ANALYZING THE IMPACT OF STUDY HABITS ON ACADEMIC
PERFORMANCE OF STUDENS IN SNSU- MAINIT CAMPUS
Fern Risttee C. Dungo
Bachelor of Agricultural Technology, Surigao del Norte State University, Surigao del Norte, Philippines
INTRODUCTION
Study is the process of devoting time and attention to learning new things.
Unfortunately, a lot of students lack the skills necessary for effective study habits. The term
"study habit" refers to a variety of personal behaviours related to studying that combine study
method and competence. In other words, good study habits involve actions and skills that can
boost motivation and transform the study process into one that yields high returns and eventually
improves learning. In reality, successful study habits vary from person to person and are the key
to success. The most crucial indicator of academic achievement is study habits, and studies
conducted around the world have shown that study habits have an impact on academic
performance.
Academic achievement represents an important component of the constellation of
variables influencing student success. It also has a huge impact on education, especially by
serving as a practical method to assess students' learning progress. Psychologists and researchers
have utilized numerous personality, attitudinal, mindsets, and ability measurements in an effort
to understand how individuals differ in how they process, retain, and recollect learning material.
The impact of the students' good study habits including doing their assignments, participating
fully in class, managing their time, remaining focused, and working hard—has significantly
improved their academic achievement.
An important factor in the growth of knowledge and perceptual abilities is study habits. A
person's study habits reveal how much they will learn, how far they want to go, and how much
money they want to make. All of these could be determined during the course of a person's life
with the aid of their study habits.
Study habits have always been a part of a student’s day-to-day experiences in
studying. They are practices that could allow a learner to somehow gain interest while studying
without having to feel pressured or bothered. Study habits are one of the most important
determinants of a student’s academic performance (Jafari, 2019). As further elaborated by Kumar
(2015), study habits are the habitual tendencies and practices that students depict during the
process of gaining information through learning.
BACKGROUND OF THE STUDY
According to Kaur and Pathania (2017), College students study habits were significantly
influenced by factors like age, family wealth, and education. The results of their investigation
showed a significant correlation between study habits and academic success. It suggests that
age, family income, and educational attainment all have an impact on how students develop their
learning practises and are connected to their academic success.
According to Marc (2011), However, it explains, students with learning difficulties may
still have generally poor and inefficient study habits and techniques. Students would better
comprehend why they occasionally become irritated with conventional study techniques if they
are aware of their learning patterns or styles. He says that as they help ensure a successful
academic future, effective study habits are crucial for academic achievement. Having strong
study habits can help you get better grades, and better grades will help you get into better
colleges and institutions and maybe even get a scholarship. This will then result in a successful
career. No matter what degree of education a student has, developing appropriate study habits is
essential. It increases pupils' capacity for self-discipline, self-direction, and eventually academic
success.
According to Hills (2000), a very good and conducive learning environment encourages
students study habit and might have positive impact on their academic performances but students
reading in an unfavorable environment might find it difficult to study which may affect their
academic achievements. Students with financial constraints might also find it difficult to perform
excellently well in their academics. However, students study habit should contribute to their
academic performance. Some students do not attend classes, do not take down notes, do not do
their assignments, do not read their books or make use of the library. These attitudes may
negatively affect their academic performances especially in college subjects. This study intended
to identify various study habits used by the students and the relationship with their academic
performances
Many studies have been carried out by researchers like Adeyemo (2005) and Gbore
(2006) on effective study habits. They argue that study habits have strong relationship with the
academic performance of students. A student who cultivates certain study habit will perform
differently from a student who has another set of study habit. It is believed that student who lacks
effective and efficient means of studying would be building on shaking foundation and
consequently have weak foundation.
STATEMENT OF THE PROBLEM
This study aims to determine the challenges of the college students to their study habits
on their academic performance. Specifically, this seeks to answers the following questions:
1.) What is the profile of the respondents in term of
1.1) Sex,
1.2) Grade level
1.3) Socio-Economic status
2.) To what level do the respondents perceive the impact of study habits on academic
performance in terms of:
1.1) Time management
1.2) Learning Strategies
1.3) Consistency and persistence
3.) Are there differences in study habits and academic performance based on demographic
factors such as gender, age, and socioeconomic status?
4.) How do technological advancements and digital resources influence students' study habits
and academic performance?
OBJECTIVES
1. To identify the level of academic performance of the students.
2. To examine the correlation between learning habits and academic performance.
3. Examine the challenges faced by students in developing learning habit for better
academic performance.
4. To determine the factor affecting adult learners.
HYPOTHESIS
On the basis of the problems of the study, the following hypothesis were formulated and
raised:
There is a significant correlation between study habits and academic performance
HO.
among students. Specifically, we predict that students with consistent, effective study habits will
demonstrate higher academic achievement compared to those with irregular or ineffective study
habits.
SIGNIFICANCE OF THE STUDY
The following individuals would benefit from this study.
School Administrators. School administrators gain valuable insights into the specific
challenges students face regarding study habits and academic performance. Understanding these
challenges allows administrators to tailor support services and resources to address students'
needs effectively.
Teachers. Teachers and instructors play a crucial role in shaping students' study habits
and academic success. Your study can offer insights into the challenges students face in
developing effective study habits, allowing educators to tailor their teaching methods and
strategies accordingly.
Students. The study's results can benefit students by raising awareness of the importance
of cultivating good study habits for academic success. Students can use the findings to self-assess
their study habits and identify areas for improvement. By implementing effective study
strategies, students can enhance their learning experience and achieve better academic outcomes.
Parent. Parents and guardians play a crucial role in supporting students' academic
endeavors. Your study can provide them with valuable insights into the factors influencing their
children's study habits and academic performance.
Future Researchers. Your study can serve as a foundation for future research endeavors in the
field of education. Researchers can build upon your findings to explore additional factors
influencing study habits and academic performance, as well as the effectiveness of interventions
aimed at promoting positive study behaviors.
RESEARCH METHODOLOGY
This chapter contains the research methodology and procedure used in this study. It
includes the research design, research locale, population and participants of the study, sampling
design, research instrument, validity and reliability of instrument, data gathering procedures,
scoring and quantification of data, and statistical treatment.
Research Design
The researchers utilized the quantitative research method, specifically the descriptive
design using survey technique in the gathering of data. This research design is appropriate as the
study sought to determine the challenges perceived by the college students in SNSU- Mainit
campus in the impact of study habits on academic performance.
Research Locale
The study will be conducted at Surigao del Norte State University Mainit Campus, a
public school located at Purok 3 Barangay Magpayang Mainit, Surigao del Norte Philippines.
Specifically, this study accommodated all students of SNSU Manit Campus. It can be riding a
tricycle, motorcycle and even a motor bike.
Figure 1. The Map of the Study
Sampling Design
Selected College students of Surigao del Norte State University were made participants in
this study. The researcher used Stratified Random Sampling method in determining the number
of participants of the study where the population is divided into four-year levels and course.
Research Instrument
In this study, the researchers used a researcher-made questionnaire data or survey
questionnaire as the main instrument for data gathering.
The entire instrument was composed of two parts. Part 1 determines the profile of the
respondents as to sex, year level, course, and Socio- economic class. Part 2 consisted of items
that determine the perception of the respondents on the challenges in the study habits on
academic performance in terms of time management, learning strategies and consistency and
persistence. The mean parameters and verbal interpretation of the gathered data based on the
level of perception of the participants were interpreted using the four-point Likert scale to
compare their measures of perception.
The overall mean of each level of perception indicator were acquired for conclusion, as assessed
in the indicators, verbal interpretation, and qualitative description, as shown in the table below.
Scale Interval Verbal Interpretation Qualitative
Description
4 3.25-4.00 Strongly Agree Very
high
3 2.50-3.24 Agree High
2 1.75-2.49 Disagree Low
1 1.00-1.74 Strongly Disagree Very
low
Figure 2. Level of Perception Indicator, Verbal Interpretation, and Qualitative Description
Data Analysis
The following statistical tools was used in treating the data:
Frequency Count and Percent. This was used to determine the distribution in the
demographic profile of the respondents.
Mean and Standard Deviation. These tools were used to determine the respondents' level
of perception of the challenges in study habits on academic performance of students based on the
components in the questionnaire.
Analysis of Variance (ANOVA). This was used in identifying the variance in the
challenges perceived by the respondents according to their profile variables.
Data Gathering procedure
The researcher asked permission from the campus director of Surigao Del Norte State
University and the officer in-charge to gather data to be used in the study. After the approval of
campus director, the researchers immediately set the data to be used in the study and for the
conduct of questionnaires, the researcher administered the questionnaires personally which were
collected afterwards. Then researcher tabulated the data gathered and forwarded to the statistical
experts for interpretation purposes, and draw conclusion from the results.
RESULT AND DISCUSSION
This chapter presents the data gathered from the questionnaire that was administered to
the participants. It presents and analyzes the results of the study.
Participants of the study
The participants of the study of Surigao del Norte State University Mainit Campus,
College Students. The researcher catered random students as the participants. Table 2 shows the
distribution of population and participants of the study.
Table 2. shows the profile of the selected college students of Surigao del Norte State University
Profile f(n=30) %
Sex Male 17 56.67 %
Female 13 43.33%
Year Level 1st year 4 13.33%
2nd year 6 20%
3rd year 15 50%
4th year 5 16.67 %
Course BAT 30 100%
Socio-economic Low-income class 6 20%
Status
Middle-income class 24 80%
High-income class 0%
Table 1. Distribution of Participants of the Study
The respondents in the study are profiled in the table above. It shows that number of
respondents based on their gender, course, year level and socio-economic class. From a total of
30 student’s respondents, the majority are male that is about 17 students or 56.67% of the
population and other 13 were female, accounting for 43.33% of the population . When it comes to
the year level, it appears that 3rd year has the greatest number of respondents with 15 students (50%),
while there are 4 students (13.33%), in first year, 6 respondents (20%) in second year (20%) and 5
students (16.67%) in fourth year.
It can be gleaned from the table that all of the respondents are from BAT course which
accumulates 30 students (100%). According to these findings, the data shows that most of the
respondents, 80% of the population, are from the middle- income class, while the 20% from the low-
income class.
Table 2.
Mean distribution for the Impact of Study Habits on academic performance in terms of
time management
INDICATORS Mean Standard Verbal Qualitative
Deviation Interpretation Description
A. Time management
1 I prioritize my study tasks based
3.5 0.51 VH
on their importance and deadlines. SA
2. I allocate specific time slots for
3.37 0.49 SA VH
studying each day.
3. I set clear goals and objectives
3.3 0.60 SA VH
for each study session.
4 I avoid procrastination by
starting my assignments well 3.07 0.69 A H
ahead of the deadline.
5. I use tools or techniques such
as calendars or planners to H
3.23 0.68 A
organize my study schedule
TOTAL 3.294 0.594 SA VH
Table 2. Mean distribution for
the Impact of Study Habits on academic performance in terms of time management factor
The highest mean score of 3.5 indicates that students very strongly prioritize their study
tasks according to their importance and deadlines. This suggests that students are highly effective
in identifying and focusing on the most critical tasks, which is a key component of successful
time management. The low standard deviation of 0.51 indicates that there is a relatively small
variation in responses, meaning that most students consistently prioritize their study tasks in a
similar manner. Research indicates that prioritizing tasks based on importance and deadlines is a
fundamental aspect of effective time management. Britton and Tesser (1991) found that students
who prioritize their academic tasks and manage their time effectively tend to achieve higher
academic performance.
On the other hand, the lowest mean score of 3.07 reflects that while students generally
agree that they avoid procrastination by starting assignments early, it is the area with the most
room for improvement among the indicators. This is corroborated by the higher standard
deviation of 0.69, indicating a wider range of responses and suggesting that some students may
struggle more with procrastination compared to others. Despite being the lowest mean, the score
still falls within the "Agree" and "High" categories, showing that procrastination is managed to a
considerable extent, but not as consistently as other time management practices. Procrastination
is a common barrier to effective time management and academic achievement. Steel (2007)
identifies procrastination as a significant predictor of lower academic performance, as it leads to
rushed and lower-quality work.
INDICATORS Mean Standard Verbal Qualitative
Deviation Interpretation Description
B. Learning Strategies
1 I regularly use mnemonic
devices or memory aids to help 3.3 0.47 VH
me retain information SA
2 I often engage in self-testing or
practice quizzes as part of my
3.47 0.57 SA VH
study routine to reinforce my
learning
3. Using diverse learning
strategies enhances students' 3.4 0.50 SA VH
understanding of course material
4. I make use of various resources
such as textbooks, online articles,
and supplementary materials to 3.33 0.55 SA VH
enhance my understanding of
subjects
5. I find it helpful to discuss
course material with peers or join
study groups to gain different
3.34 0.50 SA VH
perspectives and deepen my
understanding.
TOTAL 3.368 0.518 SA VH
Table 3. Mean distribution for the Impact of Study Habits on academic performance in terms of
learning strategies factor
The data above shows how college students perceive the study habits on academic
performances in terms of learning strategies. Among 5 indicators, the item with the highest mean
is “I often engage in self-testing or practice quizzes as part of my study routine to reinforce my
learning” (M=3.47/, SD 0.57). indicating that students strongly agree that they frequently use
self-testing or practice quizzes as part of their study routine. It means most students consistently
perceive self-testing as a
valuable strategy for reinforcing their learning. Abundant research has found that self-testing is a
potent learning strategy (Dunlosky, Rawson, Marsh, Nathan & Willingham, 2013).
On the other hand, “I regularly use mnemonic devices or memory aids to help me retain
information “has the lowest mean (M=3.3, SD=0.47). This lower mean could imply that while
mnemonic devices are recognized as helpful, they might not be as universally applied or relied
upon as other strategies like self-testing.
INDICATORS Mean Standard Verbal Qualitative
Deviation Interpretation Description
C. Consistency and
persistence
1 I adhere to a regular study
routine, even on weekends and 3.17 0.79 H
holidays A
2 I allocate specific time slots for
3.27 0.52 SA VH
studying each day
3. I maintain a consistent study
schedule throughout the semester, 3.27 0.58 SA VH
regardless of other commitments.
4. I persistently revisit challenging
topics until I understand them 3.1 0.60 A H
thoroughly
5. I maintain consistency in
attending study sessions or group
2.97 0.72 A H
study meetings
TOTAL 3.156 0.642 A H
Table 4. Mean distribution for the Impact of Study Habits on academic performance in terms of
consistency and persistence factor
In consistency and persistence factors, two out of five indicators were shown to have a very high
impact “I allocate specific time slots for studying each day.” (M=3.27, SD=0.52) and “I maintain
a consistent study schedule
throughout the semester, regardless of other commitments”. (M=3.27, SD= 0.58). It means that
students distribute their time properly on studying and maintaining the study schedule throughout
the semester regardless of other commitments. The qualitative description "Very High" further
emphasizes the notable level of consistency and persistence demonstrated by individuals in
allocating time for their studies, suggesting a commendable commitment to their academic goals.
Time management behavior, including the allocation of specific time for studying, is examined
in relation to students' grades and overall academic success (N. Abdul Ghani & A. Mat Zin,
2012).
Another significant finding is shown in the indicator “I main consistency in attending
study sessions or group meetings”, which gained the lowest mean (M=2.97, SD=0.72). This
suggests that, on average, respondents to the survey may not consistently attend study sessions or
group study meetings as frequently as they adhere to other study-related routines or behaviors.
students who attend study sessions regularly tend to perform better academically compared to
those with irregular attendance patterns (A. Smith and B. Johnson, 2019).
CONCLUSION
Based on the findings and discussions presented, several conclusions can be drawn
regarding the impact of study habits on academic performance among college students at Surigao
del Norte State University Mainit Campus:
1. Profile of Respondents: The majority of respondents were male students from the
Bachelor of Agricultural Technology (BAT) program, primarily from the third year. Most
students belonged to the middle-income class.
2. Perception of Study Habits' Impact: Overall, students demonstrated positive perceptions
regarding the impact of study habits on academic performance. They strongly agreed on
prioritizing study tasks based on importance and deadlines, allocating specific study time
slots, and using diverse learning strategies. However, there were areas with room for
improvement, such as
avoiding procrastination and maintaining consistency in attending study sessions.
3. Factors Influencing Study Habits and Academic Performance: Various factors, including
time management, learning strategies, and consistency/persistence, significantly influence
academic performance. Effective time management practices, such as prioritizing tasks
and avoiding procrastination, were associated with higher academic achievement.
Similarly, engaging in self-testing, utilizing diverse resources, and maintaining consistent
study routines positively impacted learning outcomes.
In conclusion, the study highlights the importance of cultivating effective study habits for
academic success among college students. By understanding the challenges students face in
developing and maintaining study habits, educators and administrators can implement targeted
interventions to support student learning and enhance overall academic performance. Further
research in this area could explore additional factors influencing study habits, examine
longitudinal effects, and evaluate the effectiveness of intervention strategies. Overall, improving
study habits holds significant potential for enhancing educational outcomes and preparing
students for success in their academic and professional endeavors.
RECOMMENDATION
Based on the findings and conclusions of the study on the impact of study habits on
academic performance among college students, the following recommendations are suggested:
1. Implement Study Skills Workshops: Organize workshops or seminars to educate
students on effective study habits, time management techniques, and learning
strategies. These workshops can provide practical tips and resources to help students
improve their study skills and enhance academic performance.
2. Promote Digital Literacy: Integrate digital tools and resources into the learning
environment to support students' study habits. Encourage the use of educational apps,
online platforms, and digital resources that facilitate active learning, collaboration,
and information retrieval.
3. Provide Academic
Support Services: Offer academic support services, such as tutoring, mentoring, and
academic advising, to assist students in developing and maintaining effective study
habits. Tailor support programs to address the specific needs and challenges of
diverse student populations.
4. Enhance Learning Environments: Create conducive learning environments that
promote concentration, engagement, and collaboration. Ensure access to quiet study
spaces, well-equipped libraries, and technology-enabled classrooms to facilitate
effective study habits and academic success.
REFERENCES
superstudentplanner.com/blogs/news/maintaining-consistency-in-studies-how-to-stay-focused-
and-motivated
learningcenter.unc.edu/tips-and-tools/studying-101-study-smarter-not-harder/
https://takinglearningseriously.com/self-testing/
The nature of procrastination: a meta-analytic and theoretical review of quintessential self-
regulatory failure. Psychol Bull 133: 65-94
https://www.researchgate.net/publication/6598646_The_nature_of_procrastination_a_meta-
analytic_and_theoretical_review_of_quintessential_self
STUDY HABITS AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL
STUDENTS IN MATHEMATIC
https://www.researchgate.net/publication/376109940_IMPACT_ON_LEARNING_HABIT_AN
D_ACADEMIC_PERFORMANCE_OF_STUDENTS?
fbclid=IwZXh0bgNhZW0CMTAAAR2CUM70dje7qCtimqCs1Ml-mok8BB6X9jHOrw7aO
Ranju T Nair,
Dr.U.K.Kulkarni, “STUDY HABITS AND IT’S IMPACT ON ACADEMIC PERFORMANCE
IN ENGLISH OF SECONDARY SCHOOL STUDENTS IN KALABURGI REGION”.-
Palarch’s Journal Of Archaeology Of Egypt/Egyptology 17(12), ISSN 1567-214x
file:///C:/Users/Administrator/Downloads/6195-Article%20Text-12042-1-10-
20210130.pdf
https://www.dovepress.com/relationship-between-study-habits-and-academic-achievement-in-
students-peer-reviewed-fulltext-article-AMEP
https://www.researchgate.net/publication/
346580149_THE_LEARNERS'_STUDY_HABITS_AND_ITS_RELATION_ON_THEIR_ACA
DEMIC_PERFORMANCE
APPENDICES
Appendix A. Survey Questionnaire
Analyzing the Impact of Study Habits on Academic Performance of Students
in SNSU-Mainit Campus
This study aims to determine the challenges of study habits on academic performance.
This survey is open to all students in SNSU- Mainit campus, The entire survey will only take 5
to 10 minutes to complete. It is recommended for you to answer the survey completely. By
answering the survey, you consent to providing your personal information to the study
investigators. The researchers will maintain the confidentiality of data and all data will be de-
identified prior to analysis.
For questions you may email one of our researchers, Mr, Fern Risttee Dungo,
[email protected]. Thank you in advance for your participation!
Informed Consent
o I have read the study description and AGREE to participate in the survey
o I do NOT wish to participate in the survey.
Direction: Check the appropriate cells that correspond to your answer.
Part I. Profile of the Respondents
Name (Optional):
Gender:
o Female
o Male
Grade/Year Level:
o 1st Year
o 2nd year
o 3rd year
o 4th year
Socio-economic Class:
o Low-income class
o Middle- income class
o High-income class
Part II. Classifying the impact of study habits on academic performance
Direction: Please read each item about the possible circumstances college students face in study
habits on academic performance in terms of Time management, learning strategies, and
consistence and persistence.
4 SA Strongly Agree
3 A Agree
2 D Disagree
1 DA Strongly Disagree
A. Time management
4 3 2 1
Item
SA A D SD
1 I prioritize my study tasks based on their importance and
deadlines.
2 I allocate specific time slots for studying each day.
3 I set clear goals and objectives for each study session.
4 I avoid procrastination by starting my assignments well
ahead of the deadline.
5 I use tools or techniques such as calendars or planners to
organize my study schedule.
B. Learning Strategies
4 3 2 1
Item
SA A D SD
1 I regularly use mnemonic devices or memory aids to help
me retain information
2 I often engage in self-testing or practice quizzes as part of
my study routine to reinforce my learning
3 Using diverse learning strategies enhances students'
understanding of course material
4 I make use of various resources such as textbooks, online
articles, and supplementary materials to enhance my
understanding of subjects
5 I find it helpful to discuss course material with peers or
join study groups to gain different perspectives and deepen
my understanding.
A. Consistency and Persistence
4 3 2 1
Item
SA A D SD
1 I adhere to a regular study routine, even on weekends and
holidays.
2 Even when facing setbacks or difficulties, I persevere in
my study efforts until I achieve my learning goals
3 I maintain a consistent study schedule throughout the
semester, regardless of other commitments.
4 I persistently revisit challenging topics until I understand
them thoroughly
5 I maintain consistency in attending study sessions or group
study meetings
