Effects of Study Habits in Academic Performance
“THE EFFECT OF STUDY HABITS ON THE ACADEMIC PERFORMANCEOF FRESHMEN STUDENTS IN COLLEGE SCHOOLS OF TACLOBAN CITY, SCHOOL YEAR 2013-2014”
A research proposal
Presented to:
Instructor
Table of Contents Chapter Page 1 The Problem
Introduction. . . . . . . . . . . . .1 Conceptual Framework.. . . . . . . . 3 Schematic Diagram. . . . . . . . . .3 Statement of the Problem . . . . . . . .. 5 Null Hypothesis . . . . . . . . . . . .6
Significance of the Study. . . . . . . . .6
Scope and Limitations. . . . . . . . . . . 8
Definition of Terms . . . . . . . . . . . . 8
2 Review of Related Literature and Studies. . . . . .10
3 Research Methodology. . . . . . . . . . .17
Research Design . . . . . . . . . . . . 17
Samplings and Respondents. . . . . . . . . . 17
Research Setting . . . . . . . . . . . . . 18
Data Gathering . . . . . . . . . . . .18
Instruments Use . . . . . . . . . . . . .
19
Bibliography. . . . . . . . . . . . . . . . .
20
Appendices. . . . . . . . . . . . . . . . .
23
Curriculum Vitae. . . . . . . . . . . . . . . .
27
Chapter 1THE PROBLEMA. Introduction
The extent of student’s learning in academics may bedetermined by the grades a student earns for a period of learning has beendone. It is believed that a grade is a primary indicator of such learning. If alearner earns high grades it is concluded that they may also have learned alot while low grades indicate lesser learning. However, many experiences andstudies found out that there are also several factors that would account for thegrades. No single factor can be definitely pointed out as predicting grades. Ithas been an interplay of so many factors – gender, IQ, study habits, age, year level, parent’s educational attainment, social status, number of siblings, birthorder, etc. In fact, almost all of existing environmental and personal factorsare a variable of academic performance. However, at this point in time, theresearchers would
A research proposal
Presented to:
Instructor
Table of Contents Chapter Page 1 The Problem
Introduction. . . . . . . . . . . . .1 Conceptual Framework.. . . . . . . . 3 Schematic Diagram. . . . . . . . . .3 Statement of the Problem . . . . . . . .. 5 Null Hypothesis . . . . . . . . . . . .6
Significance of the Study. . . . . . . . .6
Scope and Limitations. . . . . . . . . . . 8
Definition of Terms . . . . . . . . . . . . 8
2 Review of Related Literature and Studies. . . . . .10
3 Research Methodology. . . . . . . . . . .17
Research Design . . . . . . . . . . . . 17
Samplings and Respondents. . . . . . . . . . 17
Research Setting . . . . . . . . . . . . . 18
Data Gathering . . . . . . . . . . . .18
Instruments Use . . . . . . . . . . . . .
19
Bibliography. . . . . . . . . . . . . . . . .
20
Appendices. . . . . . . . . . . . . . . . .
23
Curriculum Vitae. . . . . . . . . . . . . . . .
27
Chapter 1THE PROBLEMA. Introduction
The extent of student’s learning in academics may bedetermined by the grades a student earns for a period of learning has beendone. It is believed that a grade is a primary indicator of such learning. If alearner earns high grades it is concluded that they may also have learned alot while low grades indicate lesser learning. However, many experiences andstudies found out that there are also several factors that would account for thegrades. No single factor can be definitely pointed out as predicting grades. Ithas been an interplay of so many factors – gender, IQ, study habits, age, year level, parent’s educational attainment, social status, number of siblings, birthorder, etc. In fact, almost all of existing environmental and personal factorsare a variable of academic performance. However, at this point in time, theresearchers would