
3.6868
.52352
PUP
48
3.3625
.34032
Total
226
3.5847
.40331
.000
Decision
Significant
Influence
Reject Ho1
Differenceis
Significant
Note: if the Computed P-value is greater than 0.05,then Accept Ho ,but if the computed
p- value is less than 0.05, then reject Ho .
Table 20 shows that the overall Study Habits of BSA students from
selected colleges and universities in Bulacan being compared have significant
difference because the computed p-value is 0.000 which is less than the
significance level of 0.05. It implies that the null hypothesis is thus rejected.
75
V. POST HOC TEST (USING TUKEY HONEST SIGNIFICANT DIFFERENCE

TEST) IN ANALYSIS OF VARIANCE BETWEEN FOUR SELECTED
COLLEGES AND UNIVERSITIES IN BULACAN
I.
POST HOC TEST IN ANALYSIS OF VARIANCE BETWEEN FOUR

SELECTED COLLEGES AND UNIVERSITIES IN BULACAN
ACCORDING TO STUDY HABITS COMPONENTS PER YEAR
LEVEL
Table 21
POST HOC TEST IN ANALYSIS OF VARIANCE BETWEEN FOUR SELECTED
COLLEGES AND UNIVERSITIES IN BULACAN AS TO THE STUDY
ENVIRONMENT OF THIRD YEAR STUDENT
Third Year
Study Environment
Mean
difference
P- value
Verbal Interpretation
Difference is not
significant
Difference is not
significant
Difference is significant
Difference is not
significant
Difference is not
significant
Difference is not
significant
BSU
DYCI
0.00750
1.000
DYCI
MC
0.46000
0.117
MC
PUP
PUP
BSU
0.56125
0.09375
0.040
0.964
BSU
MC
0.10125
0.956
DYCI
PUP
0.46750
0.109
Table 21 shows that among six comparisons of third year BSA students
from selected colleges and universities in Bulacan, only comparison of
Meycauayan College and Polytechnic University of the Philippines-Santa Maria
Campus have significant difference in Study Environment because the p-value is
0.040 which do not exceed the significance level of 0.05. Also, the two colleges
76
and universities got the highest or lowest mean difference of 0.56125 resulting
to be the lowest p-value.
Table 22
ENVIRONMENT OF FOURTH YEAR STUDENTS
Fourth Year
Study Environment
Mean
difference
P- value
Difference is not
significant
Difference is not
significant
Difference is not
significant
Difference is not
significant
Difference is not
significant
BSU
DYCI
0.21500
0.843
DYCI
MC
0.45625
0.320
MC
PUP
PUP
BSU
0.74500
0.50375
0.038
0.240
BSU
MC
0.28875
0.690
DYCI
PUP
0.24125
0.793
Table 22 shows that among six comparisons of fourth year BSA students
Meycauayan College and Polytechnic University of the Philippines-Santa Maria
Campus have significant difference in Study Environment because the p-value is
0.038 which do not exceed the significance level of 0.05. Also, the two colleges
and universities got the highest or lowest mean difference of 0.74500 resulting
to be the lowest p-value.
77
Table 23
COLLEGES AND UNIVERSITIES IN BULACAN AS TO THE TEST
TAKING/PREPARATION SKILLS OF SECOND YEAR STUDENTS
Second Year
Test taking/ Preparation
skills
Mean
difference
P- value
Difference is not
significant
Difference is not
significant
Difference is not
significant
Difference is not
significant
Difference is not
significant
BSU
DYCI
0.04625
0.997
DYCI
MC
MC
PUP
0.65375
0.27000
0.037
0.643
PUP
BSU
0.33750
0.465
BSU
MC
0.38375
0.353
DYCI
PUP
0.60750
0.059
Table 23 shows that among six comparisons of fourth year BSA students
Dr.Yangas Colleges, Inc. and Meycauayan College have significant difference in
Test Taking/Preparation Skills because the p-value is 0.037 which do not exceed
the significance level of 0.05. Also, the two colleges and universities got the
highest or lowest mean difference of 0.65375 resulting to be the lowest p-value.
78
II.

SELECTED COLLEGES AND UNIVERSITIES IN BULACAN
ACCORDING TO STUDY HABITS COMPONENTS
Table 24
ENVIRONMENT.
Study Environment
Mean
difference
P- value
BSU
DYCI
0.09996
0.662
Difference is not
significant
DYCI
MC
0.25424
0.134
Difference is not
significant
MC
PUP
0.42299
0.005
PUP
BSU
0.26871
0.038
BSU
MC
0.15429
0.567
Difference is not
significant
DYCI
PUP
0.16875
0.309
Difference is not
significant
Table 24 shows that among six comparisons of selected colleges and

universities in Bulacan, comparisons of Meycauayan College and Polytechnic
University of the Philippines-Santa Maria Campus and Bulacan State University
and Polytechnic University of the Philippines-Santa Maria Campus have
significant differences in Study Environment because the p-value are 0.005 and
0.038 which do not exceed the significance level of 0.05. Also, the Meycauayan
College and Polytechnic University of the Philippines-Santa Maria Campus got
79
the highest or lowest mean difference of 0.42299 resulting to be the lowest pvalue.
Table 25
COLLEGES AND UNIVERSITIES IN BULACAN AS TO THE TEST
TAKING/PREPARATION SKILLS
Test taking/ Preparation
skills
Mean
difference
P- value
Difference is not
significant
Difference is not
significant
Difference is not
significant
Difference is not
significant
Difference is not
significant
BSU
DYCI
0.10995
0.581
DYCI
MC
0.21071
0.267
MC
PUP
0.10491
0.837
PUP
BSU
0.20568
0.162
BSU
MC
0.10077
0.828
DYCI
PUP
0.31562
0.007

universities in Bulacan, only comparison of Dr.Yangas Colleges inc. and
Polytechnic University of the Philippines-Santa Maria Campus have significant
difference in Test Taking/Preparation Skills because the p-value is 0.007 which
do not exceed the significance level of 0.05. Also, the two colleges and
universities got the highest or lowest mean difference of 0.31562 resulting to be
the lowest p-value.
80
Table 26
COLLEGES AND UNIVERSITIES IN BULACAN AS TO NOTE TAKING
SKILLS
Note taking Skills
Mean
difference
P- value
Difference is not
significant
Difference is not
significant
Difference is not
significant
Difference is not
significant
BSU
DYCI
DYCI
MC
0.36101
0.22887
0.009
0.435
MC
PUP
0.26210
0.384
PUP
BSU
0.12996
0.748
BSU
MC
0.13214
0.828
DYCI
PUP
0.49097
0.001

universities in Bulacan, comparisons of Bulacan State University and Dr.Yangas
College Inc. and Polytechnic University of the Philippines-Santa Maria Campus
and Dr.Yangas Colleges Inc. in Note Taking Skills because the p-value is 0.009
and 0.001 which do not exceed the significance level of 0.05. Also, the
Polytechnic University of the Philippines-Santa Maria Campus and Dr.Yangas
Colleges Inc. got the highest or lowest mean difference of 0.49097 resulting to
be the lowest p-value.
81
Table 27
COLLEGES AND UNIVERSITIES IN BULACAN AS TO SCHOOL
ENVIRONMENT
School Environment
Mean
difference
P- value
Difference is not
significant
Difference is not
significant
Difference is not
significant
BSU
DYCI
0.16826
0.333
DYCI
MC
0.08143
0.267
MC
PUP
BSU
PUP
BSU
MC
0.57560
0.33131
0.24429
0.000
0.016
0.252
DYCI
PUP
0.49417
0.000

University of the Philippines-Santa Maria Campus, Bulacan State University and
Polytechnic University of the Philippines-Santa Maria Campus, and Dr.Yangas
College Inc. and Polytechnic University of the Philippines-Santa Maria
Campushave significant differences in School Environment because the p-value
is 0.000, 0.016 and 0.000 which do not exceed the significance level of 0.05.
Also, the Meycauayan College and Polytechnic University of the PhilippinesSanta Maria Campus got the highest or lowest mean difference of 0.57560
resulting to be the lowest p-value.
82
III.

SELECTED COLLEGES AND UNIVERSITIES IN BULACAN AS TO
STUDY HABITS
Table 28

COLLEGES AND UNIVERSITIES IN BULACAN AS TO STUDY HABITS
Study Habits
Mean
difference
P- value
Difference is not
significant
Difference is not
significant
Difference is not
significant
BSU
DYCI
0.01169
0.987
DYCI
MC
0.04315
0.792
MC
PUP
BSU
PUP
BSU
MC
0.27935
0.22450
0.05485
0.000
0.000
0.657
DYCI
PUP
0.23620
0.000

University of the Philippines-Santa Maria Campus, Bulacan State University and
Polytechnic University of the Philippines-Santa Maria Campus, and Dr.Yangas
colleges Inc. and Polytechnic University of the Philippines-Santa Maria Campus
have significant difference in Study Habits because the p-values are 0.000 which
do not exceed the significance level of 0.05. Also, Meycauayan College and
Polytechnic University of the Philippines-Santa Maria Campus got the highest or
lowest mean difference of 0.27935 resulting to be the lowest p-value.
83
VI. RELATIONSHIP BETWEEN STUDY HABITS AND ACADEMIC

PERFORMANCE OF SELECTED COLLEGES AND UNIVERSITIES IN
BULACAN
I.
RELATIONSHIP BETWEEN STUDY HABITS AND COMPONENTS

ACADEMIC PERFORMANCE AS TO COLLEGES AND
UNIVERSITIES
Table 29
RELATIONSHIP BETWEEN STUDY HABITS F COMPONENTS AND ACADEMIC

PERFORMANCE OF BULACAN STATE UNIVERSITY
BSU Grades
Time Management
N
70
Correlation P-Value
0.210
0.081
Decision
Accept Ho2
Study Environment
70
0.060
0.620
Accept Ho2
Test taking / Preparation

skills
Note taking skills
School environment
70
0.117
0.335
Accept Ho2
70
70
0.265
0.018
0.027
0.880
Reject Ho2
Accept Ho2
Relationship is not
significant
Relationship is not
significant
Relationship is not
significant
Relationship is significant
Relationship is not
significant
Note: if the Computed p-value is greater than 0.05, then Accept Ho2, but if the computed pvalue is less than 0.05, then reject Ho2.
Table 29 shows that Time Management , Study Environment, Test taking /

Preparation skills and School Environment do not have significant relationship on the
selected BSA students of Bulacan State University since the correlation coefficient of
the components are 0.210, 0.060,0.117, 0.265 and 0.018 and the computed p-values
are 0.081, 0.620, 0.335 and 0.880. These imply that the null hypothesis is thus
accepted. However, Note taking skills has significant relationship on the selected
BSA students of Bulacan State University because the computed correlation
coefficient is 0.265 and the computed p-value is 0.027. Thus, there is enough
evidence to reject the null hypothesis.
84
Table 30
RELATIONSHIP BETWEEN STUDY HABITS COMPONENTS AND ACADEMIC
PERFORMANCE OF DR. YANGAS COLLEGE INC.
DYCI Grades
Correlation
Time Management
80
-0.144
PValue
0.204
Study Environment
80
0.042
0.709

skills
Note taking skills
80
0.152
0.178
80
0.145
0.199
School environment
80
0.320
0.004
Decision
Accept
Ho2
Accept
Ho2
Accept
Ho2
Accept
Ho2
Reject
Ho2
Relationship is not
significant
Relationship is not
significant
Relationship is not
significant
Relationship is not
significant
Note: if the Computed p-value is greater than 0.05, then Accept Ho2 but if the computed pvalue is less than 0.05, then reject Ho2.
Table 30 shows that the Time Management , Study Environment, Test taking /
Preparation skills and Note taking Skills do not have significant relationships on the
selected BSA students of Dr.Yangas Colleges, Inc. since the correlation coefficient of
the components are -0.144, 0.042,0.152 and 0.145 and the computed p-values are
0.204, 0.709, 0.178 and 0.199. These imply that the null hypothesis is thus accepted.
However, School Environment has significant relationship on the selected BSA
students of Dr.Yangas Colleges, Inc. because the computed correlation coefficient is
0.320 and the computed p-value is 0.004. Thus, there is enough evidence to reject
the null hypothesis.
85
Table 31
PERFORMANCE OF MEYCAUAYAN COLLEGE
MC Grades
Correlation
Time Management
28
0.071
PValue
0.719
Study Environment
skills
Note taking skills
28
28
-0.463
-0.459
0.013
0.014
28
-0.230
0.238
School environment
28
-0.034
0.863
Decision
Accept
Ho2
Reject Ho2
Reject Ho2
Relationship is not
significant
Accept
Ho2
Accept
Ho2
Relationship is not
significant
Relationship is not
significant
Table 31 shows that the Time Management , Note taking Skills and
School Environment do not have significant relationship on the selected BSA
students of Meycauayan College since the correlation coefficient of the components
are 0.071, -0.230 and -0.034 and the computed p-values are 0.719, 0.238 and 0.863.
These imply that the hypothesis is thus accepted. However, Study Environment and
Test taking / Preparation skills have significant relationship on the selected BSA
students of Meycauayan College because the computed correlation coefficients are 0.463 and -0.459 and the computed p-values are 0.013 and 0.014. Thus, there is
enough evidence to reject the null hypothesis.
86
Table 32
PERFORMANCE OF POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
PUP Grades
Correlation
Time Management
48
-0.273
PValue
0.061
Study Environment
48
-0.213
0.146

skills
Note taking skills
48
-0.252
0.085
48
-0.145
0.327
School environment
48
-0.004
0.976
Decision
Accept
Ho2
Accept
Ho2
Accept
Ho2
Accept
Ho2
Accept
Ho2
Relationship is not
significant
Relationship is not
significant
Relationship is not
significant
Relationship is not
significant
Relationship is not
significant
Table 32 shows that the Time Management, Study Environment, Test taking /
Preparation skills, Note Taking Skills and School Environment do not have
significant relationship on the selected BSA students of Polytechnic University of the
Philippines-Santa Maria Campus since the correlation coefficient of the components
are -0.273, -0.213,-0.252,-0.145 and- 0.004 and the computed p-values are 0.061,
0.146, 0.085, 0.327 and 0.976. These imply that the null hypothesis is thus
accepted.
87
II.

ACADEMIC PERFORMANCE AS TO YEAR LEVEL
Table 33

PERFORMANCE OF SECOND YEAR
Second year Grades
Time Management
86
Correlation PValue
-0.058
0.597
Study Environment
86
-0.10 4
0.342

skills
Note taking skills
86
-0.251
0.019
86
-0.074
0.497
School environment
86
-0.057
0.600
Decision
Accept
Ho2
Accept
Ho2
Reject Ho2
Relationship is not
significant
Relationship is not
significant
Accept
Ho2
Accept
Ho2
Relationship is not
significant
Relationship is not
significant
Note: if the Computed p-value is greater than 0.05, then Accept Ho2 but if the computed
p-value is less than 0.05, then reject Ho2.
Table 33 shows that the Time Management, Study Environment, Note

Taking Skills and School Environment do not have significant relationships on
second year BSA students of selected colleges and universities in Bulacan since
the correlation coefficient of the components are -0.058, -0.104,-0.074 and 0.057 and the computed p-values are 0.597, 0.342, 0.497 and 0.600. These
imply that the null hypothesis is thus accepted. However, Test taking/Preparation
skills has significant relationship on second year BSA students of selected
colleges and universities in Bulacan because the computed correlation coefficient
is- 0.251 and the computed p-value is 0.019. Thus, there is enough evidence to
reject the null hypothesis.
88
Table 34
ACADEMIC PERFORMANCE OF THIRD YEAR
Third year Grades
Time Management
74
Correlation PValue
0.000
0.995
Study Environment
74
-0.147
0.210

skills
Note taking skills
74
-0.032
0.784
74
-0.081
0.490
School environment
74
-0.093
0.429
Decision
Accept
Ho2
Accept
Ho2
Accept
Ho2
Accept
Ho2
Accept
Ho2
Relationship is not
significant
Relationship is not
significant
Relationship is not
significant
Relationship is not
significant
Relationship is not
significant
Note: if the Computed p-value is greater than 0.05, then Accept Ho2 but if the computed
Table 34 shows that the Time Management, Study Environment, Test

taking / Preparation skills, Note Taking Skills and School Environment do not
have significant relationships on third year BSA students of selected colleges and
universities in Bulacan since the correlation coefficient of the components are
0.000, -0.147,-0.032,-0.081 and- 0.093 and the computed p-values are 0.995,
0.210, 0.784, 0.490 and 0.429. These imply that the null hypothesis is thus
accepted.
89
Table 35
ACADEMIC PERFORMANCE OF FOURTH YEAR
Fourth year Grades
Time Management
86
Correlation PValue
-0.194
0.118
Study Environment
86
-0.321
0.009

skills
Note taking skills
86
-0.282
0.022
86
-0.203
0.103
School environment
86
-0.226
0.068
Decision
Accept
Ho2
Reject
Ho2
Reject Ho2
Relationship is not
significant
Accept
Ho2
Accept
Ho2
Relationship is not
significant
Relationship is not
significant
Note: if the Computed p-value is greater than 0.05, then Accept Ho2, but if the computed
Table 35 shows that the Time Management, Note Taking Skills and
School Environment do not have significant relationships on fourth year BSA
students of selected colleges and universities in Bulacan since the correlation
coefficient of the components are -0.194, -0.203 and -0.226 and the computed pvalues are 0.118, 0.103 and 0.068. These imply that the null hypothesis is thus
accepted. However, Study Environment and Test taking/Preparation skills have
significant relationships on fourth year BSA students of selected colleges and
universities in Bulacan because the computed correlation coefficients are- 0.321
and -0.282 and the computed p-values are 0.009 and 0.022. Thus, there is
enough evidence to reject the null hypothesis.
90
III.

UNIVERSITIES IN BULACAN
Table 36
Components
Time Management
Correlation PValue
226
-0.059
0.374
Study Environment
226
-0.161
0.015
Test taking /
Preparation skills
Note taking skills
226
-0.109
0.103
226
-0.056
0.404
School environment
226
-0.057
0.394
Decision
Accept
Ho2
Reject
Ho2
Accept
Ho2
Accept
Ho2
Accept
Ho2
Relationship is not
significant
Relationship is
significant
Relationship is not
significant
Relationship is not
significant
Relationship is not
significant
correlation coefficient is less than 0.05, then reject Ho2.
Table 36 shows that the Time Management, Test taking / Preparation

skills, Note Taking Skills and School Environment do not have significant
relationship on BSA students of selected colleges and universities in Bulacan
since the correlation coefficient of the components are -0.059, -0.109, -0.056 and
-0.057 and the computed p-values are 0.374, 0.103, 0.404 and 0.394. These
imply that the nullhypothesis isthus accepted. However, Study Environment has
91
significant relationship on fourth year BSA students of selected colleges and

universities in Bulacan because the computed correlation coefficients are- 0.161
and the computed p-value is 0.015. Thus, there is enough evidence to reject the
null hypothesis.
IV.
RELATIONSHIP
BETWEEN
STUDY
HABITS
AND
ACADEMIC
PERFORMANCE OF SELECTED COLLEGES AND UNIVERSITIES IN

BULACAN
Table 37
RELATIONSHIP BETWEEN STUDY HABITS AND ACADEMIC
PERFORMANCE OF SELECTED COLLEGES AND UNIVERSITIES
IN BULACAN AS A WHOLE
Grades
Study Habits
Correlation PValue
226 -0.125
0.060
Decision
Accept
Ho2
Relationship is not
significant
Table 37 shows that Study Habits does not have significant relationship on
BSA students of selected colleges and universities in Bulacan since the
correlation coefficient is -0.125 and the computed p-value is 0.060. It implies that
the null hypothesis is thus accepted.
92
Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, findings, the conclusions derived from
the findings and the recommendations suggested by the researcher.
Summary
This study was conducted to identify the personal profile of the studentrespondents as to gender and year level and to determine the difference
between study habits of BSA students relationship between study habits and
academic performance of 2nd year to 4th year BSA students of Bulacan State
University, Dr.Yangas Colleges Inc., Meycauayan College, and Polytechnic
University of the Philippines-Santa Maria Campus SY 2013-2014.
Descriptive method was used wherein 226 students were chosen as
respondents for the study. The tool used in gathering the data was the survey
questionnaire containing personal profile; the 35 item questions about their study
habits, and their academic performance measured through grades. The statistical
treatments used in the study were frequency, percentage, mean, Likert Scale,
Pearson correlation, and one-way ANOVA and Post Hoc Test.

93

questions:
to the following:
1.1 Gender
1.2 Year Level
Time Management
Study Environment
Note Taking Skills
School Environment
when studying?
second semester?
94

5.3 Study habits
6.1 Per Year Level
6.3 Study Habits
Summary of Findings
I. Personal Profile of the Respondents
1.1 Year level- Out of 226 respondents, 86 are from second year which is
38.05% of the total respondents, 74 are from third year which is 32.75%
and 66 are from fourth year which is 29.20%.
95
1.2 Gender Out of 226 respondents, 68 or 30.09% were male and 158
or 69.91% were female.
II. Study Habits
2.1 Time Management- Out of 4 schools, Meycauayan College got the
Dr.Yangas Colleges Inc. and Bulacan State University, with an average of
3.66 and 3.63 respectively, both interpreted as GOOD. Polytechnic
falls under FAIR level of time management.
2.2 Study Environment- Out of 4 schools, Meycauayan College got the
Bulacan State University and Dr.Yangas Colleges Inc. , with an average
of 3.75 and 3.63 respectively, both interpreted as GOOD. Polytechnic
falls under FAIR level of study environment.
2.3 Test Taking/ Preparation Skills- out of 4 schools, Dr.Yangas
Colleges Inc. got the highest with an average of 3.55 interpreted as
GOOD, Followed by Bulacan State University and Meycauayan College,
with an average of 3.46, interpreted as FAIR and 3.45, interpreted as
FAIR, respectively. Polytechnic University of the Philippines got the lowest
with an average of 3.24 which falls under FAIR level of test taking/
preparation skills.
96
2.4 Note Taking Skills- Out of 4 schools, Dr.Yangas Colleges Inc. got
the highest with an average of 3.99 interpreted as GOOD, Followed by
Meycauayan College with an average of 3.76,interpreted as GOOD.
Polytechnic University of the Philippines and Bulacan State University both
got the lowest with an average of 3.62 which falls under FAIR level of Note
taking skills.
2.5 School Environment- Out of 4 schools, Dr.Yangas Colleges Inc. and
Meycauayan College both got the highest with an average of 3.65
interpreted as GOOD, Followed byBulacan State University, with an
average of 3.50 interpreted as GOOD, Polytechnic University of the
Philippines got the lowest with an average of 3.14 which falls under FAIR
level of School Environment.
2.6 Study Habits- out of 4 schools Meycauayan College got the
highest
GRAND MEAN of 3.71, interpreted as GOOD in Study Habits,

followed by Dr.Yangas Colleges Inc. and Bulacan State University, with a
GRAND MEAN of 3.69 and 3.59 respectively, interpreted as both GOOD
in Study Habits, Polytechnic University of the Philippines got the lowest
GRAND MEAN of 3.39 interpreted as FAIR in Study Habits.
III. Highest and Lowest Mean per Study Habit Components Activities
3.1 Time Management- Attending class regularly got the highest mean of
4.87 while updating the master schedule daily/weekly got the lowest mean
of 2.90.
97
3.2 Study Environment- Study area is comfortable got the highest mean
of 4.18 while friends leaving at the time of studying got the lowest mean of
3.04.
3.3 Test taking/Preparation Skills- Finishing your test in the allowed
period of time got the highest mean of 3.92 while attending extra help
session or office hours provided by the instructor got the lowest mean of
2.67.
3.4 Note Taking Skills- Taking notes in class, keeping up with the
instructor, and understanding the concepts all at the same time got the
highest mean of 4.08 while reviewing note after each class got the lowest
mean of 3.01.
3.5 School Environment- Professor encourages to study harder got the
highest mean of 3.98 while school is free from distractions (i.e computer
shops, malls, etc.) got the lowest mean of 3.22.
IV. Academic Performance
Out of 226 respondents, 21 students got an excellent grade which ranges
from 1.0- 1.49 and is 9.29% of the population, 161 students got a very good
grade ranging from 1.5-1.99 and is 71.24%, 43 students got a good grade
ranging from 2.0-2.49 19.03%, 1 student got a fair grade ranging from 2.51-2.99
and is 0.44% of the population, and none of the students got a poor grade.
98
V. Analysis of Variance between Selected Colleges and Universities in

Bulacan
7. Time Management
Test of significance of time management between BSA Students from
selected colleges and universities being compared was found to be not
significant since the computed p-value of 0.173 exceeds the significance
level of 0.05. It means that the difference between the computed means is
likely due to chance or variation and not likely due to the colleges and
universities manipulation.
Test of significance of study environment between BSA students from
9. Preparation Skills/Test Taking
Test of significance of preparation skills/test taking between BSAf students
from selected colleges and universities in Bulacan that are being
compared revealed that significant difference exists because the
computed p-value is 0.010 which is less than the significance level of 0.05.
It means that the differences between the computed means are not likely
99
due to chance and are probably due to the colleges and universities
manipulation.
Test of significance of note taking skills between BSA students from
0.001 which is less than the significance level of 0.05.It means that the
Test of significance of school environment between BSA students from
12. Study Habits
With a p-value of .0000, a significant difference exists in the study habits
of BSA students from selected colleges and universities in Bulacan that
are being compared. It means that the differences between the computed
means are not likely due to chance and are probably due to the colleges
and universities manipulation.
100
VI.I Post hoc test in analysis of Variance Between four selected colleges
and universities in Bulacan according to Study habits components per year
level
1. Third Year Study Environment
University of the Philippines-Santa Maria Campus have the p-value of
2. Fourth Year Study Environment
University of the Philippines-Santa Maria Campus has the p-value of
2. Second Year Test Taking/Preparation Skills
101
Meycauayan College has the p-value of 0.037 which exceeds the
significance level of 0.05. Also, the two colleges and universities got the
highest or lowest mean difference of 0.65375 resulting to be the lowest
p-value which implies that the significant difference between four selected
significant difference of Dr.Yangas Colleges, Inc. and Meycauayan
College.
VI.II Post hoc test in analysis of Variance Between four selected colleges
and universities in Bulacan according to Study habits components
5. Four Selected Colleges and Universities in Bulacan as to the Study
Environment
University of the Philippines-Santa Maria Campus and Bulacan State
Campus have the p-values of 0.005 and 0.038 which exceed the
102
6. Four Selected Colleges and Universities in Bulacan as to the Test

taking/Preparation skills
Polytechnic University of the Philippines-Santa Maria Campus has p-value
of 0.007 which exceeds the significance level of 0.05. Also, the two
colleges and universities got the highest or lowest mean difference of
0.31562 resulting to be the lowest p-value which implies that the
significant difference between four selected colleges and universities in
Bulacan resulted specifically from the significant difference of Dr.Yangas
Colleges, Inc. and Polytechnic University of the Philippines-Santa Maria
Campus.
7. Four Selected Colleges and Universities in Bulacan as to Note Taking
Skills
Using Post hoc test, comparisons of Bulacan State University, Dr.Yangas
College Inc., Polytechnic University of the Philippines-Santa Maria
Campus and Dr.Yangas Colleges Inc.have p-values of 0.009 and 0.001
which exceed the significance level of 0.05. Also, the Polytechnic
University of the Philippines-Santa Maria Campus and Dr.Yangas
Colleges Inc. got the highest or lowest mean difference of 0.49097
103
resulted specifically from the significant difference of Dr.Yangas Colleges,

Inc. and Polytechnic University of the Philippines-Santa Maria Campus.
8. Four Selected Colleges and Universities in Bulacan as to School
Environment
Campus, and Dr.Yangas College Inc. and Polytechnic University of the
Philippines-Santa Maria Campus have p-value of 0.000 which exceed the
VI.III Post hoc test in analysis of Variance Between four selected
colleges and universities in Bulacan as to Study habits
3. Four Selected Colleges and Universities in Bulacan as to Study
Habits
104

Campus, and Dr.Yangas colleges Inc. and Polytechnic University of the
Philippines-Santa Maria Campus have the p-values are 0.000 which
exceed the significance level of 0.05. Also, Meycauayan College and
Polytechnic University of the Philippines-Santa Maria Campus got the
highest or lowest mean difference of 0.27935 resulting to be the lowest pvalue which implies that the significant difference between four selected
significant difference of Meycauayan College and Polytechnic University of
the Philippines-Santa Maria Campus.
VII. Relationship between Study Habits and Academic Performance of
selected Colleges and Universities in Bulacan
1. Time Management
negligible negative relationship between time management and academic
Bulacan. This means that the changes in time management are not
strongly correlated with the changes in academic performance of students
but with the p-value of 0.374, it implies that the correlation coefficient is not
statistically significant. This denotes that the observed relationship
between time management and academic performance of BSA students
105
from selected colleges and universities in Bulacan could have happened

by chance.
negligible negative relationship between study environment and academic
Bulacan. This means that the changes in study environment are not strongly
correlated with the changes in academic performance of students. Moreover,
with the p-value of 0.015, it implies that the correlation coefficient is
statistically significant. This denotes that the observed relationship between
study environment and academic performance of BSA students from selected
colleges and universities in Bulacan is determined to be very unlikely to
happen by chance.
3. Test taking/ Preparation skills
negligible negative relationship between test-taking/preparation skills and
in Bulacan. This means that the changes in time management are not strongly
correlated with the changes in academic performance of students but with the pvalue of 0.103, it implies that the correlation coefficient is not statistically
significant. This denotes that the observed relationship between test taking/
106
preparation skills and academic performance of BSA students from selected

colleges and universities in Bulacan could have happened by chance.
4. Note taking skills
negligible negative relationship between note taking skills and academic
denotes that the observed relationship between note taking skills and academic
performance of BSA students from selected colleges and universities in Bulacan
could have happened by chance.
negligible negative relationship between school environment and academic
denotes that the observed relationship between school environment and
in Bulacan could have happened by chance.
107
9. Study Habits
negligible negative relationship between study habits and academic performance
of BSA students from selected colleges and universities in Bulacan. This means
that the changes in study habits are not strongly correlated with the changes in
academic performance of students but with the p-value of 0.060, it implies that
the correlation coefficient is not statistically significant. However, since the pvalue is close to 0.05 level, this denotes that the observed relationship between
study habits and academic performance of BSA students from selected colleges
and universities in Bulacan might not have happened just by chance.
Conclusions
Based on the findings of the study, the following conclusions were drawn.
1. Majority of the respondents were female and were second year students.
2. The following colleges and universities got the highest mean per study
habit components; Meycauayan College has Good time management &
Study environment, DYCI has Good test taking/ preparation skills and
Note Taking Skills, and both Meycauayan College and DYCI have Good
School Environment.
3. Meycauayan College, Dr. Yangas College, Inc., and Bulacan State
University have a good study habits while Polytechnic University of the
Philipppines-Sta. Maria Campus has a Fair study habit.
108
4. Only the time management of four selected colleges and universities has
no significant difference. This means that almost all the BSA students of
those schools have the same habit when managing their time.
5. The study habit of four colleges and universities has a significant
difference. This means that there are colleges and universities that have a
better study habit than the other.
6. The BSA students of four selected colleges and universities have a good
study habit. In connection to this result, their academic performance is

very good.
7. Only the study environment has a significant relationship to academic
performance. This means that when the study environment is going better,
the more likely the academic performance is going better also.
8. There is a relationship between study habit and academic performance,
but not significant. This means that when the study habit is going better,
the least likely the academic performance is going better also.
Recommendations
The following recommendations will be necessary for the improvement of study
habits and academic performance of BSA Students.
1. Time Management
For the BSA students of DYCI, BSU, and PUP, they must at
least update their master schedule weekly for them to properly
manage their time for studying.
109
For MC accountancy students, they must follow what is written

on their master schedule to help them improve their grades for a
specific subject.
For the professors of the selected colleges and universities, it is

important that they implement attendance policy in order for the
students to be obliged. It is also up to the instructors to make
every meeting and lecture as informative and as interesting as
possible.
To the parents, they must help their children to create or find

the right environment for studying
3. Test Taking/ Preparation Skills
The BSA students of four colleges and universities should

always attend the extra help session or office hour provided by
their instructor. This would help them to understand more the
subject matter discussed by their instructor.
Each student should regularly review their notes after class

because immediately reviewing notes will result in better
retention than reviewing after a longer period of time.
110
To the school administrators of DYCI, MC, and PUP, they must
focus on strengthening their policies regarding distractions. They
can consider providing the hours of when students must be
prohibited on entering malls or computer shops. If they are still
having a hard time eliminating this problem, they should try
inspecting if computer shops follow the regulation of the limit of
kilometres where these shops must be. For BSU, they must
maintain that their extracurricular activities are still in balance as to
their students study habits.
6. A student must make studying a habit.
7. The researchers suggest that further study shall be performed to
deliberate the areas not included in this study that still has a relevant
impact on the study habits and academic performance of BSA students.
111
Bibliography
Books
Calderon, J. F. and Gonzales, E. C. 1993.Methods of Research and Thesis
Writing. NationalBookstore, Inc., Manila
Tulio, D., Foundation of Education 2. Mandaluyong City: Echanis Press, 2000
Santos, Mark Rey C. and Go, Dr.Angelito C. Statistics (Modular Approach) For
high School Students. FAR Publications, Manila
Unpublished Materials
Bagongon, and Edpalina. 2009 THE EFFECT OF STUDY HABITS ON THE
ACADEMIC PERORMANCE OF FRESHMEN
EDUCATION STUDENTS IN
XAVIER UNIVERSITY, CAGAYAN DE ORO CITY, SCHOOL YEAR 2008-2009

Rogel,2012. ACADEMIC BEHAVIOR AND PERFORMANCE OF THIRD YEAR
STUDENTS OF GENERAL EMILIO AGUINALDO NATIONAL HIGH SCHOOL,
DIVISION OF CAVITE
Articles and Journals
Dr. Kelly S. Meier How to Improve Your Academic Skills for Teenagers:
Demand Media
Soriano.Study Habits. Manila Bulletin, Tue, Jan 22, 2013
112
Internet Links
http://www.blogspot.com%2F2013%2F05%2Finfluence-of-study-habit-onstudents.html&h=qAQH6Llwh
http://l.php?u=http%3A%2F%2Fstatistics-help-forstudents.com%2FHow_do_I_interpret_data_in_SPSS_for_a_1_way_between_s
ubjects_ANOVA.htm&h=qAQH6Llwh
113
APPENDIX A
Letter of Requests
Republic of the Philippines

Santa Maria Bulacan Campus
OFFICE OF THE JUNIOR PHILIPPINE INSTITUTE OF ACCOUNTANTS
nfjpiar3.pupsmb1314@gmai.com
August 16, 2014
PROF. JOSE M. ABAT

Campus Director
Sta. Maria, Bulacan
Thru: PROF. ARMAN DC. SANTOS
Head of Student Services
Dear Sir,
We, graduating Students of Polytechnic University of the Philippines- Santa Maria
Campus, are currently conducting a thesis entitled The Study Habits and Academic
Performance of Bachelor of Science in Accountancy Students on Selected Colleges and
Universities in Bulacan. in partial fulfilment for the degree of Bachelor of Science in
Accountancy.
Thereof, we would like to request your good office to allow us to gather information
from Accountancy Students within the school premises, which will support the study
such as their student profile, perception on their study and performance and any other
related matter. Rest assured that all information obtained is strictly for thesis purpose
only.
Your favorable consideration regarding this matter will be highly appreciated.
(Attached with this letter is the survey form.)
Respectfully yours,
Noted by:
JORDAN P. DILAG
Group leader
PROF. BERNICE ALANIS, CPA

Professor In-charge

August 16, 2014
PROF. EVANGELINE A. BALBOA

Dean, College of Accountancy
Dr.Yangas Colleges Inc.
Bocaue, Bulacan
Dear Madame,
Universities in Bulacan.in partial fulfilment for the degree of Bachelor of Science in
Accountancy.
only.
Respectfully yours,
Noted by:
JORDAN P. DILAG
Group leader

Professor In-charge

August 16, 2014

Dr.DominadorDaez
Head, Research and Development Department
Meycauayan College
Meycauayan, Bulacan
Dear Sir,
Accountancy.
only.
Respectfully yours,
Noted by:
JORDAN P. DILAG
Group leader

Professor In-charge

August 16, 2014
Dean, CBA
Malolos, Bulacan
Dear Sir/ Madame,

Accountancy.
only.
Respectfully yours,
Noted by:
JORDAN P. DILAG
Group leader

Professor In-charge

September 9, 2014
To Whom It May Concern:
Malolos, Bulacan
Dear Sir/ Madame,

Accountancy.
Thereof, we would like to request your good office to allow us to gather information by
conducting a survey regarding study habits and the academic performance of the
respondents. We are requesting the 2nd year, 3rd year, and 4th year Accountancy
Students of your beloved college to be excused for about 15-20 minutes. Rest assured
that all information obtained is strictly for thesis purpose only.
Respectfully yours,
Noted by:
JORDAN P. DILAG
Group leader

Professor In-charge

September 9, 2014
Dr.Yangas Colleges Inc.
Bocaue, Bulacan
Dear Sir/ Madame,

Accountancy.
Respectfully yours,
Noted by:
JORDAN P. DILAG
Group leader

Professor In-charge

September 9, 2014

Meycauayan College
Meycauayan, Bulacan
Dear Sir/ Madame,

Accountancy.
Respectfully yours,
Noted by:
JORDAN P. DILAG
Group leader

Professor In-charge

September 9, 2014

Sta. Maria, Bulacan
Dear Sir/ Madame,

Accountancy.
Respectfully yours,
Noted by:
JORDAN P. DILAG
Group leader

Professor In-charge
APPENDIX B
SURVEY
QUESTIONAIRES
A SURVEY ON
THE STUDY HABITS AND ACADEMIC PERFORMANCE OF
BACHELOR OF SCIENCE IN ACCOUNTANCY
IN SELECTED COLLEGES AND UNIVERSITIES IN BULACAN
Dear Students,
We are the Fourth Year BSA Students of PUPSMB conducting a survey for our
thesis which aims to determine the study habits and academic performance of Bachelor
of Science Accountancy students in selected colleges and universities in Bulacan.
Please respond to all the items/ questions as thoroughly as possible. Your honest
response to the items/ questions below will help us realize the object of the study.
Part I: Students Profile

Instructions: Please check () on the appropriate box or fill in the blanks to provide the
information about yourself. Fill up this survey form according to your last 2nd semesters
study habits.
Name:_______________________________
_________________
Course & Section:
Age: ____________
Gender: _______________
Civil Status:
Single
Separated
Married
Widow/ Widower
Number of School days in a week: ________________________________

Number of School hours in a week: ________________________________
124
Estimated time allotted for studying per day:

0-30 minutes
2-3 hours
31 minutes- 1 hour
3-4 hours
1- 2hour(s)
4 hours and above

Time Management
Always
Often
Sometimes
Seldom
1. Do you make a Master Schedule for

each semester?
2. Do you update it weekly/daily?
3. Do you stick to it?
4. Do you allow time for exercise and
socializing with friends?
5. Do you get at least 6 hours of sleep
each night?
6. Do you study at least 2 hours for
every subject?
7. Do you get your assignments done
on time?
8. Do you regularly attend your classes?
Study Environment
1. Do you regularly study at the same
time?
2. Do you have an area where you
always go to study?
3. Is your study area free of noise and
distractions?
4. Do you have all your supplies near
you when you study?
5. Is your area comfortable?
6. Can you study for at least a half hour
without getting up, walking about, taking
snack or TV or phone breaks?
125
Never
7. Do your friends leave you alone when

they know you want to study?
8. Do you use your time between
classes to study?
Test Taking/Preparation Skills
1. Do you study for each class every
day?
2. Do you start reviewing for major
exams at least 3 days in advance?
3. Do you belong to a study group?
4. Do you attend extra help sessions or
office hours provided by the instructor?
5. Do you know what kind of tests you
will take, i.e., essay, multiple choice,
and how to prepare for different types of
tests?
6. Can you predict what types of
questions will be on the test?
7. Are you able to finish your tests in the
allowed period of time?
8. If you do not do well on a test, do you
review it with the instructor and/or
analyze it to see where you had
problems?
Note Taking Skills
1. Are you able to take notes in class,
keep up with the instructor, and
understand the concepts at the same
time?
2. Do you have an efficient system of
note taking?
3. Do you review your notes after each
class, preferably right after class?
4. Do you know what the important
stuff to write down is and what are the
cues that this is important stuff?
5. In addition to highlighting, do you
make notes as you read class
126
materials?
6. Can you put class notes or notes
from texts into your own words?
School Environment
1. I can find a comfortable area
where to study or review inside the
school.
2. I could avail enough resources
(reading materials, computer, etc.) I
need to the library to aid me in
studying my lessons.
3. My professors encourage me to
study harder.
4. I can study in my school because it
is free from distractions (i.e comp
shops, malls and parks).
5. Joining extra-curricular activities
reduces my time for studying.
127
Bulacan State University:

Kindly provide your grades for the corresponding subjects:
2nd Year
______Intro to Philosophy w Logic & Critical Thinking
______Mathematics of Investments
______Pagbasa at Pagsulat Tungo sa Pananaliksik
______Fundamentals to Programming and Database Theory & Applications
______Fundamentals of Accounting 2 (Partnership & Corporation)
______General Psychology with HIV Education
______Principles of Economics with Agrarian Reform Taxation

3rd Year
______Phillippine Literature
______Principles of Management
______Microeconomics: Theory and Practice
______Biological Science
______Cost Accounting
______Financial Accounting and Reporting 2 (Corporation Liabilities & SE)
______Law on Obligation and Contracts
128

4th Year
______Quantitative Techniques in Business
______Assurance Principles and Professional Ethics and Good Governance
______Principles of Marketing
______Management Accounting I
______IT concepts, Systems Analysis & Design
______Business & Transfer Taxes
______Advance Financial Accounting and Report I
129
Dr.Yangas Colleges Inc.:

2nd Year
_______ Communication Skills
_______ Intro to Philosophy w Logic & Critical Thinking
_______ Calculus for Business
_______ Business of Finance I
_______ Programming Fundamentals and Database Theory and Application
_______ Fundamentals of Accounting

3rd Year
______ Literature of the Philippines
______ Marketing Management
______ Microeconomics: Theory and Practice
______ Business Statistics w/ Probability
______ Cost Accounting and Cost Management
______ Financial Accounting and Reporting 2
130

4th year
______ Financial Management I
______ Assurance Principles and Professional ethics and Good Governance
______ Production and Operation Management
______ Management Accounting I
______ Life and Works of Rizal
______ Law in Business Organizations
______ Advance Financial Accounting and Report I
131
Meycauayan College:
2nd Year
_______ Communication Arts Part 2
_______ Pagbasa at PagsulattungosaPananaliksik
_______ Principles of Accounting Part 2
_______ Art, Man and Society
_______ Society and Culture with FP
_______ Biological Science

3rd Year
______ Philippine Literature
______ Business Organization and Management
______ Microeconomics: Theory and Practice
______ Business Statistics
______ Introduction to Business and Finance
______ Financial Accounting and Reporting 2
132

4th year
______ Advance Financial Accounting and Reporting Part 2
______ Law on Business Organizations
______ Macroeconomics Theory and Practice
______ Philippine Tax System and Income Taxation
______ Fundamentals to Programming and Database
______ Calculus for Business
______ Managerial Accounting Part 1 & 2
133
Polytechnic University of the Philippines-Sta. Maria Campus:

2nd Year
_______ Fundamentals of Accounting part 2
_______ Writing in the Discipline
_______ Pagbasa at Pagsulattungosapananaliksik
_______ Business Finance and Philippine Financial System
_______ Principles of Marketing
_______ College Algebra
_______ General Psychology
_______ Business Statistics

3rd Year
______ Financial Accounting and Reporting Part 2
______ Programming Fundamentals and Database Theory and Application
______ Financial Management Part 1
______ Introduction to Microeconomics Theory and Practice
______ Technical Writing in Business
______ Obligations and Contracts
______ Physical Science
134

4th year
______ Assurance Principles and Professional ethics and Good Governance
______ Income Taxation
______ Accounting Information System
______ Advance Financial Accounting and Reporting part 2
______ Management Accounting, Part 1
______ Accounting for Governmental,Non-for-Profit Entities and Specialized
Industries
______ Sales, Agency and Other Commercial Law
135
APPENDIX C
WEIGHTED MEAN
Table 1
DEGREE OF CONSISTENCY OF STUDY HABITS UNDER TIME
MANAGEMENT CATEGORY OF SECOND YEAR FROM BSU
Time Management
Making a master schedule for each

semester
Updating
the
master
schedule
daily/weekly
Following the master schedule
Allowing time for exercise and
socializing with friends
Getting at least 6 hours of sleep each
night
Studying at least 2 hours for every
subject
Getting your assignments done on
time
Attending class regularly
Group mean
Weighted
Mean
3.62
Verbal
Interpretation
GOOD
FAIR
3.14
4.43
FAIR
GOOD
3.81
FAIR
3.1
GOOD
4.24
FAIR
4.95
3.79
VERY GOOD
VERY GOOD
Table 2
VERBAL INTERPRETATION OF STUDY HABITS UNDER TIME
MANAGEMENT CATEGORY OF SECOND YEAR FROM DYCI
Time Management

semester
Updating
the
master
schedule
daily/weekly
night
subject
time
Group mean
Table 3
Weighted
Mean
3.57
Verbal
Interpretation
GOOD
4.38
GOOD
3.57
4.52
GOOD
VERY GOOD
4.14
GOOD
3.71
GOOD
3.05
FAIR
3.62
3.82
GOOD
GOOD
137

MANAGEMENT CATEGORY OF SECOND YEAR FROM MC
Time Management

semester
Updating
the
master
schedule
daily/weekly
night
subject
time
Group mean
Weighted
Mean
2.88
Verbal
Interpretation
FAIR
2.77
FAIR
2.82
4.00
FAIR
GOOD
3.94
GOOD
3.35
FAIR
4.23
GOOD
4.77
3.60
VEY GOOD
GOOD
Table 4
MANAGEMENT CATEGORY OF SECOND YEAR FROM PUP
Time Management

semester
Updating
the
master
schedule
daily/weekly
night
subject
time
Group mean
Weighted
Mean
3.11
Verbal
Interpretation
FAIR
2.44
POOR
2.61
4.17
FAIR
GOOD
3.72
GOOD
3.22
FAIR
3.72
GOOD
4.94
3.49
VERY GOOD
FAIR
138
Table 5
VERBAL INTERPRETATION OF STUDY HABITS UNDER STUDY
ENVIRONMENT CATEGORY OF SECOND YEAR FROM BSU
Study Environment
Regularly studying at the same time

Always having an area to study
Study area is free of noise and
distraction
Having all supplies near when
studying
Study area is comfortable
Studying at least half hour without
getting up, walking about, taking snap,
or, tv or phone breaks
Friends leaving at the time of studying
Using time between classes to study
Group mean
Weighted
Mean
3.57
4.38
3.57
Verbal
Interpretation
GOOD
GOOD
GOOD
4.52
VERY GOOD
4.14
3.71
GOOD
GOOD
3.05
3.62
3.82
FAIR
GOOD
GOOD
Table 6
ENVIRONMENT CATEGORY OF SECOND YEAR FROM DYCI
Study Environment

distraction
studying
Group mean
Weighted
Mean
3.8
4.03
3.77
Verbal
Interpretation
GOOD
GOOD
GOOD
3.97
GOOD
4.17
3.6
GOOD
GOOD
2.77
3.1
3.65
FAIR
FAIR
GOOD
139
Table 7
ENVIRONMENT CATEGORY OF SECOND YEAR FROM MC
Study Environment

distraction
studying
Group mean
Weighted
Mean
3.71
3.94
3.82
Verbal
Interpretation
GOOD
GOOD
GOOD
3.94
GOOD
4.41
3.71
GOOD
GOOD
3.18
3.41
3.77
GOOD
FAIR
GOOD
Table 8
ENVIRONMENT CATEGORY OF SECOND YEAR FROM PUP
Study Environment

distraction
studying
Group mean
Weighted
Mean
3.17
4.23
3.5
Verbal
Interpretation
FAIR
GOOD
FAIR
3.72
GOOD
4.06
3.56
GOOD
GOOD
2.72
3.17
3.53
FAIR
FAIR
GOOD
140
Table 9
VERBAL INTERPRETATION OF STUDY HABITS UNDER TEST TAKING/
PREPARATION SKILLS CATEGORY OF SECOND YEAR FROM BSU
Test Taking/ Preparation Skills
Studying for each classes everyday

Reviewing for major exams at least 3
days in advance
Belonging to a study group
Attending extra help session or office
hours provided by the instructor
Knowing what kind of test to take (e.g
essay, multiple choice, etc)
Predicting what question that may
appear on the test
Finishing your test in the allowed
period of time
Reviewing the test and analysing the
errors with the instructor if the result of
the test didnt go well
Group mean
Weighted
Mean
3.52
3.9
Verbal
Interpretation
GOOD
GOOD
3.19
3.29
FAIR
FAIR
3.43
FAIR
3.48
FAIR
GOOD
4.05
GOOD
3.6
GOOD
Table 10
PREPARATION SKILLS CATEGORY OF SECOND YEAR FROM DYCI
Weighted
Verbal
Mean
Interpretation
3.17
FAIR
3.47
FAIR
days in advance
3.8
GOOD
3.2
FAIR
4.13
GOOD
3.63
GOOD
appear on the test
4.3
GOOD
period of time
3.53
GOOD
Group mean
3.65
GOOD
141
Table 11
DEGREE OF CONSISTENCY OF STUDY HABITS UNDER TEST TAKING/
PREPARATION SKILLS CATEGORY OF SECOND YEAR FROM MC

days in advance
appear on the test
period of time
Group mean
Weighted
Mean
3.53
3.53
Verbal
Interpretation
GOOD
GOOD
2.24
2.24
POOR
POOR
3.18
FAIR
2.53
FAIR
3.47
FAIR
3.53
GOOD
3.13
FAIR
Table 12
PREPARATION SKILLS CATEGORY OF SECOND YEAR FROM PUP
Weighted
Verbal
Mean
Interpretation
3.06
FAIR
3.39
FAIR
days in advance
3.67
GOOD
2.5
FAIR
3.22
FAIR
2.78
FAIR
appear on the test
3.61
GOOD
period of time
3.83
GOOD
Group mean
3.25
FAIR
142
Table 13
VERBAL INTERPRETATION OF STUDY HABITS NOTE TAKING SKILLS
CATEGORY OF SECOND YEAR FROM BSU
Note Taking Skills
Taking notes in class, keeping up with

the instructor, and understanding the
concepts all at the same time
Having an efficient system of note
taking
Reviewing note after each class
Knowing the important stuff to write
during note taking
Highlighting, at the same time note
taking while reading
Having class notes or notes from texts
put into own words
Group mean
Weighted
Mean
4.14
Verbal
Interpretation
GOOD
GOOD
2.81
4..14
FAIR
GOOD
GOOD
4.05
GOOD
3.90
GOOD
.
Table 14
CATEGORY OF SECOND YEAR FROM DYCI
Note Taking Skills

taking
during note taking
put into own words
Group mean
Weighted
Mean
4.23
Verbal
Interpretation
GOOD
GOOD
2.93
4.3
FAIR
GOOD
GOOD
3.67
GOOD
3.86
GOOD
143
Table 15
CATEGORY OF SECOND YEAR FROM MC
Note Taking Skills
Weighted
Mean
Verbal
Interpretation

taking
3.82
GOOD
3.41
FAIR
2.88
FAIR

during note taking
put into own words
Group mean
3.41
FAIR
3.29
FAIR
3.24
FAIR
3.34
FAIR
Table 16
DEGREE OF CONSISTENCY OF STUDY HABITS NOTE TAKING SKILLS
CATEGORY OF SECOND YEAR FROM PUP
Note Taking Skills
Weighted
Mean
Verbal
Interpretation

taking
3.67
GOOD
3.33
FAIR
3.06
FAIR

during note taking
put into own words
Group mean
3.89
GOOD
3.39
FAIR
3.83
GOOD
3.53
GOOD
144
Table 17
VERBAL INTERPRETATION OF STUDY HABITS SCHOOL ENVIRONMENT
CATEGORY OF SECOND YEAR FROM BSU
School Environment
Weighted
Mean
Verbal
Interpretation
Finding a comfortable area where to

study or review inside the school
Having enough resources needed in
the library to aid in studying
Professor encourages to study harder
3.62
GOOD
3.81
GOOD
4.48
GOOD
School is free from distractions (i.e

computer shops, malls, etc.)
Joining
extracurricular
activities
reduces time for studying
Group mean
3.43
FAIR
2.81
FAIR
3.62
GOOD
Table 18
CATEGORY OF SECOND YEAR FROM DYCI
School Environment


Joining
extracurricular
activities
Group mean
Weighted
Mean
Verbal
Interpretation
3.6
GOOD
3.77
GOOD
3.93
GOOD
3.43
FAIR
3.59
GOOD
3.67
GOOD
145
Table 19
CATEGORY OF SECOND YEAR FROM MC
School Environment
Weighted
Mean
Verbal
Interpretation

3.88
GOOD
3.77
GOOD
4.00
GOOD

Joining
extracurricular
activities
Group Mean
3.06
FAIR
3.39
FAIR
3.66
GOOD
Table 20
CATEGORY OF SECOND YEAR FROM PUP
School Environment
Weighted
Mean
Verbal
Interpretation

3.17
FAIR
3.28
FAIR
3.61
GOOD

Joining
extracurricular
activities
Group mean
2.39
POOR
3.5
GOOD
3.19
FAIR
146
Table 21
VERBAL INTERPRETATION OF STUDY HABIT COMPONENTS AMONG
SECOND YEAR STUDENTS FROM BSU
STUDY HABITS CATERGORY
MEAN
VERBAL
INTERPRETATION
TIME MANAGEMENT
3.79
GOOD
STUDY ENVIRONMENT
3.82
GOOD
3.61
GOOD
NOTE TAKING SKILLS
3.90
GOOD
SCHOOL ENVIRONMENT
3.63
GOOD
AVERAGE GROUP MEAN
3.75
GOOD
Table 22
SECOND YEAR STUDENTS FROM DYCI
MEAN
VERBAL
INTERPRETATION
TIME MANAGEMENT
3.69
GOOD
STUDY ENVIRONMENT
3.65
GOOD
3.65
GOOD
NOTE TAKING SKILLS
3.86
GOOD
SCHOOL ENVIRONMENT
3.67
GOOD
AVERAGE GROUP MEAN
3.72
GOOD
147
Table 23
SECOND YEAR STUDENTS FROM MC
MEAN
VERBAL
INTERPRETATION
TIME MANAGEMENT
3.60
GOOD
STUDY ENVIRONMENT
3.77
GOOD
3.13
FAIR
NOTE TAKING SKILLS
3.34
FAIR
SCHOOL ENVIRONMENT
3.66
GOOD
AVERAGE GROUP MEAN
3.50
FAIR
Table 24
SECOND YEAR STUDENTS FROM PUP
MEAN
VERBAL
INTERPRETATION
TIME MANAGEMENT
3.49
FAIR
STUDY ENVIRONMENT
3.53
GOOD
3.26
FAIR
NOTE TAKING SKILLS
3.53
GOOD
SCHOOL ENVIRONMENT
3.19
FAIR
AVERAGE GROUP MEAN
3.40
FAIR
148
Table 25
VERBAL INTERPRETATION OF STUDY HABITS TIME MANAGEMENT
CATEGORY OF THIS YEAR FROM BSU
Time Management
Weighted
Verbal
Mean
Interpretation

semester
Updating
the
master
schedule
daily/weekly
2.78
FAIR
2.52
FAIR
2.67
FAIR

night
subject
time
3.89
GOOD
3.56
GOOD
2.7
FAIR
4.04
GOOD
4.85
VERY GOOD
3.80
GOOD
Group mean
Table 26
CATEGORY OF THIRD YEAR FROM DYCI
Time Management

semester
Updating
the
master
schedule
daily/weekly
night
subject
time
Group mean
Weighted
Mean
3.54
Verbal
Interpretation
GOOD
3.11
FAIR
3.07
4.29
FAIR
GOOD
3.96
GOOD
3.32
FAIR
3.68
GOOD
4.79
3.72
VERY GOOD
GOOD
149
Table 27
CATEGORY OF THIRD YEAR FROM MC
Time Management
Weighted
Mean
3.25
Verbal
Interpretation
FAIR
Weighted
Mean
Verbal
Interpretation

semester
Updating
the
master
schedule
daily/weekly
2.87
FAIR
2.87
FAIR
3.27
FAIR

night
subject
time
3.8
GOOD
3.6
GOOD
3.47
FAIR
3.33
FAIR
VERY GOOD
3.53
GOOD

semester
3.25
FAIR
Updating
the
master
schedule
daily/weekly
3.00
FAIR
3.25
FAIR
4.25
GOOD
night
3.75
GOOD
subject
4.5
GOOD
time
5.00
VERY GOOD
Group mean
3.78
GOOD
Table 28
CATEGORY OF THIRD YEAR FROM PUP
Time Management
Group mean
150
Table 29
VERBAL INTERPRETATION OF STUDY HABITS STUDY ENVIRONMENT
CATEGORY OF THIRD YEAR FROM BSU
Study Environment
Weighted
Verbal
Mean
Interpretation
3.41
FAIR
3.96
GOOD
3.74
GOOD
distraction
4.26
GOOD
studying
4.11
GOOD
3.56
GOOD
2.93
FAIR
3.04
FAIR
Group mean
3.63
GOOD
Table 30
CATEGORY OF THIRD YEAR FROM DYCI
Study Environment
Weighted
Mean
Verbal
Interpretation
3.82
GOOD
3.79
GOOD

distraction
3.39
FAIR
Having all
studying
4.07
GOOD
4.21
GOOD

3.39
FAIR
4.07
GOOD
4.21
GOOD
3.87
GOOD
Group mean
supplies
near
when
151
Table 31
CATEGORY OF THIRD YEAR FROM MC
Study Environment

distraction
studying
Group mean
Weighted
Mean
3.75
4.25
3.75
Verbal
Interpretation
GOOD
GOOD
GOOD
4.00
GOOD
4.75
4.25
VERY GOOD
GOOD
3.75
4.25
4.09
GOOD
GOOD
GOOD
Table 32
CATEGORY OF THIRD YEAR FROM PUP
Study Environment
Weighted
Mean
Verbal
Interpretation
3.53
GOOD
3.67
GOOD

distraction
studying
3.8
GOOD
3.2
FAIR
3.93
GOOD
3.8
GOOD

3.6
GOOD
3.13
FAIR
3.53
GOOD
Group mean
152
Table 33
VERBAL INTERPRETATION OF STUDY HABITS TEST TAKING/
PREPARATION SKILLS OF THIRD YEAR FROM BSU

days in advance
appear on the test
period of time
Group mean
Weighted
Mean
3.3
3.3
Verbal
Interpretation
FAIR
FAIR
3.15
2.67
FAIR
FAIR
3.11
FAIR
3.07
FAIR
3.59
GOOD
3.59
GOOD
3.22
FAIR
Table 34
PREPARATION SKILLS OF THIRD YEAR FROM DYCI

days in advance
appear on the test
period of time
Group mean
Weighted
Mean
3.82
3.36
Verbal
Interpretation
GOOD
FAIR
2.54
2.5
FAIR
FAIR
4.11
GOOD
3.5
FAIR
3.96
GOOD
3.64
GOOD
3.43
FAIR
153
Table 35
PREPARATION SKILLS OF THIRD YEAR FROM MC

days in advance
appear on the test
period of time
Group mean
Weighted
Mean
4.25
3.50
Verbal
Interpretation
GOOD
FAIR
3.75
2.75
GOOD
FAIR
3.75
GOOD
3.75
GOOD
4.00
GOOD
4.50
GOOD
3.66
GOOD
Table 36
PREPARATION SKILLS OF THIRD YEAR FROM PUP

days in advance
appear on the test
period of time
Group mean
Weighted
Mean
3.4
3.27
Verbal
Interpretation
FAIR
FAIR
3.87
2.27
GOOD
POOR
3.47
FAIR
3.13
FAIR
3.6
GOOD
3.53
GOOD
3.32
FAIR
154
Table 37
VERBAL INTERPRETATION OF STUDY HABITS NOTE TAKING SKILLS OF
THIRD YEAR FROM BSU
Note Taking Skills
Weighted
Mean
3.74

3.48
taking
2.37
3.59
during note taking
3.56
4.00
put into own words
Group mean
3.46
Verbal
Interpretation
GOOD
FAIR
POOR
GOOD
GOOD
GOOD
FAIR
Table 38
THIRD YEAR FROM DYCI
Note Taking Skills
Weighted
Verbal
Mean
Interpretation
4.43
GOOD
4.11
GOOD
taking
3.39
FAIR
4.14
GOOD
during note taking
3.96
GOOD
3.86
GOOD
put into own words
Group mean
3.98
GOOD
155
Table 39
THIRD YEAR FROM MC
Weighted
Mean
Verbal
Interpretation

taking
4.00
GOOD
4.00
GOOD
3.00
FAIR

during note taking
put into own words
Group mean
4.00
GOOD
4.25
GOOD
4.00
GOOD
3.88
GOOD
Note Taking Skills
Table 40
THIRD YEAR FROM PUP
Weighted
Mean
Verbal
Interpretation

taking
3.87
GOOD
3.4
FAIR
2.67
FAIR

during note taking
put into own words
Group mean
3.8
GOOD
3.67
GOOD
3.64
GOOD
3.51
GOOD
Note Taking Skills
156
Table 41
YEAR FROM BSU
Weighted
Mean
Verbal
Interpretation

3.19
FAIR
3.26
FAIR
4.07
GOOD

Joining
extracurricular
activities
Group mean
2.74
FAIR
3.07
FAIR
3.22
FAIR
School Environment
Table 42
YEAR FROM DYCI
Weighted
Mean
Verbal
Interpretation

3.36
FAIR
3.39
FAIR
4.11
GOOD

Joining
extracurricular
activities
Group mean
3.29
FAIR
3.18
FAIR
3.46
FAIR
School Environment
157
Table 43
YEAR FROM MC
School Environment
Weighted
Mean
Verbal
Interpretation

4.75
VERY GOOD
3.25
FAIR
4.00
GOOD

Joining
extracurricular
activities
Group mean
4.00
GOOD
3.25
FAIR
3.85
GOOD
Table 44
YEAR FROM PUP
School Environment


Joining extracurricular activities
Group mean
Weighted
Mean
Verbal
Interpretation
2.67
FAIR
2.8
FAIR
3.87
GOOD
3.2
FAIR
3.07
FAIR
3.12
FAIR
158
Table 45
THIRD YEAR STUDENTS FROM BSU
MEAN
VERBAL
INTERPRETATION
TIME MANAGEMENT
3.38
FAIR
STUDY ENVIRONMENT
3.63
GOOD
3.22
FAIR
NOTE TAKING SKILLS
3.46
FAIR
SCHOOL ENVIRONMENT
3.27
FAIR
AVERAGE GROUP MEAN
3.40
FAIR
Table 46
THIRD YEAR STUDENTS FROM DYCI
MEAN
VERBAL
INTERPRETATION
TIME MANAGEMENT
3.72
GOOD
STUDY ENVIRONMENT
3.63
GOOD
3.43
FAIR
NOTE TAKING SKILLS
3.98
GOOD
SCHOOL ENVIRONMENT
3.46
FAIR
AVERAGE GROUP MEAN
3.64
GOOD
159
Table 47
THIRD YEAR STUDENTS FROM MC
MEAN
VERBAL
INTERPRETATION
TIME MANAGEMENT
3.78
GOOD
STUDY ENVIRONMENT
4.09
GOOD
3.66
GOOD
NOTE TAKING SKILLS
3.88
GOOD
SCHOOL ENVIRONMENT
3.85
GOOD
AVERAGE GROUP MEAN
3.85
GOOD
Table 48
THIRD YEAR STUDENTS FROM PUP
MEAN
VERBAL
INTERPRETATION
TIME MANAGEMENT
3.53
GOOD
STUDY ENVIRONMENT
3.53
GOOD
3.32
FAIR
NOTE TAKING SKILLS
3.51
GOOD
SCHOOL ENVIRONMENT
3.12
FAIR
AVERAGE GROUP MEAN
3.40
FAIR
160
Table 49
MANAGEMENT CATEGORY OF FOURTH YEAR FROM BSU
Time Management
Weighted
Verbal
Mean
Interpretation
3.09
FAIR
semester
3.05
FAIR
Updating
the
master
schedule
daily/weekly
3.00
FAIR
3.77
GOOD
4.09
GOOD
night
3.68
GOOD
subject
4.36
GOOD
time
4.82
VERY GOOD
Group mean
3.73
GOOD
Table 50
MANAGEMENT CATEGORY OF FOURTH YEAR FROM DYCI
Time Management

semester
Updating
the
master
schedule
daily/weekly
night
subject
time
Group mean
Weighted
Mean
3.05
Verbal
Interpretation
FAIR
2.64
FAIR
2.86
4.05
FAIR
GOOD
4.14
GOOD
3.41
FAIR
3.77
GOOD
4.59
3.56
VERY GOOD
GOOD
161
Table 51
MANAGEMENT CATEGORY OF FOURTH YEAR FROM MC
Time Management

semester
Updating
the
master
schedule
daily/weekly
night
subject
time
Group mean
Weighted
Mean
3.86
Verbal
Interpretation
GOOD
3.71
GOOD
3.57
3.86
GOOD
GOOD
4.43
GOOD
3.71
GOOD
4.57
VERY GOOD
5.00
4.09
VERY GOOD
GOOD
Table 52
MANAGEMENT CATEGORY OF FOURTH YEAR FROM PUP
Time Management

semester
Updating
the
master
schedule
daily/weekly
night
subject
time
Group mean
Weighted
Mean
2.67
Verbal
Interpretation
FAIR
2.47
FAIR
2.53
3.80
FAIR
GOOD
3.93
GOOD
3.47
FAIR
3.80
GOOD
4.93
3.45
VERY GOOD
FAIR
162
Table 53
ENVIRONMENT CATEGORY OF FOURTH YEAR FROM BSU
Study Environment
Weighted
Verbal
Mean
Interpretation
3.45
FAIR
4.23
GOOD
3.55
GOOD
distraction
4.36
GOOD
studying
4.14
GOOD
4.50
GOOD
3.32
FAIR
2.95
FAIR
Group mean
3.81
GOOD
Table 54
ENVIRONMENT CATEGORY OF FOURTH YEAR FROM DYCI
Study Environment
Weighted
Verbal
Mean
Interpretation
3.82
GOOD
3.73
GOOD
3.82
GOOD
distraction
4.00
GOOD
studying
4.09
GOOD
3.32
FAIR
3.05
FAIR
2.95
FAIR
Group mean
3.60
GOOD
163
Table 55
ENVIRONMENT CATEGORY OF FOURTH YEAR FROM MC
Study Environment
Weighted
Verbal
Mean
Interpretation
3.86
GOOD
4.43
GOOD
4.00
GOOD
distraction
4.14
GOOD
studying
4.43
GOOD
4.43
GOOD
3.43
GOOD
3.71
GOOD
Group mean
4.05
GOOD
Table 56
ENVIRONMENT CATEGORY OF FOURTH YEAR FROM PUP
Study Environment
Weighted
Verbal
Mean
Interpretation
3.53
GOOD
4.07
GOOD
3.13
FAIR
distraction
4.07
GOOD
studying
3.73
GOOD
3.07
FAIR
2.20
POOR
2.67
FAIR
Group mean
3.31
FAIR
164
Table 57
PREPARATION SKILLS CATEGORY OF FOURTH YEAR FROM BSU

days in advance
appear on the test
period of time
Group mean
Weighted
Mean
3.73
3.95
Verbal
Interpretation
GOOD
GOOD
3.59
2.55
GOOD
FAIR
3.55
GOOD
3.09
FAIR
4.23
GOOD
3.71
GOOD
3.55
GOOD
Table 58
PREPARATION SKILLS CATEGORY OF FOURTH YEAR FROM DYCI
Weighted
Verbal
Mean
Interpretation
3.59
GOOD
3.45
FAIR
days in advance
2.95
FAIR
2.86
FAIR
4.18
GOOD
3.55
GOOD
appear on the test
4.32
GOOD
period of time
3.59
GOOD
Group mean
3.56
GOOD
165
Table 59
PREPARATION SKILLS CATEGORY OF FOURTH YEAR FROM BSU
Weighted
Mean
4.00
3.43
Verbal
Interpretation
GOOD
FAIR
Weighted
Mean
3.53
3.07
Verbal
interpretation
GOOD
FAIR
2.60
2.60
FAIR
FAIR
2.93
FAIR
2.87
FAIR
3.73
GOOD
3.67
OFTEN
3.13
FAIR

days in advance
3.71
GOOD
3.00
FAIR
3.86
GOOD
3.71
GOOD
appear on the test
4.29
GOOD
period of time
3.43
FAIR
Group mean
3.68
GOOD
Table 60
PREPARATION SKILLS CATEGORY OF FOURTH YEAR FROM PUP

days in advance
appear on the test
period of time
Group mean
166
VERBAL INTERPRETATION OF STUDY HABITS UNDER NOTE TAKING

SKILLS CATEGORY OF FOURTH YEAR
Table 61
SKILLS CATEGORY OF FOURTH YEAR FROM BSU
Note Taking Skills

taking
during note taking
put into own words
Group mean
Weighted
Mean
3.68
Verbal
Interpretation
GOOD
3.64
GOOD
2.68
3.86
FAIR
GOOD
3.68
GOOD
3.64
GOOD
3.53
GOOD
Table 63
SKILLS CATEGORY OF FOURTH YEAR FROM DYCI
Note Taking Skills

taking
during note taking
put into own words
Group mean
Weighted
Mean
4.59
Verbal
Interpretation
VERY GOOD
4.23
GOOD
3.55
4.32
GOOD
GOOD
4.09
GOOD
3.95
GOOD
4.12
GOOD
167
Table 64
SKILLS CATEGORY OF FOURTH YEAR FROM MC
Note Taking Skills

taking
during note taking
put into own words
Group mean
Weighted
Mean
4.43
Verbal
Interpretation
GOOD
4.43
GOOD
3.00
4.43
FAIR
GOOD
4.14
GOOD
4.00
GOOD
4.07
GOOD
Table 65
SKILLS CATEGORY OF FOURTH YEAR FROM PUP
Note Taking Skills
Weighted
Verbal
Mean
Interpretation
3.87
GOOD
3.2O
FAIR
taking
2.67
FAIR
3.73
GOOD
during note taking
3.47
FAIR
3.47
FAIR
put into own words
Group mean
3.4
FAIR
168
Table 66
VERBAL INTERPRETATION OF STUDY HABITS UNDER SCHOOL
ENVIRONMENT CATEGORY OF FOURTH YEAR FROM BULSU
School Environment
Weighted
Mean
Verbal
Interpretation

3.45
FAIR
3.68
GOOD
4.36
GOOD

Joining
extracurricular
activities
Group mean
3.32
FAIR
3.14
FAIR
3.59
GOOD
Table 67
ENVIRONMENT CATEGORY OF FOURTH YEAR FROM DYCI
School Environment
Weighted
Verbal
Mean
Interpretation

4.05
GOOD
4.05
GOOD
3.86
GOOD

Joining
extracurricular
activities
Group mean
3.45
FAIR
3.68
GOOD
3.82
GOOD
169
Table 68
ENVIRONMENT CATEGORY OF FOURTH YEAR FROM MC
School Environment
Weighted
Mean
Verbal
Interpretation

4.14
GOOD
3.29
FAIR
4.29
GOOD

Joining
extracurricular
activities
Group mean
3.57
GOOD
3.71
GOOD
3.80
GOOD
Table 69
ENVIRONMENT CATEGORY OF FOURTH YEAR FROM PUP
School Environment
Weighted
Mean
Verbal
Interpretation

3.13
FAIR
2.67
FAIR
3.93
GOOD

Joining
extracurricular
activities
Group mean
2.60
FAIR
3.27
FAIR
3.12
FAIR
170
Table 70
Time Management
Polytechnic
University of
the PhilippinesSta. Maria
Campus
AVERAGE
2.88
3.18
2.59
2.90
2.80
2.99
3.92
3.97
3.75
3.97
3.39
3.40
Bulacan State
University
Dr.Yanga
Colleges, Inc.
Meycauayan
College
1.Making a master schedule for each

semester
3.16
3.32
3.34
2. Updating the master schedule

daily/weekly
2.86
3. Following the master schedule
2.94
3.07
3.12
4. Allowing time for exercise and

4.03
4.26
3.70
5. Getting at least 6 hours of sleep each

night
3.82
6. Studying at least 2 hours for every

subject
3.16
7. Getting your assignments done on time
4.21
3.77
4.42
3.62
3.96
8. Attending class regularly
4.87
4.72
4.93
4.96
4.87
Year level
Questions
2.87
4.00
3.24
3.25
4.19
3.62
171
Table 71
Study Environment
Polytechnic
AVERAGE
University of
Campus
Bulacan State
University
Dr.Yanga
Colleges, Inc.
Meycauayan
College
1. Regularly studying at the same time
3.48
3.81
3.77
3.46
3.66
2. Always having an area to study
4.19
3.85
4.19
4.07
4.05
3 Study area is free of noise and

distraction
3.62
3.66
3.85
3.28
3.60
4. Having all supplies near when studying
4.38
4.01
4.01
3.91
4.01
5. Study area is comfortable
4.13
4.16
4.53
3.86
4.18
6. Studying at least half hour without

getting up, walking about, taking snap, or,
tv or phone breaks
3.92
3.44
4.13
3.41
3.68
7. Friends leaving at the time of studying
3.10
2.95
3.46
2.68
3.04
8. Using time between classes to study
3.20
3.14
3.79
2.99
3.30
Year level
Questions
172
Table 72
Polytechnic
AVERAGE
University of
Campus
Bulacan State
University
Dr.Yanga
Colleges, Inc.
Meycauayan
College
1. Studying for each classes everyday
3.52
3.53
3.88
3.36
3.59
2. Reviewing for major exams at least 3

days in advance
3. Belonging to a study group
3.72
3.43
3.48
3.24
3.41
3.31
3.10
3.22
3.38
3.24
4. Attending extra help session or office

5. Knowing what kind of test to take (e.g
6. Predicting what question that may
appear on the test
7. Finishing your test in the allowed period
of time
8. Reviewing the test and analysing the
errors
2.84
2.85
2.65
2.46
2.67
3.36
4.14
3.60
3.21
3.63
3.21
3.56
3.32
2.93
3.26
3.94
4.19
3.93
3.65
3.92
3.78
3.59
3.48
3.68
3.60
Year level
Questions
173
Table 73
Note Taking Skills
Bulacan State
University
Dr.Yanga
Colleges, Inc.
Meycauayan
College
1. Taking notes in class, keeping up with

3.85
4.42
4.08
2 .Having an efficient system of note taking
3.71
4.11
3. Reviewing note after each class
2.62
4. Knowing the important stuff to write

during note taking
3.86
5. Highlighting, at the same time note

3.75
6. Having class notes or notes from texts

put into own words
3.90
Year level
Polytechnic
AVERAGE
University of
Campus
Questions
3.80
4.08
3.94
3.58
3.86
3.29
2.97
2.86
3.01
4.25
3.94
3.99
4.05
3.69
3.86
3.79
3.79
4.02
3.83
3.90
3.73
174
Table 74
School Environment
Bulacan State
University
Dr.Yanga
Colleges, Inc.
Meycauayan
College
1. Finding a comfortable area where to

3.42
3.67
4.26
2. Having enough resources needed in the

library to aid in studying
3.58
3. Professor encourages to study harder
4.30
3.97
4.10
4. School is free from distractions (i.e

3.16
3.39
3.56
5. Joining extracurricular activities reduces

time for studying
3.01
Year level
Polytechnic
AVERAGE
University of
Campus
Questions
3.74
3.48
2.99
3.62
2.92
3.38
3.80
3.98
2.73
3.22
3.28
3.40
3.45
3.52
175
Table 75
FOURTH YEAR STUDENTS FROM BULSU
MEAN
VERBAL
INTERPRETATION
TIME MANAGEMENT
3.73
GOOD
STUDY ENVIRONMENT
3.81
GOOD
3.55
GOOD
NOTE TAKING SKILLS
3.53
GOOD
SCHOOL ENVIRONMENT
3.59
GOOD
AVERAGE GROUP MEAN
3.64
GOOD
Table 76
FOURTH YEAR STUDENTS FROM DYCI
MEAN
VERBAL
INTERPRETATION
TIME MANAGEMENT
3.57
GOOD
STUDY ENVIRONMENT
3.60
GOOD
3.56
GOOD
NOTE TAKING SKILLS
4.12
GOOD
SCHOOL ENVIRONMENT
3.82
GOOD
AVERAGE GROUP MEAN
3.73
GOOD
176
Table 77
FOURTH YEAR STUDENTS FROM MC
MEAN
VERBAL
INTERPRETATION
TIME MANAGEMENT
4.09
GOOD
STUDY ENVIRONMENT
4.05
GOOD
3.68
GOOD
NOTE TAKING SKILLS
4.07
GOOD
SCHOOL ENVIRONMENT
3.08
FAIR
AVERAGE GROUP MEAN
3.79
GOOD
Table 78
VERBAL INTERPRETATION OF STUDY HABIT AMONG FOURTH YEAR
STUDENTS FROM PUP
MEAN
VERBAL
INTERPRETATION
TIME MANAGEMENT
3.45
FAIR
STUDY ENVIRONMENT
3.31
FAIR
3.13
FAIR
NOTE TAKING SKILLS
3.40
FAIR
SCHOOL ENVIRONMENT
3.12
FAIR
AVERAGE GROUP MEAN
3.28
FAIR
177
Table 79
ACADEMIC PERFORMANCE OF THE RESPONDENTS FROM SECOND YEAR
OF BULSU
Grades
Frequency
Percentage
1.00-1.24
0%
1.25-1.49
0%
1.50-1.74
33.33%
1.75-1.99
28.57%
2.00-2.24
38.10%
2.25-2.49
0%
2.50-2.74
0%
2.75-2.99
0%
3.00
0%
3.01-5.00
0%
Table 80
ACADEMIC PERFORMANCE OF THE RESPONDENTS FROM THIRD YEAR
OF BULSU
Grades
Frequency
Percentage
1.00-1.24
7.41%
1.25-1.49
10
37.04%
1.50-1.74
14
51.85%
1.75-1.99
3.70%
2.00-2.24
0%
2.25-2.49
0%
2.50-2.74
0%
2.75-2.99
0%
3.00
0%
3.01-5.00
0%
178
Table 81
ACADEMIC PERFORMANCE OF THE RESPONDENTS FROM FOURTH YEAR
OF BULSU
Grades
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00
Frequency
0
2
7
2
6
0
0
0
0
0
Percentage
0%
11.76%
41.18%
11.76%
35.30%
0%
0%
0%
0%
0%
Table 82
OF DYCI
Grades
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00
Frequency
0
1
20
9
0
0
0
0
0
0
Percentage
0%
3.33%
66.67%
30%
0%
0%
0%
0%
0%
0%
179
Table83
OF DYCI
Grades
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00
Frequency
0
0
3
18
6
1
0
0
0
0
Percentage
0%
10.71%
64.29%
21.43%
3.57%
0%
0%
0%
0%
0%
Table 84
OF DYCI
Grades
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00
Frequency
0
3
8
7
4
0
0
0
0
0
Percentage
0%
13.64%
36.36%
31.82%
18.18%
0%
0%
0%
0%
0%
180
Table 85
OF MC
Grades
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00
Frequency
0
1
16
0
0
0
0
0
0
0
Percentage
0%
6%
94%
0%
0%
0%
0%
0%
0%
0%
Table 86
OF MC
Grades
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00
Frequency
0
1
0
3
0
0
0
0
0
0
Percentage
0%
25%
0%
75%
0%
0%
0%
0%
0%
0%
181
Table 87
OF MC
Grades
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00
Frequency
0
0
3
3
1
0
0
0
0
0
Percentage
0%
0%
43%
43%
14%
0%
0%
0%
0%
0%
Table 88
OF PUP
Grades
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00
Frequency
0
0
3
12
3
0
0
0
0
0
Percentage
0%
0%
16.67%
66.66%
16.67%
0%
0%
0%
0%
0%
182
Table 89
OF PUP
Grades
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00
Frequency
0
1
4
7
3
0
0
0
0
0
Percentage
0%
6.67%
26.67%
46.66%
20%
0%
0%
0%
0%
0%
Table 90
OF PUP
Grades
1.00-1.24
1.25-1.49
1.50-1.74
1.75-1.99
2.00-2.24
2.25-2.49
2.50-2.74
2.75-2.99
3.00
3.01-5.00
Frequency
0
0
0
3
5
6
1
0
0
0
Percentage
0%
0%
0%
20%
33.33%
40%
6.67%
0%
0%
0%
183
APPENDIX D
ANALYSIS OF
VARIANCE
Table 91
Analysis of Variance between Colleges and Universities in Bulacan
to their Time Management
Descriptives for Time Management
95% Confidence Interval for
Mean
N
2
ND
YEAR
RD
YEAR
TH
YEAR
Mean
Std. Deviation
Std. Error
Lower Bound
Upper Bound
Minimum
Maximum
BSU
3.7863
.70807
.25034
3.1943
4.3782
3.00
4.95
DYCI
3.6887
.67607
.23903
3.1235
4.2540
2.87
4.77
MC
3.6000
.74258
.26254
2.9792
4.2208
2.80
4.80
PUP
3.4913
.82504
.29170
2.8015
4.1810
2.44
4.94
Total
32
3.6416
.71197
.12586
3.3849
3.8983
2.44
4.95
BSU
3.3762
.84134
.29746
2.6729
4.0796
2.52
4.85
DYCI
3.7150
.60140
.21263
3.2122
4.2178
3.07
4.79
MC
3.7813
.72503
.25634
3.1751
4.3874
3.00
5.00
PUP
3.5263
.67834
.23983
2.9591
4.0934
2.87
5.00
Total
32
3.5997
.70023
.12378
3.3472
3.8521
2.52
5.00
BSU
3.7325
.66800
.23617
3.1740
4.2910
3.00
4.82
DYCI
3.5637
.68665
.24277
2.9897
4.1378
2.64
4.59
MC
4.0888
.51257
.18122
3.6602
4.5173
3.57
5.00
PUP
3.4500
.85201
.30123
2.7377
4.1623
2.47
4.93
Total
32
3.7087
.70041
.12382
3.4562
3.9613
2.47
5.00
170
Table 92
to their Time Management
ANOVA
Sum of Squares
2
ND
YEAR
RD
YEAR
TH
YEAR
Between Groups
Df
Mean Square
.380
.127
Within Groups
15.334
28
.548
Total
15.714
31
.813
.271
Within Groups
14.387
28
.514
Total
15.200
31
1.864
.621
Within Groups
13.344
28
.477
Total
15.208
31
Between Groups
Between Groups
Sig.
.231
.874
.527
.667
1.303
.293
186
Table 93
to their Study Environment
Descriptives for Study Environment

Mean
Lower
N
2
ND
YEAR
RD
YEAR
TH
YEAR
Mean
Std. Deviation
Std. Error
Bound
Upper Bound
Minimum
Maximum
BSU
3.8200
.48931
.17300
3.4109
4.2291
3.05
4.52
DYCI
3.6513
.48307
.17079
3.2474
4.0551
2.77
4.17
MC
3.7500
.35857
.12677
3.4502
4.0498
3.20
4.40
PUP
3.5287
.51742
.18294
3.0962
3.9613
2.72
4.33
Total
32
3.6875
.45676
.08074
3.5228
3.8522
2.72
4.52
BSU
3.6262
.48397
.17111
3.2216
4.0309
2.93
4.26
DYCI
3.6338
.40139
.14191
3.2982
3.9693
3.04
4.21
MC
4.0938
.35197
.12444
3.7995
4.3880
3.75
4.75
PUP
3.5325
.32932
.11643
3.2572
3.8078
3.13
3.93
Total
32
3.7216
.43708
.07727
3.5640
3.8791
2.93
4.75
BSU
3.8125
.56578
.20003
3.3395
4.2855
2.95
4.50
DYCI
3.5975
.43378
.15336
3.2349
3.9601
2.95
4.09
MC
4.0538
.37413
.13227
3.7410
4.3665
3.43
4.43
PUP
3.3088
.66673
.23572
2.7514
3.8661
2.20
4.07
Total
32
3.6931
.56963
.10070
3.4878
3.8985
2.20
4.50
187
Table 94

to their Study Environment
ANOVA
Sum of Squares
2
ND
YEAR
RD
YEAR
TH
YEAR
Between Groups
Df
Mean Square
.384
.128
Within Groups
6.084
28
.217
Total
6.467
31
Between Groups
1.529
.510
Within Groups
4.394
28
.157
Total
5.922
31
Between Groups
2.410
.803
Within Groups
7.649
28
.273
10.059
31
Total
Sig.
.589
.627
3.247
.037
2.940
.050
188
Table 95

to their Test Taking/ Preparation Skills
Descriptives for Test Taking/ Preparation Skills

Mean
N
2
ND
YEAR
RD
YEAR
TH
YEAR
Mean
Std. Deviation
Std. Error
Lower Bound Upper Bound
Minimum
Maximum
BSU
3.6075
.33079
.11695
3.3310
3.8840
3.19
4.05
DYCI
3.6538
.40627
.14364
3.3141
3.9934
3.17
4.30
MC
3.0000
.59522
.21044
2.5024
3.4976
2.20
3.50
PUP
3.2700
.45532
.16098
2.8893
3.6507
2.50
3.83
Total
32
3.3828
.51173
.09046
3.1983
3.5673
2.20
4.30
BSU
3.2225
.29965
.10594
2.9720
3.4730
2.67
3.59
DYCI
3.4295
.61009
.21570
2.9194
3.9396
2.50
4.11
MC
3.6563
.44194
.15625
3.2868
4.0257
2.75
4.25
PUP
3.3175
.47734
.16876
2.9184
3.7166
2.27
3.87
Total
32
3.4064
.47633
.08420
3.2347
3.5782
2.27
4.25
BSU
3.5500
.52011
.18389
3.1152
3.9848
2.55
4.23
DYCI
3.5619
.51228
.18112
3.1336
3.9901
2.86
4.32
MC
3.6788
.39571
.13990
3.3479
4.0096
3.00
4.29
PUP
3.1250
.46050
.16281
2.7400
3.5100
2.60
3.73
Total
32
3.4789
.49929
.08826
3.2989
3.6589
2.55
4.32
189
Table 96

to their Test Taking/ Preparation Skills
ANOVA
Sum of Squares
2
ND
YEAR
RD
YEAR
TH
YEAR
Df
Mean Square
Between Groups
2.265
.755
Within Groups
5.853
28
.209
Total
8.118
31
.837
.279
Within Groups
6.196
28
.221
Total
7.034
31
Between Groups
1.417
.472
Within Groups
6.311
28
.225
Total
7.728
31
Between Groups
Sig.
3.613
.025
1.261
.307
2.096
.123
190
Table 97

to their Note Taking Skills
Descriptives of Note Taking Skills
Mean
Std.
N
2
ND
YEAR
RD
YEAR
TH
YEAR
Mean
Deviation
Std. Error
Lower Bound
Upper Bound
Minimum
Maximum
BSU
3.8567
.51663
.21091
3.3145
4.3988
2.81
4.14
DYCI
3.8550
.50409
.20580
3.3260
4.3840
2.93
4.30
MC
3.3333
.29439
.12019
3.0244
3.6423
2.90
3.80
PUP
3.5283
.32239
.13162
3.1900
3.8667
3.06
3.89
Total
24
3.6433
.45473
.09282
3.4513
3.8353
2.81
4.30
BSU
3.4567
.56309
.22988
2.8657
4.0476
2.37
4.00
DYCI
3.9817
.34868
.14235
3.6158
4.3476
3.39
4.43
MC
3.8750
.44017
.17970
3.4131
4.3369
3.00
4.25
PUP
3.5133
.44329
.18097
3.0481
3.9785
2.67
3.87
Total
24
3.7067
.48308
.09861
3.5027
3.9107
2.37
4.43
BSU
3.5300
.42441
.17326
3.0846
3.9754
2.68
3.86
DYCI
4.1217
.35431
.14465
3.7498
4.4935
3.55
4.59
MC
4.0717
.55560
.22682
3.4886
4.6547
3.00
4.43
PUP
3.8117
.49195
.20084
3.2954
4.3279
2.86
4.29
Total
24
3.8837
.49411
.10086
3.6751
4.0924
2.68
4.59
191
Table 98

to their Note Taking Skills
ANOVA
Sum of Squares
2
ND
YEAR
RD
YEAR
TH
YEAR
Df
Mean Square
Between Groups
1.198
.399
Within Groups
3.558
20
.178
Total
4.756
23
Between Groups
1.223
.408
Within Groups
4.145
20
.207
Total
5.368
23
Between Groups
1.334
.445
Within Groups
4.282
20
.214
Total
5.615
23
Sig.
2.244
.114
1.967
.151
2.076
.136
192
Table 99

to their School Environment
Descriptives for School Environment
95% Confidence Interval for Mean
Std.
N
2
ND
YEAR
RD
YEAR
TH
YEAR
Mean
Deviation
Std. Error
Lower Bound
Upper Bound
Minimum
Maximum
BSU
3.6300
.60568
.27087
2.8779
4.3821
2.81
4.48
DYCI
3.6640
.19126
.08553
3.4265
3.9015
3.43
3.93
MC
3.6800
.35637
.15937
3.2375
4.1225
3.10
4.00
PUP
3.1900
.47984
.21459
2.5942
3.7858
2.39
3.61
Total
20
3.5410
.45135
.10092
3.3298
3.7522
2.39
4.48
BSU
3.2660
.49176
.21992
2.6554
3.8766
2.74
4.07
DYCI
3.4660
.36896
.16500
3.0079
3.9241
3.18
4.11
MC
3.8500
.62750
.28062
3.0709
4.6291
3.25
4.75
PUP
3.1220
.46805
.20932
2.5408
3.7032
2.67
3.87
Total
20
3.4260
.53607
.11987
3.1751
3.6769
2.67
4.75
BSU
3.5900
.47329
.21166
3.0023
4.1777
3.14
4.36
DYCI
3.8180
.25685
.11487
3.4991
4.1369
3.45
4.05
MC
3.8000
.41134
.18396
3.2893
4.3107
3.29
4.29
PUP
3.1200
.53656
.23996
2.4538
3.7862
2.60
3.93
Total
20
3.5820
.49054
.10969
3.3524
3.8116
2.60
4.36
193
Table 100

to their School Environment
ANOVA
Sum of Squares
2
ND
YEAR
RD
YEAR
TH
YEAR
Between Groups
Df
Mean Square
.828
.276
Within Groups
3.043
16
.190
Total
3.871
19
Between Groups
1.497
.499
Within Groups
3.963
16
.248
Total
5.460
19
Between Groups
1.584
.528
Within Groups
2.988
16
.187
Total
4.572
19
Sig.
1.451
.265
2.015
.152
2.826
.072
194
Table 101
Anova
Descriptives
N
studyhabit.2nd
studyhabit.3rd
studyhabit.4th
Mean
Std.
Deviation

Mean
Std. Error Lower Bound Upper Bound Minimum Maximum
1.00
35
3.7429
.51746
.08747
3.5651
3.9206
2.81
4.95
2.00
35
3.6971
.47256
.07988
3.5348
3.8595
2.77
4.77
3.00
35
3.4629
.56987
.09633
3.2671
3.6586
2.20
4.80
4.00
35
3.4126
.54716
.09249
3.2246
3.6005
2.39
4.94
Total
140
3.5789
.54170
.04578
3.4883
3.6694
2.20
4.95
1.00
35
3.3963
.55705
.09416
3.2049
3.5876
2.37
4.85
2.00
35
3.6413
.50495
.08535
3.4679
3.8148
2.50
4.79
3.00
35
3.8500
.52230
.08828
3.6706
4.0294
2.75
5.00
4.00
35
3.4200
.49127
.08304
3.2512
3.5888
2.27
5.00
Total
140
3.5769
.54614
.04616
3.4856
3.6682
2.27
5.00
1.00
35
3.6540
.52871
.08937
3.4724
3.8356
2.55
4.82
2.00
35
3.7030
.51069
.08632
3.5276
3.8784
2.64
4.59
3.00
35
3.9429
.45901
.07759
3.7852
4.1005
3.00
5.00
4.00
35
3.3583
.64349
.10877
3.1372
3.5793
2.20
4.93
Total
140
3.6645
.57316
.04844
3.5688
3.7603
2.20
5.00
195
APPENDIX E
POST-HOC TESTS
Table 102
to their Study Habit components per year level (Post Hoc Test)
Multiple Comparisons
Tukey HSD
(I)
colleges.
Depende and.univ
nt
ersities.
Variable 8
(J)
colleges.
and.univ Mean Difference
ersities.8
(I-J)
se3
DYCI
-.00750
.19806
1.000
-.5483
.5333
MC
-.46750
.19806
.109
-1.0083
.0733
PUP
.09375
.19806
.964
-.4470
.6345
BSU
.00750
.19806
1.000
-.5333
.5483
MC
-.46000
.19806
.117
-1.0008
.0808
PUP
.10125
.19806
.956
-.4395
.6420
BSU
.46750
.19806
.109
-.0733
1.0083
DYCI
.46000
.19806
.117
-.0808
1.0008
PUP
.56125
.19806
.040
.0205
1.1020
BSU
-.09375
.19806
.964
-.6345
.4470
DYCI
-.10125
.19806
.956
-.6420
.4395
MC
-.56125*
.19806
.040
-1.1020
-.0205
.9285
BSU
DYCI
MC
PUP
se4
BSU
DYCI
MC
PUP
ps2
BSU
DYCI
MC
PUP
95% Confidence Interval
DYCI
Std. Error
Sig.
Lower Bound
Upper Bound
.21500
.26134
.843
-.4985
MC
-.24125
.26134
.793
-.9548
.4723
PUP
.50375
.26134
.240
-.2098
1.2173
BSU
-.21500
.26134
.843
-.9285
.4985
MC
-.45625
.26134
.320
-1.1698
.2573
PUP
.28875
.26134
.690
-.4248
1.0023
BSU
.24125
.26134
.793
-.4723
.9548
DYCI
.45625
.26134
.320
-.2573
1.1698
PUP
.74500*
.26134
.038
.0315
1.4585
BSU
-.50375
.26134
.240
-1.2173
.2098
DYCI
-.28875
.26134
.690
-1.0023
.4248
MC
-.74500*
.26134
.038
-1.4585
-.0315
DYCI
-.04625
.22859
.997
-.6704
.5779
MC
.60750
.22859
.059
-.0166
1.2316
PUP
.33750
.22859
.465
-.2866
.9616
BSU
.04625
.22859
.997
-.5779
.6704
MC
.65375
.22859
.037
.0296
1.2779
PUP
.38375
.22859
.353
-.2404
1.0079
BSU
-.60750
.22859
.059
-1.2316
.0166
DYCI
-.65375*
.22859
.037
-1.2779
-.0296
PUP
-.27000
.22859
.643
-.8941
.3541
BSU
-.33750
.22859
.465
-.9616
.2866
DYCI
-.38375
.22859
.353
-1.0079
.2404
3.00
.27000
.22859
.643
-.3541
.8941
*. The mean difference is significant at the 0.05 level.
197
Table 103
to their Study Habit components (Post Hoc Test)
Tukey HSD
(I)
(J)
Dependent
overall.
overall.
Variable
C.U
C.U
overall.SE
1.00
2.00
.09996
.08724
.662
-.1259
.3258
3.00
-.15429
.11919
.567
-.4628
.1543
4.00
.26871
.09989
.038
.0101
.5273
1.00
-.09996
.08724
.662
-.3258
.1259
3.00
-.25424
.11705
.134
-.5572
.0487
4.00
.16875
.09732
.309
-.0832
.4207
1.00
.15429
.11919
.567
-.1543
.4628
2.00
.25424
.11705
.134
-.0487
.5572
4.00
.42299
.12676
.005
.0949
.7511
1.00
-.26871
.09989
.038
-.5273
-.0101
2.00
-.16875
.09732
.309
-.4207
.0832
3.00
-.42299
.12676
.005
-.7511
-.0949
2.00
-.10995
.08631
.581
-.3334
.1135
3.00
.10077
.11792
.828
-.2045
.4060
4.00
.20568
.09883
.162
-.0501
.4615
1.00
.10995
.08631
.581
-.1135
.3334
3.00
.21071
.11580
.267
-.0890
.5105
4.00
.31562
.09628
.007
.0664
.5649
1.00
-.10077
.11792
.828
-.4060
.2045
2.00
-.21071
.11580
.267
-.5105
.0890
4.00
.10491
.12541
.837
-.2197
.4295
1.00
-.20568
.09883
.162
-.4615
.0501
2.00
-.31562
.09628
.007
-.5649
-.0664
3.00
-.10491
.12541
.837
-.4295
.2197
2.00
-.36101
.11316
.009
-.6539
-.0681
2.00
3.00
4.00
overall.PS
1.00
2.00
3.00
4.00
overall.NT
1.00

Mean Difference
(I-J)
Std. Error
Sig.
Lower Bound
Upper Bound
198
2.00
3.00
4.00
overall.SCE
1.00
2.00
3.00
4.00
3.00
-.13214
.15461
.828
-.5324
.2681
4.00
.12996
.12958
.748
-.2055
.4654
1.00
.36101
.11316
.009
.0681
.6539
3.00
.22887
.15183
.435
-.1641
.6219
4.00
.49097
.12624
.001
.1642
.8178
1.00
.13214
.15461
.828
-.2681
.5324
2.00
-.22887
.15183
.435
-.6219
.1641
4.00
.26210
.16442
.384
-.1635
.6877
1.00
-.12996
.12958
.748
-.4654
.2055
2.00
-.49097
.12624
.001
-.8178
-.1642
3.00
-.26210
.16442
.384
-.6877
.1635
2.00
-.16286
.09650
.333
-.4127
.0869
3.00
-.24429
.13185
.252
-.5856
.0970
4.00
.33131
.11050
.016
.0453
.6173
1.00
.16286
.09650
.333
-.0869
.4127
3.00
-.08143
.12947
.923
-.4166
.2537
4.00
.49417
.10765
.000
.2155
.7728
1.00
.24429
.13185
.252
-.0970
.5856
2.00
.08143
.12947
.923
-.2537
.4166
4.00
.57560
.14021
.000
.2126
.9385
1.00
-.33131
.11050
.016
-.6173
-.0453
2.00
-.49417
.10765
.000
-.7728
-.2155
3.00
-.57560
.14021
.000
-.9385
-.2126
199
Table 104
to their Study Habit (Post Hoc Test)
(I)
(J)
overall. overall.

Mean Difference
C.U
C.U
1.00
2.00
-.11709
.06312
.251
-.2805
.0463
3.00
-.11260
.08624
.560
-.3358
.1106
4.00
.21171
.07227
.019
.0246
.3988
1.00
.11709
.06312
.251
-.0463
.2805
3.00
.00449
.08468
1.000
-.2147
.2237
4.00
.32880
.07041
.000
.1465
.5111
1.00
.11260
.08624
.560
-.1106
.3358
2.00
-.00449
.08468
1.000
-.2237
.2147
4.00
.32431
.09171
.003
.0869
.5617
1.00
-.21171
.07227
.019
-.3988
-.0246
2.00
-.32880
.07041
.000
-.5111
-.1465
3.00
-.32431
.09171
.003
-.5617
-.0869
2.00
3.00
4.00
(I-J)
Std. Error
Sig.
Lower Bound
Upper Bound
200
Table 105
Post Hoc Test
Tukey HSD
95% Confidence
(I)
colleges.and.uni colleges.and.uni
Dependent Variable
versities.8
overall.studyhabit.2nd 1.00
2.00
3.00
4.00
overall.studyhabit.3rd 1.00
2.00
3.00
4.00
Interval
(J)
versities.8
Mean
Difference (I-J) Std. Error
Sig.
Lower
Upper
Bound
Bound
2.00
.04571
.12622
.984
-.2826
.3740
3.00
.28000
.12622
.123
-.0483
.6083
4.00
.33029
.12622
.048
.0020
.6586
1.00
-.04571
.12622
.984
-.3740
.2826
3.00
.23429
.12622
.252
-.0940
.5626
4.00
.28457
.12622
.114
-.0437
.6129
1.00
-.28000
.12622
.123
-.6083
.0483
2.00
-.23429
.12622
.252
-.5626
.0940
4.00
.05029
.12622
.979
-.2780
.3786
1.00
-.33029
.12622
.048
-.6586
-.0020
2.00
-.28457
.12622
.114
-.6129
.0437
3.00
-.05029
.12622
.979
-.3786
.2780
2.00
-.24503
.12418
.203
-.5680
.0780
3.00
-.45371
.12418
.002
-.7767
-.1307
4.00
-.02371
.12418
.998
-.3467
.2993
1.00
.24503
.12418
.203
-.0780
.5680
3.00
-.20869
.12418
.338
-.5317
.1143
4.00
.22131
.12418
.286
-.1017
.5443
1.00
.45371
.12418
.002
.1307
.7767
2.00
.20869
.12418
.338
-.1143
.5317
4.00
.43000
.12418
.004
.1070
.7530
1.00
.02371
.12418
.998
-.2993
.3467
2.00
-.22131
.12418
.286
-.5443
.1017
overall.studyhabit.4th 1.00
2.00
3.00
4.00
3.00
-.43000
.12418
.004
-.7530
-.1070
2.00
-.04900
.12901
.981
-.3846
.2866
3.00
-.28886
.12901
.118
-.6244
.0467
4.00
.29571
.12901
.105
-.0399
.6313
1.00
.04900
.12901
.981
-.2866
.3846
3.00
-.23986
.12901
.251
-.5754
.0957
4.00
.34471
.12901
.042
.0091
.6803
1.00
.28886
.12901
.118
-.0467
.6244
2.00
.23986
.12901
.251
-.0957
.5754
4.00
.58457
.12901
.000
.2490
.9201
1.00
-.29571
.12901
.105
-.6313
.0399
2.00
-.34471
.12901
.042
-.6803
-.0091
3.00
-.58457
.12901
.000
-.9201
-.2490
APPENDIX F
CORRELATIONS
Table 106
Relationship of Bulacan State Universitys Study Habit
to their Academic Performance
Correlations
BSU.TM
BSU
Time
Pearson Correlation
BSU.SE
1
Sig. (2-tailed)
BSU.PS
.354
**
BSU.NT
.621
**
BSU.SCE
.358
BSU.GRADES
**
.026
.210
.003
.000
.002
.831
.081
70
70
70
70
70
70
**
**
.234
.269
.060
.000
.051
.024
.620
70
70
70
70
70
**
**
.117
.000
.003
.335
70
70
70
70
**
Management
N
BSU
Pearson Correlation
Study
Sig. (2-tailed)
Environment
BSU
Pearson Correlation
Test Taking/
Sig. (2-tailed)
Preparation Skills
BSU
Pearson Correlation
Note Taking
Sig. (2-tailed)
Skills
.354
.003
70
.621
**
.411
.411
.000
.000
70
70
**
.234
.002
.051
.000
70
70
70
.358
.445
**
**
.354
.329
**
.265
.005
.027
70
70
70
**
.018
BSU
Pearson Correlation
.026
.269
School
Sig. (2-tailed)
.831
.024
.003
.005
70
70
70
70
70
70
1
Environment
.354
.445
.329
.880
BSU
Pearson Correlation
.210
.060
.117
.265
.018
GRADES
Sig. (2-tailed)
.081
.620
.335
.027
.880
70
70
70
70
70
70
**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).
204
Table 107
Relationship of Dr.Yanga Colleges Inc Study Habit
Correlations
DYCI.TM
DYCI
Time
Pearson Correlation
DYCI.SE
1
Sig. (2-tailed)
DYCI.PS
.388
**
DYCI.NT
.289
**
DYCI.SCE
.256
DYCI.GRADES
.094
-.144
.000
.009
.022
.407
.204
80
80
80
80
80
80
**
**
.003
.042
.001
.000
.977
.709
80
80
80
80
80
**
**
.152
.001
.003
.178
80
80
80
80
**
.182
.145
.106
.199
80
Management
N
DYCI
Pearson Correlation
School
Sig. (2-tailed)
Environment
.000
DYCI
Pearson Correlation
Test Taking/
Sig. (2-tailed)
Preparation Skills
.388
80
.289
**
.362
.009
.001
80
80
**
.498
.366
**
.324
Pearson Correlation
.256
Note Taking
Sig. (2-tailed)
.022
.000
.001
80
80
80
80
80
**
.182
.366
**
DYCI
Skills
.498
.362
DYCI
Pearson Correlation
.094
.003
School
Sig. (2-tailed)
.407
.977
.003
.106
80
80
80
80
-.144
.042
.152
.145
.204
.709
.178
.199
.004
80
80
80
80
80
Environment
DYCI
Pearson Correlation
GRADES
Sig. (2-tailed)
N
.324
.320
**
.004
80
80
**
.320
80

205
Table 108
Relationship of Meycauayan Colleges Study Habit
Correlations
MC.TM
MC
Time
Pearson Correlation
MC.SE
1
Sig. (2-tailed)
MC.PS
.561
**
MC.NT
.411
MC.SCE
.439
MC.GRADES
.330
.071
.002
.030
.019
.087
.719
28
28
28
28
28
28
**
Management
N
MC
Pearson Correlation
Study
Sig. (2-tailed)
Environment
.561
.002
28
*
.440
-.463
.013
28
28
28
28
28
**
.449
.302
-.459
.017
.119
.014
28
28
28
28
.035
-.230
.861
.238
Test Taking/
Sig. (2-tailed)
.030
.000
28
28
.019
.411
.429
.023
Pearson Correlation
Skills
**
.000
MC
Preparation
.715
.715
MC
Pearson Correlation
.439
Note Taking
Sig. (2-tailed)
.019
.023
.017
28
28
28
28
28
28
-.034
Skills
.429
.449
MC
Pearson Correlation
.330
.440
.302
.035
School
Sig. (2-tailed)
.087
.019
.119
.861
28
28
28
28
28
28
-.230
-.034
Environment
MC
Pearson Correlation
.071
-.463
GRADES
Sig. (2-tailed)
.719
.013
.014
.238
.863
28
28
28
28
28
-.459
.863
28

206
Table 109
Relationship of Polytechnic University of the Philippines Study Habit
Correlations
PUP.TM
PUP
Time
Pearson Correlation
PUP.SE
1
Sig. (2-tailed)
PUP.PS
.394
**
PUP.NT
.607
**
PUP.SCE
.305
PUP.GRADES
.065
-.273
.006
.000
.035
.662
.061
48
48
48
48
48
**
**
.041
-.213
.000
.000
.781
.146
48
48
48
48
**
.115
-.252
.000
.435
.085
Management
N
PUP
Pearson Correlation
School
Sig. (2-tailed)
Environment
PUP
Pearson Correlation
Test Taking/
Sig. (2-tailed)
Preparation Skills
48
.394
**
.006
48
48
**
**
.607
.558
.558
.510
.545
.000
.000
48
48
48
48
48
48
**
**
-.014
-.145
.925
.327
PUP
Pearson Correlation
.305
Note Taking
Sig. (2-tailed)
.035
.000
.000
48
48
48
48
48
48
-.004
Skills
.510
.545
PUP
Pearson Correlation
.065
.041
.115
-.014
School
Sig. (2-tailed)
.662
.781
.435
.925
48
48
48
48
48
48
-.273
-.213
-.252
-.145
-.004
.061
.146
.085
.327
.976
48
48
48
48
48
Environment
PUP
Pearson Correlation
GRADES
Sig. (2-tailed)
N
.976
48

207
Table 110
Relationship of Second Year Students on Selected Colleges and
Universities in Bulacans Study Habit to their Academic Performance
Correlations
tm.all.2
Time
Management
Pearson Correlation
se.all.2
1
Sig. (2-tailed)
ps.all.2
.540
**
nt.all.2
.476
**
sce.all.2
.454
**
grades.all.2nd
.236
-.058
.000
.000
.000
.029
.597
86
86
86
86
86
86
**
**
.177
-.104
.000
.000
.104
.342
86
86
86
86
**
All second year

N
Study
Environment
Pearson Correlation
Sig. (2-tailed)
.540
.000
.463
**
.484
All second year

N
Test Taking/
Preparation Skills
Pearson Correlation
Sig. (2-tailed)
86
86
**
**
.476
.463
.000
.000
86
86
.427
.249
-.251
.000
.021
.019
86
86
86
86
**
.127
-.074
.245
.497
All second year

N
Note Taking
Skills
Pearson Correlation
Sig. (2-tailed)
.454
**
.484
**
.427
.000
.000
.000
86
86
86
86
86
86
-.057
All second year

N
School
Environment
Pearson Correlation
.236
.177
.249
.127
Sig. (2-tailed)
.029
.104
.021
.245
86
86
86
86
86
86
-.058
-.104
-.251
-.074
-.057
.597
.342
.019
.497
.600
86
86
86
86
86
.600
All second year

N
Grades of all
second year
Pearson Correlation
Sig. (2-tailed)
N
86

208
Table 111
Relationship of Third Year Students on Selected Colleges and
Universities in Bulacans Study Habits to their Academic Performance
tm.all.3
Time
Management
Pearson Correlation
se.all.3
1
Sig. (2-tailed)
ps.all.3
.314
**
nt.all.3
.561
**
rd
sce.all.3
.457
grades.all.3
**
.182
-.001
.006
.000
.000
.121
.995
74
74
74
74
74
74
**
.228
-.147
.001
.016
.051
.210
74
74
74
74
74
**
**
.032
.000
.000
.784
74
74
74
74
**
.233
.081
.046
.490
74
74
74
-.093
All third year

N
Study
Pearson Correlation
Environment
Sig. (2-tailed)
All third year
Test Taking/
Pearson Correlation
Preparation
Sig. (2-tailed)
Skills
All third year
Note Taking
Pearson Correlation
Skills
Sig. (2-tailed)
All third year
.314
.006
74
.561
**
.369
.000
.001
74
74
.457
**
.279
.369
.504
**
.000
.016
.000
74
74
74
**
.504
**
Pearson Correlation
.182
.228
Environment
Sig. (2-tailed)
.121
.051
.000
.046
74
74
74
74
74
74
-.001
-.147
.032
.081
-.093
.995
.210
.784
.490
.429
74
74
74
74
74
Grades of all
Pearson Correlation
third year
Sig. (2-tailed)
N
.233
.408
School
All third year
.408
.279
.429
74

209
Table 112
Relationship of Fourth Year Students on Selected Colleges and
tm.all.4
Time
Management
se.all.4
ps.all.4
sce.all.4
grades.all.4
th
**
.086
-.027
-.194
.005
.003
.493
.831
.118
66
66
66
66
66
66
**
**
.178
.000
.008
.153
.009
66
66
66
66
66
**
Pearson Correlation
Sig. (2-tailed)
.341
**
nt.all.4
.358
All fourth year

N
Study
Pearson Correlation
Environment
Sig. (2-tailed)
Alll fourth year
Test Taking/
Pearson Correlation
Preparation
Sig. (2-tailed)
Skills
All fourth year
.341
.005
66
.358
**
.580
.003
.000
66
66
**
**
.326
.488
**
.308
-.321
**
-.282
.000
.012
.022
66
66
66
66
**
.307
-.203
.012
.103
66
66
66
-.226
Note Taking
Pearson Correlation
.086
Skills
Sig. (2-tailed)
.493
.008
.000
66
66
66
-.027
.178
.308
.831
.153
.012
.012
66
66
66
66
66
66
-.203
-.226
All fourth year
School
Pearson Correlation
Environment
Sig. (2-tailed)
All fourth year
Grades of all
Pearson Correlation
fourth year
Sig. (2-tailed)
N
-.194
.326
.580
-.321
**
.488
-.282
.307
.068
.118
.009
.022
.103
.068
66
66
66
66
66
66

210
Table 113
Relationship of four Selected Colleges and
Universities in Bulacans Study Habits components to their Academic
Performance
Correlations
overall.GRAD
overall.TM overall.SE overall.PS overall.NT overall.SCE
overall.TM
Pearson
.415
**
.466
**
.333
**
.139
ES
-.059
Correlation
Sig. (2-tailed)
N
overall.SE
Pearson
.000
.000
.000
.037
.374
226
226
226
226
226
226
**
.415
.461
**
.400
**
.193
**
-.161
Correlation
overall.PS
Sig. (2-tailed)
.000
226
Pearson
.466
**
.000
.000
.004
.015
226
226
226
226
226
**
**
-.109
.000
.000
.103
226
226
226
226
**
**
-.056
.002
.404
226
226
226
**
-.057
.461
.450
**
.323
Correlation
overall.NT
Sig. (2-tailed)
.000
.000
226
226
Pearson
.333
**
.400
**
.450
.202
Correlation
overall.SCE
Sig. (2-tailed)
.000
.000
.000
226
226
226
Pearson
.139
.193
**
.323
**
.202
Correlation
Sig. (2-tailed)
.037
.004
.000
.002
226
226
226
226
226
226
-.059
-.161
-.109
-.056
-.057
Sig. (2-tailed)
.374
.015
.103
.404
.394
226
226
226
226
226
overall.GRADE Pearson
S
.394
Correlation
226

211
Table 114
Relationship of four Selected Colleges and
Correlations
STUDY HABITS
STUDY HABITS
Pearson Correlation
Sig. (2-tailed)
N
GRADES
Pearson Correlation
GRADES
-.125
.060
226
226
-.125
Sig. (2-tailed)
.060
226
226
212
Curriculum
Vitae
214

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THE STUDY HABITS AND ACADEMIC PERFORMANCE OF BACHELOR OF

SCIENCE IN ACCOUNTANCY STUDENTS IN SELECTED COLLEGES AND

In Partial fulfilment of the requirements for the Degree

This thesis entitled

Junn Karlo S. Espinosa

Emmanuel DC. Gonzales

Accepted in Partial fulfilment of the requirements for the Degree Bachelor of

PROF. JOSE M. ABAT

We want to thank our research supervisor, Ms. Bernice Alanis. Without

We would like to show gratitude to Mrs. Gloria Rante, for assisting us in

From Dr.Yangas College Institute: Mrs. Evangeline Balboa, Dean for

STUDY HABITS AND ACADEMIC PERFORMANCE OF

Bachelor of Science in Accountancy

Bernice G. Alanis, CPA

Polytechnic University of the Philippines

Study Habits, Academic Performance, BSA Students,

It must be noted that every learner is different. A strive for learning by a

Test Taking/ Preparation Skill

Note Taking Skills

7. Which components relating to their study habits affect most their

2.6 Study Habits- out of 4 schools Meycauayan College got the

GRAND MEAN of 3.71, interpreted as GOOD in Study Habits,

3.5 School Environment- Professor encourages to study harder got the

revealed that significant difference exists because the computed p-value is

revealed that significant difference exists because the computed p-value is

Using Post hoc test, comparison of Meycauayan College and Polytechnic

University and Polytechnic University of the Philippines-Santa Maria

Using Post hoc test, comparisons of Bulacan State University, Dr.Yangas

difference of Meycauayan College and Polytechnic University of the

Having a correlation coefficient of -0.059, it shows that there is statistically

Having a correlation coefficient of -0.109, it shows that there is statistically

performance of BSA students from selected colleges and universities in Bulacan.

Having a correlation coefficient of -0.125, it shows that there is statistically

study habit. In connection to this result, their academic performance is

The following recommendations will be necessary for the improvement of study

For MC accountancy students, they must follow what is written

For the professors of the selected colleges and universities, it is

To the parents, they must help their children to create or find

3. Test Taking/ Preparation Skills

The BSA students of four colleges and universities should

by their instructor. This would help them to understand more

Each student should regularly review their notes after class

Chapter 1: The Problem and Its Background

Background of the Study

Statement of the Problem

Scope and Limitation

Significance of the Study

Chapter 2: Review on Related Literature and Studies

Chapter 3: Research Methodologies

Research Method Used

Description of the Respondents

Test of Validity and Reliability

Data Gathering Procedures

Statistical Treatment of Data

Chapter 4: Presentation, Analysis and Interpretation of Data

Chapter 5: Summary, Conclusion, and Recommendations

E. POST HOC TEST

DISTRIBUTION OF STUDENTS AS TO THEIR SCHOOL

DISTRIBUTION OF STUDENTS AS TO THEIR YEAR LEVEL

TEST TAKING/ PREPARATION SKILLS

NOTE TAKING SKILLS

ANALYSIS OF VARIANCE BETWEEN FOUR SELECTED

ANALYSIS OF VARIANCE BETWEEN FOUR SELECTED

ANALYSIS OF VARIANCE BETWEEN FOUR SELECTED