Study Habits - Academic Performers

Technological Institute of the Philippines Manila
College of Business Education

Bachelor of Science in Accountancy
STUDY HABITS OF ACADEMIC PERFORMERS IN TECHNOLOGICAL INSTITUTE

OF THE PHILIPPINES MANILA
A Research Paper Presented to the Faculty of Business Education

Technological Institute of the Philippines - Manila
In Partial Fulfillment of the Requirements in Management Consultancy (ACCTG 533)

For the Degree of Bachelor of Science in Accountancy
under the advisory of Mr. Froilan S. Labausa
Foz, Jan Carlo C.

Gomez, Johana Carla T.
Luz, Angela M.
Miron, Feldar M.
Zarate, John Mark E.
October 2016

ABSTRACT
This research identified the study habits of academic performers in Technological Institute of
the Philippines Manila. Out of the total population of 105 scholars taken from the Excellence Roll for
the second semester, Academic Year 2015-2016, only 76 respondents were subjected to the study
using the incidental sampling approach and were tasked to answer the survey questionnaires.
The study also showed that the academic performers considered the factors such as time
management, learning techniques, and study environment as part of their study habits. These
academic performers create a to do list by importance and allot time for recreation and fun but still
work under pressure. In terms of learning techniques, the study showed most of the respondents
sought other reference materials other than the prescribed books and have a practice of taking down
notes. When it comes to the preparation for the examinations, only few admitted that they review at
least a week before the exam day. On the other hand, the preferable environment to study among the
academic performers was with classmates or group, at home, where must be quiet and no distraction
and during until dawn.

ACKNOWLEDGEMENT
First of all, the researchers thank the Almighty God for the strength and ability to accomplish
this study.
Moreover, we would like to express our deepest gratitude to the persons who assisted and
guided us in the process of completing this thesis.
To Mr. Froilan S. Labausa, Chair of College of Business Education and our adviser, for the
initiation of this study and for his inputs and suggestions for the betterment of this research.
To Mrs. Shirley Espino and Mr. Eric Buen, the professors who validated our instrument and
gave additional tips for the improvement of the questionnaires.
To C/E Mert Crisologo of the College of Maritime Education, who corrected our lapses in the
survey.
To all the College deans, Program Chairpersons and their respective secretaries.
To the following students, Louie James O. Walet, Aleanna Ree D. Ramos and Jennie P.
Antaran, who helped the researchers in locating the respondents of the study.
And to the academic performers who gave their time in answering our questionnaire despite
their hectic schedules.
The Researchers
ii

LIST OF TABLES AND GRAPHICAL PRESENTATIONS
A. Figure 1.1: Research Paradigm
B. Graph 4.1: Percentage Distribution of Gender of Academic Performers in Technological
Institute of the Philippines Manila
C. Graph 4.2: Percentage Distribution of Age of Academic Performers in Technological Institute
of the Philippines Manila
D. Graph 4.3: Percentage Distribution of Department of Academic Performers in Technological
E. Graph 4.4: Percentage Distribution of Year Level of Academic Performers in Technological
F. Graph 4.5: Percentage Distribution of Academic Scholarship of Academic Performers in
G. Table 4.1: Mean Distribution and Ranking of the Study Habits of Technological Institute of
the Philippines Manila Academic Performers as to Time Management
H. Table 4.2: Mean Distribution and Ranking of the Study Habits of Technological Institute of
the Philippines Manila Academic Performers as to Learning Techniques
I.
Table 4.3: Mean Distribution and Ranking of the Study Habits of Technological Institute of
the Philippines Manila Academic Performers as to Study Environment
iii

TABLE OF CONTENTS
Abstract ----------------------------------------------------------------------------------------------
Acknowledgement -------------------------------------------------------------------------------- ii
List of Table and Graphical Presentations ----------------------------------------------- iii
Table of Contents --------------------------------------------------------------------------------- iv
Chapter 1 The Problem and Its Background ------------------------------------------ 1
Introduction -------------------------------------------------------------------------------- 2
Background of the Study --------------------------------------------------------------- 3
Statement of the Problem -------------------------------------------------------------- 5
Conceptual Framework ----------------------------------------------------------------- 6
Scope and Delimitation ----------------------------------------------------------------- 7
Significance of the Study --------------------------------------------------------------- 7
Definition of Terms ----------------------------------------------------------------------- 8
Chapter 2 Review of Related Studies ---------------------------------------------------- 10
Local Literature --------------------------------------------------------------------------- 11
Foreign Literature ------------------------------------------------------------------------ 11
Local Studies ------------------------------------------------------------------------------ 12
Foreign Studies --------------------------------------------------------------------------- 14
Chapter 3 Methodology ----------------------------------------------------------------------- 16
Method of Research Used ------------------------------------------------------------- 17
iv

Population and Sampling -------------------------------------------------------------- 17
Research Instrument ------------------------------------------------------------------- 18
Validation of the Instrument ---------------------------------------------------------- 18
Data Gathering Procedure ------------------------------------------------------------ 19
Statistical Treatment of Data --------------------------------------------------------- 20
Chapter 4 Presentation, Analysis, and Interpretation of Data ------------------ 22
Problem 1 --------------------------------------------------------------------------------- 23
Problem 2 --------------------------------------------------------------------------------- 28
Chapter 5 Summary, Conclusions, and Recommendations --------------------- 34
Summary of Findings ------------------------------------------------------------------- 35
Conclusions ------------------------------------------------------------------------------- 38
Recommendations ---------------------------------------------------------------------- 40
BIBLIOGRAPHY
APPENDICES
A. Appendix 1: Mean Distribution of Study Habits as to Time Management, Learning
Techniques, and Study Environment per Department
B. Appendix 2: Frequency Distribution of Study Habits as to Time Management,
Learning Techniques, and Study Environment
C. Letter of Intent
D. Survey Questionnaire
E. Curriculum Vitae
v

Chapter 1
The Problem and Its Background
Introduction
A students academic performance occupies a significant place in education as well as in the
learning process. It is considered as a key criterion to judge ones total potentialities and capacities
which are frequently measured by the examination results. It is used as a basis to render judgment on
the quality of education being offered by academic institutions.
Numerous studies have been carried out which focused on the cognitive factors as predictors
of academic success. Recently, there has been a growing interest on the non-cognitive factors. A
number of researchers have examined the role of non-cognitive variables such as study skills, study
motivation, study behavior, study habits and attitudes on academic achievement. Some argued that
these factors have strong relationship with academic performance of students while others concluded
that it was the combination of the different factors that could explain students academic performance.
A growing number of studies also show that students study habits have a positive relation
with their academic performance. This reflects that if a student has the proper study habits, the
assignment marks and the examination results will be of the superior level. Experts agree that great
success in the field of knowledge is attributable to good and consistent study habits. Like any other
activity, skill and dedication are the key points for learning how to learn.

In a more recent study, Crede and Kuncel found that non-cognitive factors like study habits,
skill and study motivation among others accounted for incremental variance in academic performance
beyond standardized tests and previous grades. Moreover, a literature review by Nagaraju pointed out
that, for good academic success, good study habits and attitudes are important. Hence, it is imperative
and desirable that a probe into the pattern of study habits and attitudes of students be made.
Background of the Study

Technological Institute of the Philippines (T.I.P.) is a private, non-sectarian higher education
institution established by Engr. Demetrio A. Quirino Jr. and his wife Dr. Teresita U. Quirino. Since its
founding in 1962, it has been recognized as one of the leading engineering institutions in the
Philippines. In order to respond to the needs of the time, it offered other programs in Information
Technology Education, Business Education, Maritime Studies, and Teacher Education.
Through the years, T.I.P. has been very dedicated to transform students into graduates with
full competence in their fields of study and who also possess Filipino, industry-desired, and global
values.
In support of its objectives to maintain a high standard of education, promote academic
excellence, and cooperate with the government in the implementation of its economic and social
programs, it has undertaken a proactive plan by implementing a great quantity of strategies and

policies like its Core Values and Competencies, Academic and Quality Policies, and supported the
Outcomes-Based Education.
As an aid to its commitment to bring within the reach of the masses the blessings of higher
education, an array of scholarship grants and discounts are catered to help meet the needs of those
who are of outstanding intellects and excellent performance but are not financially capable of providing
for their education namely,
For incoming freshmen:
a. Engr. Demetrio A. Quirino Scholarship Grant for Engineering and Architecture programs;
b. Dr. Teresita U. Quirino Scholarship Grant for Accountancy and Education programs;
c. Grants for Valedictorians and Salutatorians; and
d. Partial Scholarship Grants based on the high school general average
For existing students:
a. Presidents List that requires a 1.00 to 1.25 General Weighted Average (GWA);
b. Vice President for Academic Affairs List that requires a 1.26 to 1.50 GWA; and
c. Deans List that requires a 1.51 to 1.75 GWA
For the past years since its establishment, T.I.P. has been a home for underdogs and dark
horses and it produced business tycoons, engineers, technocrats, educators, and many others in
different fields of expertise that are fully competent and also possess Filipino industry-desired, and
global values.
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How these students of excellent academic performance maintain their academic standing and
the factors influencing their study habits as to their time management, learning techniques, and study
environment were the main purpose of this research.
Statement of the Problem

This study aimed to determine the Study Habits of Academic Performers in Technological
Institute of the Philippines - Manila. At the end of this study, the following questions were answered:
1. What is the profile of the academic performers in terms of:
1.1 Gender
1.2 Age
1.3 Program
1.4 Year Level
1.5 Academic Scholarship
2. What are the study habits of these academic performers as to:

2.1 Time Management
2.2 Learning Techniques
2.3 Study Environment

Conceptual Framework
INPUT
PROCESS
Student Profile
Survey
Data gathering
Documentation
Statistical
analysis
Study Skills:
Time
management
Study
techniques
Learning
enviroment
OUTPUT
Study Habits
Figure 1.1 - Research Paradigm

The primary focus of this study was on the factors that affect the study habits of students,
specifically academic performers in Technological Institute of the Philippines - Manila as of the 2nd
Semester of Academic Year 2015-2016.
Figure 1.1 shows the inputs the researchers sought for the profiles of the academic
performers: age, gender, year level, program, and scholarship. Also, it includes the study habits of
these students as to: time management, learning techniques, and study environment. Inputs were
obtained through the utilization of survey questionnaires, documentation, and analysis. The output of
this study is the study habits.

Scope and Delimitation
This research aimed to have a thorough understanding of the study habits of academic
performers and how these study habits contributed to their success as students. This research was
delimited only to the all the students of Technological Institute of the Philippines - Manila from first year
to fifth year holding at least one scholarship as of the Second Semester, Academic Year 2015-2016.
This research considered only the academic performers in Technological Institute of the
Philippines - Manila. However, some of the results and findings obtained may nevertheless be also
applicable to the academic performers of other schools.
Significance of the study

A number of studies have already pointed out the impact of study habits to the academic
success of the students. Hence, it is imperative and desirable that a probe into the pattern of study
habits and attitudes of academic performers be made.
The researchers believed that the result of this study will be of great importance to students
since it will provide them with a better understanding of how their current study habits affect their
academic performance. Consequently, this understanding gave them a much deeper understanding of
their selves as students considering that the college life is typically beset of developmental adjustment
demands.

More specifically, this study seeks to provide:
School administrators a basis for developing programs that will aim at improving students
study habits to help the students improve their academic performance and their overall outlook on
learning.
Professors and instructors a basis for establishing effective methodologies in teaching that
will match the preferred method of learning of students, so as to maximize their learning capacity.
Students a profound understanding of the value of having proper study habits in improving
their academic performance, and assist them in creating their own study habits that will be suited to
their learning needs.
Future researchers a guidance which will serve as a basis for their further studies regarding
this topic.
Definition of terms
Academic Achievement - refers to a student's success in meeting short-term or long-term goals in
education.
Academic Performance - a term used for students based on how well they are doing in their studies
and classes.

Academic Performers students who possess a general weighted average within the 1.75 threshold
as of Second Semester, Academic Year 2015-2016
Cognitive factors - refer to characteristics of the person that affect performance and learning. These
factors involve cognitive functions like attention, memory, and logical reasoning.
Learning Techniques a students unique way of approaching his/her studies.
Non-cognitive factors - factors not measured by cognitive tests including skills, behaviors, strategies,
beliefs and attitudes that isnt content knowledge or core academic skills, but that matters for school
performance.
Scholarship - a grant or payment made to support a student's education, awarded on the basis of
academic excellence.
Study Environment an environment that is conducive for learning as selected by the student based
on his own needs and his understanding of his/her own self.
Study Habits - a well-planned and deliberate pattern of study, which has attained a form of
consistency on the part of the students towards understanding academic subjects and passing
examinations.
Time Management refers to the ones ability to use one's time effectively or productively.

Chapter 2
Review of Related Literature
Local Literature
Study habit is defined as the regular tendency and practice that one depicts during the
process of gaining information through learning. According to Giniely Venturina (2014), a teacher from
Mariveles, Bataan, establishing a proper and efficient study habit will make ones school life
meaningful and challenging. In addition, it is a pre-requisite on attaining a successful and prosperous
life in the near future. But, if the students do not have the proper study habits, this could be a reason
for them to get low grades or failing the subject or dropping out of the school. And that constitutes one
of the major problems of majority of the schools and even in the entire country. A person cannot learn
all things all by himself. Facilitators, simply teachers, play a very huge and important role in molding
ones attitude, developing someones skills, and enhancing the knowledge of every school child. In
short, a teacher is essential in putting up a brighter future for someone.
Local Studies
In a study conducted by Marie Jean Mendezabal (2013) of University of Saint Louis in
Tuguegarao City, Cagayan, she concluded that academic success requires not only high cognitive
ability but also sound study habits and attitudes (SHAs). A significant correlation between students
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study habits and attitudes and their performance in licensure examinations was clearly shown in the
present study. Thus, to enhance the quality of education, there is a need to improve the study habits
and attitudes of the students. This could be done through provision of developmental programs that
will help students build efficient and effective study habits and positive attitudes towards learning, in an
early stage of their studies. Engaging students in educationally purposeful activities that will result in
high levels of learning and personal development for all students is likewise suggested.
Foreign Literature
A review of literature highlighted the importance of students study habits and attitudes in their
academic performance. According to Menzel, cited by Rana and Kausar (2011), many students fail not
because they lack ability but because they do not have adequate study skills. Students who have
difficulty in college frequently do not have adequate study habits that affect their academic
achievement. A central problem noted was that many of these students had not learned how to take
effective notes and manage time for studying (cited by Mutsotso S.N. & Abenga E.S., 2010).
Moreover, a study by Nagaraju (2004) found that students usually do not devote sufficient time to their
studies and seldom have proper study habits.
Efficient study habits are associated with a favorable attitude toward learning in general. As
cited by Otto (1978), beliefs in the value of intellectual pursuits and in the importance of education are
positively related to academic performance. An important aspect of a students attitude toward
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education is the value he sees in what he has to learn. In the study of Sarwar et. al (2010), it was
discovered that a significant relationship between student attitudes and academic performance exists.
Another research found discrepancy between the study attitudes of high and low-achieving students.
High-achieving students had a more positive attitude toward study in that they detected and reacted
positively to the favorable aspects of the situation they found themselves in, while the low-achieving
students tended to be fault-finders, reacting to the negative aspects of study such as distractions and
minor annoyances. The high-achieving students found tertiary work an interesting challenge, accepted
the restrictions and conformed to the demands made upon them more readily, while the low achievers
appeared to lack high-level motivation. The more successful group was also found to be more realistic
and discriminating in their assessment of those situations which were highly relevant to scholastic
achievement, such as discipline and work priorities, and they were better organized in both their work
and leisure activities.
In terms of attitude towards teachers, the high achievers generally have a positive attitude
towards teachers. For instance, as compared to low achievers, the high achievers more often say that
their teachers are competent, impartial, and interested in their duties (Sarwar, M., Bashir, M., Khan,
M.N., & Khan, M.S., 2009). Yu (2011) in his study revealed that among the SHSA factors examined,
student perception of teacher effectiveness influence accounting performance.
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Foreign Studies
Many researchers have discussed the different factors that affect the students academic
performance. There are two types of factors that affect the students academic performance the
internal and external classroom factors. Both factors influence ones academic performance. Internal
classroom factors include students competence in class communication, classroom environment,
complexity of course material, learning facilities, teachers role in class, technology used in class and
exams system, class schedules, class size and class test results. External classroom factors include
extra-curricular activities, family problems, work and financial, social and other problems.
According to Karemera (2003), he found that students performance is significantly correlated
with satisfaction with academic environment and the facilities of library, computer lab and other
facilities in the institution. A study effort from the student and the proper use of the facilities provided
by the institution to student, a good match between students learning styles positively affect the
students performance.
Noble (2006), students academic accomplishments and activities, perceptions of their coping
strategies and positive attributions, and background characteristics were indirectly related to their
composite scores through academic achievement in school.
Students face a lot of problems in developing positive study attitudes and study habits. In
Hussains study of students academic performance (2006), he found that guidance is of factor through
which a student can improve his study attitudes and study habits and is directly proportional to
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academic achievement. The students who are properly guided by their parents have performed well in
exams. The guidance from the teacher also affects the students performance.
A study conducted by University of Kentucky determined that college success can be
improved with the Student Attitude Inventory or SAI. The inventory was developed in Britain and
contains 47 items which attempt to identify students in higher education on the basis of: (1) motivation,
(2) study methods, (3) examination technique, and (4) lack of distractions toward academic work.
Students in six Kentucky community colleges were asked to express their attitudes toward study
habits on the Student Attitude Inventory. There were 996 students in the sample population (413
males and 583 females). A measure of ability (composite American College Test score) and academic
performance (cumulative grade-point average) were obtained for each student sampled. The Student
Attitude Inventory did contribute a statistically significant amount of variance beyond an ability
measure for males and females. (Mark E. Thompson, 2005)
According to how-to-study.com (2009), students who are very successful in their desired
career have good study habits. It is stated in the website that students apply these habits to all their
classes. The website also recommends some tips in improving study habits. The website also
suggests that the student should try not to study all subjects in just a period. The website also added
that if you try to do too much studying at once, you will get tired and your studying will not be effective.
Space the work you have to do over shorter periods of time. Taking short breaks will restore your
mental energy.
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Chapter 3
Methodology
This chapter presents the methodology utilized in this study. Included here are the discussions
of the subtopics namely: (1) research method used (2) the sources of data for population and
sampling, (3) the research instrument used, (4) the validation of the instrument, (5) the data gathering
procedures, and (6) the statistical treatment of data.
Method of Research Used

The researchers employed the use of descriptive survey method to determine, describe and
analyze the demographic profile of the academic performers in Technological Institute of the
Philippines - Manila and their respective study habits as to time management, learning techniques and
study environment.
Population and Sampling

The sources of the data were drawn from the 105 students who are listed in the 2nd
Semester, Academic Year 2015-2016 list of Excellence Roll who garnered at least 1.75 Grade Point
Average (GPA). It includes the Dr. Teresita U. Quirino scholars, Engr. Demetrio A. Quirino scholars,
Vice President for Academic Affairs listers, Deans listers, Valedictorians and Salutatorians.
14

Incidental sampling was used where the data are gathered from the most available academic
performers. Out of 105 academic scholars 76 were taken as respondents representing 72% of the
total population.
Research Instrument
This study used a survey questionnaire with the application of Likert scale with four points
ranging from (4) Very true of me, (3) True of me, (3) Untrue of me and (1) Very untrue of me.
Unlike the usual format of the scale, the statements were divided into the three variables of
study habits consisting of time management, learning techniques and study environment.
Validation of the Instrument

Upon the approval of the research instrument, the researchers sought for comments and
recommendations from the College of Business Education faculty members, Mrs. Shirley U. Espino
and Mr. Eric Buen. Mrs. Shirley U. Espino had modified Study Techniques to Learning Techniques
and Learning Environment to Study Learning Environment. Mr. Eric Buen had commented that the
composition of each study habits in each variable must be more specific.
The questionnaire had also been presented to C/E Mert Crisologo, Chairperson of College of
Maritime Education to check the grammatical accuracy and statement composition of the survey form.
15

Data Gathering Procedure
The researchers prepared a survey questionnaire composed of 30 questions that will be used
to determine the demographic profile of each academic performer and his/her respective study habits.
The survey questionnaire contained questions that will show the study habits of these academic
performers in terms of time management, learning techniques, and study environment.
In the process of gathering the data, the researchers informed the respective chairperson of
the respective program and department through a letter of intent. The letter stated that the researchers
will be conducting a survey of the study habits of academic performers in T.I.P. Manila.
The academic performers of each college were summoned to answer the questionnaire in
order for the researchers to determine their demographic profile and study habits.
16

Statistical Treatment of Data
The statistical method used are the percentage in distributing the profile of the respondents,
weighted mean per statement, composite mean per variable, and four point scale.
1. Percentage
It is used to express how large/small a quantity is, relative to another quantity.
P =
where:
P = Percentage
= Total number of respondents
= Frequency
= Constant
2. Weighted Mean
It is the set of values represented expressed as the sums of the values multiplied by
their corresponding weights. The formula is:
WM =
where:
WM = Weighted Mean
= Weights of each column
= Frequency of each column

= Total number of respondents
17

3. Composite Mean
The composite mean is the mean of weighted mean. To derive composite mean, this
formula is used:
CM =
where:
CM = Composite Mean
= Total number of statement
= Weighted Mean of each column
4. Four Point Scale

This Four Point Scale is used to interpret the weighted mean of the study habit of
academic performer as to time management, learning techniques and study environment.
Four (4) is the highest and one (1) is the lowest.
Point Value
Mean Scale
Verbal Interpretation
3.26 4.00
Very True of Me (VT)
2.26-3.25
True of Me (T)
1.76-2.25
Untrue of Me (U)
1.00-1.75
Very Untrue of Me (VU)
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Chapter 4
Presentation, Analysis, and Interpretation of Data
This chapter presents, analyzes and interprets the data gathered in graph and table form to
determine the study habits of academic performers in Technological Institute of the Philippines
Manila.
For SOP 1, graphs are presented to determine the profile of the academic performers in terms
of:
1.1 Gender
1.2 Age
1.3 Program
1.4 Year Level
19

Graph 4.1 Percentage Distribution of Gender of Academic Performers in Technological Institute

of the Philippines Manila
As shown in Graph 4.1, the percentage distribution of gender among academic performers is
50% male and 50% female consisting of 38 males and 38 females.
20

Graph 4.2 Percentage Distribution of Age of Academic Performers in Technological Institute of
the Philippines Manila
Graph 4.2 shows the percentage distribution of ages of academic performers which were the
following: Ages ranging from 16-18 years old is 25% which consists of 19 scholars; 19-21 is 70%
which consists of 53 scholars, 22-24 is 5% which consists of 4 scholars and no scholar falls in the age
range of 25 and above.
.
21

Graph 4.3 Percentage Distribution of Department of Academic Performers in Technological
Graph 4.3 shows the percentage distribution of the department where each academic
performer belongs shows that 1% came from CITE Department comprising of 1 respondent, a
Computer Science student in particular, 34% from CEA department comprising of 26 respondents
from different programs: 1 in Chemical Engineering, 10 in Civil Engineering, 1 in Mechanical
Engineering, 5 in Electronics Engineering and 9 in Architecture, 17% in College of Maritime Education
comprising of 13 respondents consisting 12 Marine Transportation students and 1 Marine Engineering
student. 7% in the College of Arts Department comprising of 5 respondents which were all AB English
students, and 41% came from College of Business Education having the largest population of
academic performers gathered comprising of 31 students consisting of 20 Accountancy students, 9
Marketing Management students, and 2 BS Accounting Technology students.
22

Graph 4.4 Percentage Distribution of Year Level of Academic Performers in Technological
Shown in Graph 4.4 is the percentage distribution of year level of academic performers where
the 2nd year is 20% of the population gathered comprising of 14 students, 3rd year is 17% comprising
of 13 students, 4th year is 23% comprising of 18 students and 5th year having the largest population
gathered which is 40% comprising of 31 students.
23

Graph 4.5 Percentage Distribution of Academic Scholarship of Academic Performers in
The Graph 4.5 shows the percentage distribution of academic performer according to the type
of scholarship possessed where: 6% have the EDAQ grant comprising of 5 students, 3% have the
DTUQ grant comprising of 2 students, 3% have Valedictorian grant comprising of 2 students, 4% have
the Salutatorian grant comprising of 3 students, 13% are the VPAA Lister and 71% are the Deans
Lister showing the largest population gathered comprise of 54 students.
For SOP 2, data are presented in a tabular form to determine the study habits of the students
as to following:
2.1 Time Management
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Table 4.1 Mean Distribution and Ranking of the Study Habits of Technological Institute of the
Philippines Manila Academic Performers as to Time Management
Table 4.1 shows the ten survey statements the researchers used in their survey questionnaire
as to time management. As shown in the table, all the statements garnered a weighted mean ranging
from 2.26 to 3.25, which can be conferred as True of Me under the verbal interpretation of the four
point scale employed. Having a composite mean of 2.93, we may affirm that the academic performers
consider a good time management in their study habits. It has also been shown that weekend is
mostly allotted to do projects and homework being rated as first. Also, a 10-15 minutes break after an
hour of study, and to-do lists, in the order of importance, are practiced, as they are rated second and
third. Aside from doing projects and home works during weekends, some academic performers allot
their weekends for recreation and fun. Furthermore, it can be noted that these academic performers
25

can handle pressure and are capable of performing well despite of it. Easy topics are given more
consideration before the difficult ones. Moreover, home works are done after household chores.
Lastly, extracurricular activities during weekends, studying the lessons before and after classes, and
limiting the time spent online are considered least, as they have the smallest means among the ten
statements.
Table 4.2 Mean Distribution and Ranking of the Study Habits of Technological Institute of the
Philippines Manila Academic Performers as to Learning Techniques
Table 4.2 has shown a composite mean under the learning techniques of 3.24 interpreted as
(T) true of me that the study habits stated under it are being applied by the academic performers.
26

Consulting other review/reference materials other than the prescribed books is mostly done being
rated as first with a weighted mean of 3.43 interpreted as (VT) very true. Highlighting or underlining
texts to emphasize key facts in lecture notes or books weighted 3.39 interpreted as (VT) very true is
second mostly done, third is writing notes in own words for better understanding weighted 3.36
interpreted as (VT) very true, fourth is thinking of examples on how a particular topic might be applied
or used weighted 3.33 interpreted as (VT) very true, fifth is taking notes when reading books or during
class lectures weighted 3.32 interpreted as (VT) very true, sixth is asking help from a classmate or
professor when they don't understand the topic weighted 3.28 interpreted as (T) true of me, seventh is
anticipating the possible questions that may be asked on the tests weighted 3.26 interpreted as (T)
true of me, eighth is reviewing the returned test papers and study the items got wrong weighted 3.21
interpreted as (T) true of me, ninth is reviewing for major exams at least a week before the
examination day weighted 2.93 interpreted as (T) true of me and the last is answering test questions in
the book after reading each chapter is weighted 2.91 interpreted as (T) true of me.
27

Table 4.3 Mean Distribution and Ranking of the Study Habits of Technological Institute
of the Philippines Manila Academic Performers as to Study Environment
Shown in Table 4.3 are the study habits under the study environment where it derived to a
composite mean of 2.92 interpreted as (T) true of me that the environment stated under it are being
preferred by the academic performers except for studying in the afternoon which weighted 2.22 and
interpreted as (U) untrue of me means that studying in the afternoon is impracticable. Studying in a
quiet place with no distraction and having a good lighting is the most preferred by respondent being
rated as first, having a weighted mean of 3.43 interpreted as (VT) very true of me, secondly preferred
is studying in a tidy place weighted 3.43 interpreted as (VT) very true of me, third is studying at night to
dawn weighted 3.38 interpreted as (VT) very true of me which can be inferred that it is their peak time
of energy where concentration level is high, fourth is studying at home weighted 3.32 interpreted as
(VT) very true of me, fifth is making sure to have good sleep before studying weighted 3.13 interpreted
as (T) true of me, sixth is studying in the morning weighted 2.79 interpreted as (T) true of me, seventh
28

is studying at school or library weighted 2.70 interpreted as (T) true of me, eighth is studying with
classmates or peer group weighted 2.42 interpreted as (T) true of me, ninth is studying with music
playing on the background weighted 2.33 interpreted as (T) true of me and last, with a negative result
interpreted as Untrue of Me, is studying in the afternoon that had a negative result.
29

Chapter 5
Summary, Conclusions, and Recommendations
This chapter will present the summary, conclusions, and recommendations of this research
based on the data gathered and analyzed in Chapter 4.
Summary of Findings
This research aimed to have a thorough understanding of the study habits of academic
performers in Technological Institute of the Philippines - Manila from first year to fifth year holding at
least one scholarship as of the Second Semester, Academic Year 2015-2016.
Specifically, this research sought to answer the following problems:
1. What is the profile of the academic performers in terms of:
1.1 Gender
1.2 Age
1.3 Program
1.4 Year Level
30

As to the profile of the academic performers, half of the respondents are female while the
other half is male. Majority of them are nineteen to twenty-one years of age while the remaining are of
the ages sixteen to eighteen, and twenty-two to twenty-four. Mostly are from the College of Business
Education followed by the College of Engineering and Architecture, College of Maritime Education,
College of Arts, and, finally, College of Information Technology Education. A greater part is from the
fifth year students followed by fourth year, second year, and third year.
2. What are the study habits of these academic performers as to:

2.1 Time Management
Under the time management, we may affirm that the academic performers consider a good
time management in their study habits, as evident by its composite mean of 2.93. It has also been
shown that weekend is mostly allotted to do projects and homework being rated as first. Also, a 10-15
minutes break after an hour of study, and to do lists, in the order of importance, are practiced, as they
are rated second and third. Aside from doing projects and home works during weekends, some
academic performers allot there weekends for recreation and fun. Furthermore, it can be noted that
these academic performers can handle pressure and are capable of performing well despite of it. Easy
topics are given more consideration before the difficult ones. Moreover, home works are done after
31

household chores. Lastly, extracurricular activities during weekends, studying the lessons before and
after classes and limiting the time spent online are least considered.
As to learning techniques, consulting other review/reference materials other than the
prescribed books is the most practiced study habit as it was rated first among the ten statements.
Highlighting or underlining texts to emphasize key facts in lecture notes or books was rated second.
Writing notes in own words for better understanding was rated third. Thinking of examples on how a
particular topic might be applied or used was fourth. Taking notes when reading books or during class
lectures was fifth. Asking help from a classmate or professor when they don't understand the topic,
anticipating the possible questions that may be asked on the tests, reviewing the returned test papers
and study the items got wrong, and reviewing for major exams at least a week before the examination
day were rated sixth, seventh, eighth, and ninth. Finally, answering test questions in the book after
reading each chapter was rated last.
As to the study environment, studying in a quiet place with no distraction and having a good
lighting is the most preferred being rated as first followed by studying in a tidy place. Studying at night
to dawn, which can be inferred as their peak time of energy where concentration level is high, was
rated third and studying at home was rated fourth. Making sure to have good sleep before studying
was fifth and sixth was studying in the morning. Studying at school or library was seventh, studying
with classmates or peer was eighth, and studying with music playing on the background was ninth.
Lastly, studying in the afternoon had a negative result, which we can say that, for academic
performers, afternoons arent the perfect time to study.
32

The researchers employed the use of descriptive survey method to determine, describe and
analyze the demographic profile of the academic performers of Technological Institute of the
Philippines - Manila and their respective study habits as to time management, learning techniques and
study environment.
This study used a survey questionnaire with the application of Likert scale with four points
ranging from (1) Very untrue of me, (2) Sometimes untrue of me, (3) Sometimes true of me and (4)
Very true of me. Unlike the usual format of the scale, the statements were divided into the three
variables of study habits consisting of time management, learning techniques and study environment.
Percentages, weighted mean, and composite mean were the statistical method that the
researchers used for this research.
Conclusion
The results of this study showed the profile of the academic performers of Technological
Institute of the Philippines - Manila in terms of age, gender, program, year level and academic
scholarship and their study habits of as to time management, learning techniques and study
environment.
The study showed that 70% or a number of 53 academic performers are at age ranging from
19 to 21 years old.
33

The result showed that College of Business Education is the department that has the largest
population of academic performers which comprise of 31 students consisting of 20 Accountancy
students, 9 Marketing Management students, and 2 BS Accounting Technology students.
In terms of year level, most academic performers are in 5 th year. As to the academic
scholarship, Deans Lister has the largest population among the scholarships being offered by the
school.
As to time management, the academic performers employ a good time management in
studying. It has been shown that weekend is mostly allotted to do projects and homework being rated
as first. The students also prefer having a 10-15 minutes break every after an hour of study. Having a
to do list also helps students manage their time. The study also concludes that most students find it
difficult to limit their time being spent online.
Under the learning techniques, the academic performers prefer consulting other
review/reference materials other than the prescribed books, being rated as first. Highlighting or
underlining texts to emphasize key facts in lecture notes or book, taking notes and writing it in own
words when reading books or during class lectures and thinking of examples on how a particular topic
might be applied or used also helps students to properly understand the lesson. Students also try to
anticipate the possible questions that may be asked on the tests.
In the study environment, studying in a quiet place with no distraction and having a good
lighting is the most preferred by the respondents, being rated as first. Studying in a tidy place helps
34

students to think and study well. Studying at home and at night to dawn, which can be inferred that it is
their peak time of energy where concentration level is high, is also preferred by the students.
Proper study habits will serve academic performance of the students. This study was mostly
directed to study habits individually. Future research may examine common effects of study habits on
academic performances.
Recommendation
After analyzing and concluding the results of this study, the researchers recommended the
following:
To the school, encourage the students to participate in both curricular and extra-curricular
activities especially on weekends since most of the classes are commenced during weekdays. Also,
the schedule of the classes should be more concentrated in the afternoon regardless of the year level
since academic performers do not usually study in that period of time. It will utilized the slack time of
the student into studying instead of spending time online which consume some of their time.
To the professors and instructors, provide more seat works and exercises to the students in
order for them to fully understand the topic discussed which will contribute to their habit of studying.
Also, provide pre-final examination or pre-major examination that will encourage the students to review
more often instead of rushing before the day of examination.
35

To the students, participate in group study or peer review. It will help both the tutor and the
reviewee since the subjects will be both mastered by them. Employ taking down notes because it will
be beneficial not only for the current semester but also for review courses.
36

BIBLIOGRAPHY
Scribd: "The Effect of Study Habits on the Academic Performance of Freshmen Education Students in
Xavier University Cagayan De Oro City", 2008, Bangon, C. & Edpalina, C.R.
< https://www.scribd.com/mobile/doc/24002413/THE-EFFECT-OF-STUDY-HABITS-ON-THEACADEMIC-PERFORMANCE-OF-FRESHMEN-EDUCATION-STUDENTS-IN-XAVIER-UNIVERSITYCAGAYAN-DE-ORO-CITY-SCHOOL-YEAR-2008-20>
Open Science Repository: "Study Habits and Attitudes: The Road to Academic Success", February
15, 2013, Mendezabal, M.J.N <
http://webcache.googleusercontent.com/search?q=cache:http://www.open-sciencerepository.com/study-habits-and-attitudes-the-road-to-academic-success.html>
Develop Good Habits: "11 Good Study Habits for a Breakthrough Routine", 2016, S.J Scott
< http://www.developgoodhabits.com/good-study-routine/>
Science and Education Publishing: "Factors Contributing to the Students Academic Performance: A
Case Study of Islamia Unviersity Sub-Campus", 2013, Ali, Shukat, et. Al
< http://pubs.sciepub.com/education/1/8/3/>
IJCA Online: "Study Habits of Higher Performing Engineering Students: A Survey", 2014, Chitkara,
Singhal and Aggarwal < http://research.ijcaonline.org/volume97/number2/pxc3897029.pdf>
37

Academia: Study Habits of the Grade-V and Grade-Vi Students in Baluarte Elementary School, School
Year 2012-2013, March 16, 2013, Amora, S.A.V., Bonote, P.Y., Dupende, D.A., Lopez, C.G., Retes,
H.M., & Salapang, J. <http://www.academia.edu/3753746/FINAL_FINAL_RESEARCH_PAPER_1_>
38
Appendix 1 Mean Distribution of Study Habits as to Time Management, Learning Techniques, and
Study Environment per Department
CBE
1.8
PARTICULARS
TIME MANAGEMENT
I make a "to do" list and arrange it in order of
importance.
In studying, I study first the topics I consider easy
before proceeding to the more difficult ones.
I study the lessons before and after class.
I answer my home work after doing some chores at
home.
I rest for 10-15 minutes after an hour of study.
I schedule my extracurricular activities during
weekends.
I allot my weekends to do my projects or unfinished
homework.
I allot my weekends for recreation or fun.
1.9
I limit the time I spent on being online under

control.
1
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.10
2
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
CEA
CME
COA
CITE
WM
VI
WM
VI
WM
VI
WM
VI
WM
VI
2.87
3.04
3.08
2.60
4.00
VT
2.81
2.92
2.85
2.00
4.00
VT
2.52
2.54
2.92
2.80
4.00
VT
2.61
2.58
3.54
VT
3.20
4.00
VT
3.03
2.96
3.08
3.20
3.00
2.61
2.73
2.62
3.00
4.00
VT
3.03
3.00
3.46
VT
3.00
4.00
VT
3.00
2.88
3.15
2.80
1.00
VU
2.62
2.46
3.40
VT
4.00
VT
2.35
I work better when under pressure.
2.71
2.92
3.08
3.60
VT
4.00
VT
COMPOSITE MEAN
2.75
2.82
3.02
2.96
3.60
VT
2.71
2.81
3.23
3.20
1.00
VU
3.03
3.27
VT
3.46
VT
2.60
4.00
VT
2.94
3.19
3.46
VT
2.80
4.00
VT
3.13
3.19
3.54
VT
3.80
VT
1.00
VU
3.26
VT
3.31
VT
3.38
VT
3.40
VT
1.00
VU
3.58
VT
3.15
3.00
3.20
4.00
VT
3.29
VT
3.08
3.46
VT
3.00
4.00
VT
2.97
2.65
2.92
2.60
4.00
VT
3.06
3.08
3.54
VT
3.60
VT
4.00
VT
LEARNING TECHNIQUES
I start reviewing for major exams at least a week
before the examination day.
I anticipate the possible questions that may be asked
on the tests.
I review the returned test papers and study where I
got wrong.
I take notes as I read books or during class lectures.
I write my notes in my own words for better
understanding
I highlight or underline texts to emphasize key facts in
my lecture notes or books.
I think of examples on how a particular topic might be
applied or used.
I answer test questions in the book after reading each
chapter.
When I don't understand the topic, I ask help from a
classmate or my professor.
I consult other review/reference materials other than
the prescribed books.
COMPOSITE MEAN
3.29
VT
3.23
3.46
VT
3.80
VT
4.00
VT
3.13
3.10
3.35
VT
3.20
3.10
3.42
VT
3.15
3.31
VT
3.60
VT
4.00
VT
3.58
VT
3.19
3.38
VT
3.20
4.00
VT
1.97
2.5
2.38
2.80
4.00
VT
VT
STUDY ENVIRONMENT
3.3
I keep my study place tidy so that I can think and

study well.
I study in a quiet place with no distraction and having
a good lighting.
I study better with music playing on the background.
3.4
I prefer to study at school or library.
2.71
2.42
2.69
3.00
4.00
3.5
I prefer to study at home.
3.13
3.12
3.46
VT
3.40
VT
4.00
VT
3.6
I study with my classmates or peer group.
2.19
2.54
2.38
2.20
1.00
VU
3.7
I prefer to study in the morning.
2.77
2.62
2.38
3.60
VT
1.00
VU
3.8
I prefer to study in the afternoon.
2.06
2.08
2.46
2.60
1.00
VU
3.9
I prefer to study at night to dawn.
3.26
VT
3.12
3.38
VT
3.80
VT
4.00
VT
3.1
I make sure I got good sleep before I study.
2.97
2.88
3.46
VT
3.40
VT
3.00
2.81
2.76
2.93
3.16
3.00
3.1
3.2
COMPOSITE MEAN
Appendix 2 Frequency Distribution of Study Habits as to Time Management, Learning Techniques,

and Study Environment
1
Time Management
I make a "to do" list and arrange it in order of importance.

In studying, I study first the topics I consider easy before
proceeding to the more difficult ones.
I answer my home work after doing some chores at home.
I schedule my extracurricular activities during weekends.
I allot my weekends to do my projects or unfinished homework.
I limit the time I spend on being online under control.
23
35
16
21
8
19
31
21
32
21
8
26
34
41
35
27
25
29
37
44
32
13
24
17
13
22
13
16
12
11
8
3
5
5
8
2
2
12
7
2.1
Learning Techniques
I start reviewing for major exams at least a week before the
examination day.
2.2
I anticipate the possible questions that may be asked on the tests.
2.3
I review the returned test papers and study where I got wrong.
2.4
2.5
I write my notes in my own words for better understanding

I highlight or underline texts to emphasize key facts in my lecture
notes or books.
I think of examples on how a particular topic might be applied or
used.
21
36
32
38
39
34
25
30
29
28
16
14
12
4
6
5
1
2
5
3
46
17
10
32
17
37
38
7
18
0
3
36
28
37
35
Study Environment
41
27
3.2
I keep my study place tidy so that I can think and study well.
I study in a quiet place with no distraction and having a good
lighting.
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
46
16
19
42
10
25
6
43
37
24
19
24
20
27
24
24
24
18
4
15
24
10
24
13
27
4
15
2
26
9
4
15
14
19
5
6
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
2
2.6
2.7
2.8
2.9
2.10
3
3.1
I answer test questions in the book after reading each chapter.

When I don't understand the topic, I ask help from a classmate or
my professor.
I consult other review/reference materials other than the
prescribed books.
Total
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
76
Technological Institute of the Philippines

#363 P. Casal St., Quiapo Manila
September 13, 2016

Dear Participants,
Good day!
We, the 5th year BSA students, invite you to take part in a research study entitled: Study Habits of
Academic Performers in Technological Institute of the Philippines Manila. This research aims to
determine the factors affecting the study habits of academic performers in T.I.P. Manila as of the 2nd
semester, S.Y. 2015-2016.
Your participation in this survey is highly valued, but voluntary. Rest assured that your information will be
kept in strict confidentiality and will be used only for this purpose. No one other than the researchers will
know your individual answers to this questionnaire.
If you agree to participate in this study, please answer the questions as honest as possible. There is no
right or wrong answers in the survey just answers that are true to yourself.
Thank you for your assistance in this important endeavor.
Sincerely yours,
Foz, Jan Carlo C.
Luz, Angela M.
Miron, Feldar M.

Dear Sir/Madam:
Good day!
The following undersigned are 5th year students taking up Bachelor of Science in Accountancy and
presently conducting a research entitled Study Habits of Academic Performers in Technological Institute of
the Philippines Manila, and we need your help to realize our objectives.
This research aims to determine the factors affecting the study habits of academic performers in T.I.P.
Manila as of the 2nd semester, S.Y. 2015-2016. Its respondents are the undergraduate students of your
department namely:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Alvarez, Mitz Kathlyn Natividad

Callanga, Herman Franco
Corpuz, Vianney Lopez
De Gulan, Melvin Elcano
De Guzman, Jeanne Pauline Guevarra
Dela Cruz, Hans Lawrence Eugenio
Famorcan, Hazel Dawn Camille Yap
Legaspi, Laurice Jean Dabu
Llanto, Vianca Sison
10.
11.
12.
13.
14.
15.
16.
17.
18.
Oliquino, Charles Julius Santos

Olleta, Benjamin Jay Delina
Pelaez, Gabriel Pantoja
Perez, Grant Gremor Mengote
Proceso, Camille Anne Garcia
Tan, John Chino Anquilo
Tan, Joyce Ramos
Tangalin, Keziah Reuel Balanza
Vasquez, Rolls Grant Bendulo
Such study is a requirement for the completion of our Management Consultancy (ACCTG 533) course. We
are therefore requesting you to give this questionnaire to the following students mentioned above and rest
assured that the information derived herein will be treated with utmost confidentiality.
Thank you very much and God bless!
Respectfully yours,
Noted and Approved by:
Foz, Jan Carlo C.
Luz, Angela M.
Miron, Feldar M.
_______________________
Froilan S. Labausa
Department Chair, College of Business Education

Dear Sir/Madam:
Good day!
department namely:
1.
2.
3.
4.
5.
6.
7.
Agriz, Harvy Luigie Pellazar

Arevalo, Sherwin Bonsol
Biag, Rainier Jan Crepa
Ceros, Cloe Canete
Ibana, Ronie Ben Galasinao
Ignacio, Ezra Dave Calderon
Llobrera, Robert Jr. Roncal
8.
9.
10.
11.
12.
13.
Manuel, Samantha Ordinario

Mella, Mark Jay Robledo
Molino, Jeff Evsen Bermejo
Pacheco, James Aerol Sican
Palma, John Marwin Dela Cruz
Vasquez, Reggie Bendulo
Respectfully yours,
Foz, Jan Carlo C.
Luz, Angela M.
Miron, Feldar M.
_______________________
Froilan S. Labausa

Dear Sir/Madam:
Good day!
department namely:
1.
2.
3.
4.
5.
6.
Arce, Christine Joy Elquiero

Bredonia, Emmanuel Selda
Colonia, Louise Nikki Salud
Mendoza, Seth Ian Iguin
Punto Jr, Eduardo Eneja
Valenzuela, Reynaldo Jr. Vasco
Respectfully yours,
Foz, Jan Carlo C.
Luz, Angela M.
Miron, Feldar M.
_______________________
Froilan S. Labausa

Dear Sir/Madam:
Good day!
department namely:
1.
2.
3.
4.
5.
Alarcon, Honey Jane Asuncion

Corsado, Marian Gupong
Gamurot, Ele Jon Ignacio
Oh, Alain Aenas Buyco
Stephens, Chynna Louise Matabang
Respectfully yours,
Foz, Jan Carlo C.
Luz, Angela M.
Miron, Feldar M.
_______________________
Froilan S. Labausa

Dear Sir/Madam:
Good day!
department namely:
1.
2.
3.
4.
5.
6.
7.
Agnas, Jr., Rodel Batad

Correa, Christian Earl Advincula
Cudiamat, Sunshine Mendoza
Clavite, Alfred
Felices, Jonah Grace Tejada
Ferrer, Mary Ann Kristine Tejada
Guanzon, Patrick Vizcarra
8.
9.
10.
11.
12.
13.
Lope, Jackie Ericka Manao

Nathan, Kharrel Anne Tajan
Pangilinan, Michael Trinidad
Ramil, Michelle Salabe
Ramos, Aleanna Ree Dayrit
Relox, Darille Chinel
Respectfully yours,
Foz, Jan Carlo C.
Luz, Angela M.
Miron, Feldar M.
_______________________
Froilan S. Labausa

Dear Sir/Madam:
Good day!
department namely:
1.
2.
3.
4.
5.
Abarnas, Jovy Macasling

Bondoc, Erika Ritzelle Patingo
Echavez, Jonalyn Regis
Macias, John Eddie Donalvo
Naculangga, Vileser Tiolo
Respectfully yours,
Foz, Jan Carlo C.
Luz, Angela M.
Miron, Feldar M.
_______________________
Froilan S. Labausa

Dear Sir/Madam:
Good day!
department namely:
1.
2.
3.
4.
5.
Bermiso, Vlady Marie Sulima

Pableo, Arlyn Declaro
Pernia, Kiarra Indra Zapanta
Piape, Rachel Alberto
Tibre, Jeanette Jalique
Respectfully yours,
Foz, Jan Carlo C.
Luz, Angela M.
Miron, Feldar M.
_______________________
Froilan S. Labausa

Dear Sir/Madam:
Good day!
department namely:
1.
2.
3.
4.
5.
6.
Ballero, Heither Ann Enrile

Bernabe, Glenwin Gonzalo
Lopez, Jason Patrick Samson
Napolis, Charlotte Penano
Potestades, Joyce Ann Sta. Barbara
Velarde, Janice Jean Reyes
Respectfully yours,
Foz, Jan Carlo C.
Luz, Angela M.
Miron, Feldar M.
_______________________
Froilan S. Labausa

Dear Sir/Madam:
Good day!
department namely:
1.
2.
3.
4.
5.
Domondon, Jannel Lyn Fajardo

Garcia, Rajan Paul Cifra
Gepullano, Junalyn Asis
Germanes, Jennyvie Santos
Silvestre, John Louren Buan
Respectfully yours,
Foz, Jan Carlo C.
Luz, Angela M.
Miron, Feldar M.
_______________________
Froilan S. Labausa

Dear Sir/Madam:
Good day!
department namely:
1. Destreza, Janine Esteban
2. Feliciano, Ronwald Dylan Bondoc
Respectfully yours,
Foz, Jan Carlo C.
Luz, Angela M.
Miron, Feldar M.
_______________________
Froilan S. Labausa

Dear Sir/Madam:
Good day!
department namely:
1.
2.
3.
4.
5.
Binbing, Jonalyn Sagmon

Bonayon, Bernadette Lagbas
Duyao, Jarwin Yumul
Fillarca, Lear Anne Madali
Marques, Jeanin Capangyarihan
6.
7.
8.
9.
Mulingbayan, Marinelle Malabanan

Seco, Charles Kenette Parangalan
Villanueva, Sabilyn Reyes
Zuniga, Rozelle Mary Calica
Respectfully yours,
Foz, Jan Carlo C.
Luz, Angela M.
Miron, Feldar M.
_______________________
Froilan S. Labausa
Study Habits of Academic Performers in Technological Institute of the Philippines

Manila
SURVEY QUESTIONNAIRE
Name (Optional):___________________________________________ Gender: ( ) Female
( )
Male
Age:
( ) 16-18
st
( ) 19-21
nd
Year Level:
( ) 1 year
( )2
year
Department:
( ) CEA
( ) CBE
( ) 22-24
( ) 25 and above
rd
th
th
( ) 3 year
( ) 4 year
( ) 5 year
( ) CITE
( ) CoA
( ) CME
Program: ___________________________________________________
Scholarship:
( ) DTUQ
( ) EDAQ
( ) Presidents List
( ) VPAAs List
( ) Valedictorian
( ) Salutatorian
( ) Deans List
Rate the following statements as to the following: (Check one only)
4 Very True of Me
3 True of Me
2 Untrue of Me
1 Very Untrue of Me
Time Management
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
2
I make a "to do" list and arrange it in order of importance.

In studying, I study first the topics I consider easy before proceeding to the more
difficult ones.
I answer my home work after doing some chores at home.
I schedule my extracurricular activities during weekends.
I allot my weekends to do my projects or unfinished homework.
I limit the time I spend on being online under control.
Learning Techniques
2.1
I start reviewing for major exams at least a week before the examination day.
2.2
I anticipate the possible questions that may be asked on the tests.
2.3
I review the returned test papers and study where I got wrong.
2.4
2.5
I write my notes in my own words for better understanding
1.1
2.6
I highlight or underline texts to emphasize key facts in my lecture notes or books.
2.7
I think of examples on how a particular topic might be applied or used.
2.8
I answer test questions in the book after reading each chapter.
2.9
When I don't understand the topic, I ask help from a classmate or my professor.
2.10
I consult other review/reference materials other than the prescribed books.
Study Environment
3.1
I keep my study place tidy so that I can think and study well.
3.2
I study in a quiet place with no distraction and having a good lighting.
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
JAN CARLO C. FOZ

Technological Institute of the Philippines (TIP), Manila 2012-Present
B8 L9 U-119 Seminary Road, Brgy. Bahay Toro, Project 8, Quezon City
jancarlofoz@yahoo.com
0920-963-6725
OBJECTIVE
To establish a career in business education where I can demonstrate the learning outcomes of the Business Education
program of the Technological Institute of the Philippines (TIP), a program accredited by the Philippine Association of
Colleges and Universities Commission on Accreditation (PACUCOA).
EDUCATIONAL ATTAINMENT
Tertiary

2012 - 2017
Secondary
Quezon City Academy

2008 2012
KNOWLEDGE, SKILLS AND ATTITUDE

As a student from TIP with its orientation towards outcomes-based education, I have acquired and can demonstrate the
following students acquired outcomes (knowledge, skills and attitude) necessary to the practice of accountancy profession:
Bookkeeping, Cost Accounting, Financial Accounting
Computer literate in Microsoft Word, Excel, e-mail & social media
Basic knowledge in SAP
Exceptional listener and communicator who effectively conveys information verbally and in writing
Ability to perform and complete work as instructed, effective at multi-tasking
Highly trustworthy, discreet and ethical
AWARDS AND RECOGNITIONS
1st runner-up
1st PICPA Western Metro Manila Cup (July 20, 2016)
De La Salle University - Manila
VPAA Lister (2016)
1st place
Accounting Quiz Bee (February 2016)
Technological Institute of the Philippines - Quezon City
Deans Lister (2012 - 2015)
3rd place
SYNTAX: Unraveling the Codes of Tax World Quiz bee (December 2015)
R.G. Manabat & Co. and University of Santo Tomas
1st place
1st Academic Triathlon Jr. Quiz bee (October 2015)
R.G. Manabat & Co. and Philippine Womens University
3rd place
Accounting Quiz Bee (February 2015)
Technological Institute of the Philippines - Quezon City
LEADERSHIP ACTIVITY
Junior Philippine Institute of Accountants TIP Manila

Head of Logistics Committee
S.Y. 2014 2015
WORK EXPERIENCE
Phil-Nippon Kyoei Corporation

Internship
November 2015 January 2016
SEMINARS AND TRAININGS ATTENDED
SYNTAX: Unraveling the Codes of Tax World (2016)

University of Santo Tomas
Lets Talk about TAXATION (2015)
Accounting Symposium: Embracing Responsibility in Adopting Business Trends For Attainment of Desired
Outcomes (2015)
Technological Institute of the Philippines Quezon City
Grand Academic Congress: Trying the Knot: Commitment to the Profession (2015)
Far Eastern University Manila & University of the East Manila
PFRS for SMEs (2014)
Rizal Technological University Mandaluyong
REFERENCES
Ms. Maricris Penamora, CPA
Former Mentor
#09985606178
Mr. Froilan Labausa, CPA

Chair, College of Business Education
#09175696843
Mr. Marco Subion

Head, Office of Student Affairs
#09178285977
I hereby certify that the above information is true and correct to the best of my knowledge and belief.
_______________________
Jan Carlo C. Foz
JOHANA CARLA TUYOR GOMEZ

Technological Institute of the Philippines, Manila 2012-Present
1064 Amarillo St., Gate III, Pasay City
johanacarlagomez@gmail.com
0926-588-9088
OBJECTIVE

Accounting Knowledge and Skills
Equipped with technical accounting skills and a practical understanding of how to apply accounting and business
knowledge
Proficient in Basic Accounting

Interpersonal Skills
Sensitive and works well with others
Supportive and motivates others
Cooperates and accepts responsibilities

Organizational Skills
Handles details and coordinates tasks
Manages projects effectively
Sets goals and meets deadlines
Plans and arranges activities
SEMINAR/S AND TRAINING/S ATTENDED
Converge: The 1st PICPA Western Metro Manila Chapter Cup

Teresa Yuchengco Auditorium, De La Salle University, July 2016
Accounting Symposium
League of Ledgers: A Quest for Supremacy in the Accounting Field
Seminar Room, Technological Institute of the Philippines Quezon City, February 2016
SYNTAX: Unraveling the Codes of Tax World

AMV Multi-Purpose Hall, University of Sto. Tomas Manila, December 2015
NFJPIA 2ND Academic Conference

ROAR: Seize the Blast of the Diversified World of Accountancy
Colegio de San Juan de Letran Manila, December 2015
Winning Mindset: - A Student Development Seminar

Technological Institute of the Philippines Manila, October 2015
Lets Talk About Taxation

Technological Institute of the Philippines Manila, March 2015
EXTRA AND CO-CURRICULAR ENGAGEMENTS AND VOLUNTEER WORKS
Technical Education and Skills Development Authority (TESDA)

National Certificate III in Bookkeeping
Manila, May 2015
Deans Lister
National Federation of Junior Philippine Institute of Accountants Member

National Capital Region
June 2012 Present
Junior Philippine Institute of Accountants Member

June 2012 Present
..OTHER SKILLS
Strong analytical and problem solving skills

Well versed with MS office (MS Word, MS Excel, MS powerpoint)
Motivated, determined, and consistent
Highly trustworthy, discreet and ethical
Quick learner, keen observer, flexible, and inquisitive
REFERENCES
Mr. Froilan Labausa, CPA
Technological Institute of the Philippines, Manila
0917-569-6843
Ms. Maricris Penamora, CPA
Former Faculty Member, College of Business Education
Technological Institute of the Philippines, Manila
0998-560-6178
Mr. Lyssander Rodan Dela Cruz, CPA
Professor, College of Business Education
0917-871-2167
_______________________
Johana Carla T. Gomez
ANGELA M. LUZ
Technological Institute of the Philippines (TIP), Manila 2012-Present
376 Lucas Cuadra St., Sta. Quiteria, Caloocan City
angelamluz@ymail.com
0906-736-8034
OBJECTIVE
ON-THE-JOB TRAINING/ PRACTICUM/ WORK EXPERIENCE/S

Company:
Department of Budget and Management
Position: On-the-Job Trainee (Commission on Audit Department)
Duration: November 27, 2015 January 22, 2016
Company:
Ace Health and Water Spa, Inc.
Position: Office Staff
Duration: March 28, 2016 May 15, 2016
Highly trustworthy
Well organized
Computer Literate
Good work ethics
Able to work efficiently and effectively under pressure
Have an exceptional aptitude of learning new things in a short period of time
LEADERSHIP ACTIVITY/IES
Huwarang Mag-aaral ng Bayan(HMB) Member

Quezon City
June 2012 Present
National Federation of Junior Philippine Institute of Accountants Member

National Capital Region
June 2012 Present
Junior Philippine Institute of Accountants Member

June 2012 Present
3rd Year Representative

Department Student Council, Technological Institute of the Philippines Manila
June 2014 March 2015
Converge: The 1st PICPA Western Metro Manila Chapter Cup

Teresa Yuchengco Auditorium, De La Salle University, July 2016
Accounting Symposium
League of Ledgers: A Quest for Supremacy in the Accounting Field
Seminar Room, Technological Institute of the Philippines Quezon City, February 2016
SYNTAX: Unraveling the Codes of Tax World

AMV Multi-Purpose Hall, University of Sto. Tomas Manila, December 2015
NFJPIA 2ND Academic Conference

ROAR: Seize the Blast of the Diversified World of Accountancy
Colegio de San Juan de Letran Manila, December 2015
Winning Mindset A Student Development Seminar

Career Center Training Room, Technological Institute of the Philippines Manila, October 2015
6th Students Congress with the Alumni: A Learning Forum

Anniversary Hall, Technological Institute of the Philippines Manila, January 2015
Technical Education and Skills Development Authority (TESDA)

National Certificate III in Bookkeeping
Manila
May 2015
Scholarship and Youth Development Program (SYDP)

Scholar
Quezon City
June 2012 Present
Deans Lister
CBE Pautakan 2016 General Information Quiz Bee

Champion
September 2016
Intra Accounting Quiz Bee

5th place, Level III
February 2015
Yellow and Black Festival Show-Up

3rd place
July 2014
OTHER SKILLS
Knowledgeable in software application
SAP
MS Word
MS PowerPoint
MS Excel
REFERENCES
Ramon Anido, CPA
College of Business Education, Professor
Professor and Security Office Head
(0917)-732-9466
Lyssander Rodan Dela Cruz, CPA

College of Business Education, Professor
(0917)-871-2167
Maricris Peamora, CPA

College of Business Education, Former Professor
(0998)-560-6178
_______________________
Angela M. Luz
FELDAR M. MIRON
Technological Institute of the Philippines (T.I.P.), Manila 2012-2016
2 x 2 picture
1128 Arlegui St., Quiapo, Manila

miron.feldar@yahoo.com
0907-193-7553
OBJECTIVE
To establish a career in business education where I can demonstrate the learning outcomes of the Business Education program of
the Technological Institute of the Philippines (TIP), a program accredited by the Philippine Association of Colleges and Universities
Commission on Accreditation (PACUCOA).
ON-THE-JOB TRAINING/ PRACTICUM/ INTERNSHIP EXPERIENCE/S
On-the-Job Trainee
Audit Department
Macslink-Perez, Sese, Villa & Co.
Qualifications
Holder of NCIII in Bookkeeping
Technical Education and Skills Development Authority
May 24, 2015
Knowledge in Bookkeeping
Knowledge in Bank Reconciliation
Knowledge in Peachtree Accounting System
Knowledge in Basic SAP
Knowledge in Microsoft Office Application
Communication Skills
Critical Thinking and Problem Solving Skills
Productivity
Organized and efficient in fast-paced multitasking environments; able to prioritize effectively to accomplish objectives
with creativity and enthusiasm
Junior Philippine Institute of Accountants- TIP Manila

Finance Head Committee
S.Y. 2014-2015
National Federation of Junior Philippine Institute of Accountants

Member, 2012-Present
Junior Philippine Institute of Accountants- TIP Manila

Member, 2012- Present
Curriculum Year Organization-Romblon National High School

Auditor, 2011-2012
Supreme Pupil Government- LES

President, 2007-2008
Human Trafficking and Illegal Recruitment Awareness

Technological Institute of the Philippines-Manila
March 2, 2016
SYNTAX: Unravelling the Codes of Tax World

AMV Multi-Purpose Hall, University of Santo Thomas, Manila
December 13, 2015.
Developing the Winning Mindset

November 9, 2015
Lets Talk About Taxation

March 5, 2015
Accounting Symposium: Embracing Responsibility in Adapting Business Trends for the Attainment of Desired
Outcomes
Technological Institute of the Philippines-Quezon City
February 18, 2015
Breakout Session: Taxation Services

University of the East-Manila
January 31, 2015
PFRS for SMEs Updates

Rizal Technological University-Mandaluyong City
July 17, 2014
Accounting Symposium: PFRS Update

Technological Institute of the Philippines-Quezon City
February 28, 2014
5th Students Congress with the Alumni: A Learning Forum

January 24, 2014
Lolot Lola Da Best Ka!

Missionaries of Charity
Formation House
Tayuman St., Tondo, Manila
REFERENCES
Ethel P. Martinez, CPA
Audit Supervisor
Perez, Sese, Villa & Co.
09173087339
Froilan S. Labausa, CPA

Department Chair
College of Business EducationTIP Manila
09279808414
Michael Gatchalian, CPA

Faculty Member, JPIA Adviser
_______________________
Feldar M. Miron
JOHN MARK E. ZARATE

Technological Institute of the Philippines (T.I.P.), Manila 2016- Present
Blk 15 C Lot 11, Phase 3 E1, Dagat-dagatan, Caloocan City
johnmarkzarate@gmail.com
09276270861
OBJECTIVE
To establish a career in business education where I can demonstrate the learning outcomes of the Business Education program of
the Technological Institute of the Philippines (TIP), a program accredited by the Philippine Association of Colleges and Universities
Commission on Accreditation (PACUCOA).
ON-THE-JOB TRAINING/ PRACTICUM/ INTERNSHIP EXPERIENCE/S
Accounting Trainee
IKK Ichigan Inc.
528 Panday Pira, Tondo, Manila
November 3 December 21, 2015
Communication Skills
Productivity
Initiative
Leadership Skills
T.I.P. Voice Official School and Student Publication of Technological Institute of the Philippines - Manila
Junior Philippine Association of Management Accountants
News Editor 2015-Present
Vice President for External Affairs 2015-2016
Lets talk About Taxation JPAMA February 2014
Philippine Daily Inquirer Campus Journalism Seminar January 2013
LORSO Leadership and Training Seminar - June 2015
Internship Seminar February 2015
DOLE Seminar March 2016
Business Forum February 2016
POEA Seminar on Overseas Employment, Human Trafficking and Illegal Recruitment March 2016
2nd place Inter-department Mythology Quiz Bee 2012
3rd place Inter-department Philippine History Quiz Bee 2013
3rd place inter-department Math Quiz Bee 2012
3rd place General Information Quiz Bee 2012
2nd place Tagisan ng Talino 2012 TIP Manila
..OTHER SKILLS
Creation of formal and professional documents
Has Auditing, Taxation and Accounting Skills
Adept in Microsoft Office Programs
Practices SAP, C++, and Visual Fox Pro
REFERENCES
Nonilo Libertad Jr., CPA
Co-Founder and Incorporator, The CLSM Beacon Coaching and Consulting, Inc.
0916 324 0406
Mark Alvin Bustos

Engineer 1, EMS Resources Technology Inc
09155010747
_______________________
John Mark E. Zarate

Study Habits - Academic Performers

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Study Habits - Academic Performers

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Technological Institute of the Philippines Manila

College of Business Education

STUDY HABITS OF ACADEMIC PERFORMERS IN TECHNOLOGICAL INSTITUTE

A Research Paper Presented to the Faculty of Business Education

In Partial Fulfillment of the Requirements in Management Consultancy (ACCTG 533)

Foz, Jan Carlo C.

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Background of the Study

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Statement of the Problem

2. What are the study habits of these academic performers as to:

Technological Institute of the Philippines Manila

Figure 1.1 - Research Paradigm

Technological Institute of the Philippines Manila

Significance of the study

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Method of Research Used

Population and Sampling

Technological Institute of the Philippines Manila

Validation of the Instrument

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

= Total number of respondents

= Frequency of each column

Technological Institute of the Philippines Manila

= Total number of statement

= Weighted Mean of each column

4. Four Point Scale

Very True of Me (VT)

Very Untrue of Me (VU)

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Graph 4.1 Percentage Distribution of Gender of Academic Performers in Technological Institute

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

2. What are the study habits of these academic performers as to:

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila

Technological Institute of the Philippines Manila