2015 study schemes and their outcomes

8/19/2019 2015 Study Schemes and Their Outcomes

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Study Schemes and Their Outcomes: A Look into the Study Orientation vis-à-vis the

General Weighted Average of the Grade Five u!ils of

Stella "aris Academy of #avao for

School $ear %&'( ) %&'*

A Study +onducted ,y the Guidance +enter of

Stella "aris Academy of #avao

A!ril %&'*


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ABSTRACT

This study aimed to !resent the study orientations of fifth grade !u!ils

and to determine the relationshi! of their study orientations .ith the

general .eighted average they attained for the school year/ The sam!le

consisted of '01 fifth grade !u!ils !ur!osively selected from the Grade

School #e!artment of Stella "aris Academy of #avao/ The study

orientations of the !u!ils .ere measured using the Survey of Study 2a,its

and Attitudes 3SS2A4 develo!ed ,y 5ro.n and 2olt6man 3'0704 and their

general .eighted averages .ere determined de!ending on the year-end

School Form * 3SF *4 8e!ort on romotion and Level of roficiency

su,mitted ,y class advisers/ The SF * 8e!orts .ere o,tained from the

8egistrar9s Office/ sing earson-r the mean score of the !u!ils9 study

orientations .as correlated .ith the mean general .eighted average

attained ,y their ,atch/ At an r - value of &/1;( study orientations and

general .eighted averages of the !u!ils .ere found to ,e !ositively

correlated 3!


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CHAPTER I

=?T8O#+T=O?

A great deal of research literature !rovides evidence that study ha,its and study

attitudes are ,oth significant varia,les .hich determine the academic !erformance of

!u!ils 35oehler "/ et/ al/ %&&'@ 2ussain A/ %&&7@ Ogunyemi A/ and 2assan /

%&''@ 8ia6 A/ Biran A/ "alik ?/ %&&%4/ Student9s academic !erformance occu!ies a

very im!ortant !lace in education as .ell as in the learning !rocess/ =t is considered as

a key criterion to >udge a learner9s total !otentialities and ca!acities 3?uthana C $enagi

%&&04 .hich are freDuently measured ,y eEamination and test results/ =t is used to !ass

>udgment on the Duality of education offered ,y academic institutions 3"ende6a,al

%&'14/ =n an institution like Stella "aris Academy of #avao im!arting to its !u!ils the

im!ortance of study ha,its and attitudes remains a task in need of constant !rom!ting/

=n line .ith this looking into the !ossi,le relation of ho. a !u!il vie.s and regards

studying other.ise kno.n as study orientation .ith the !u!il9s academic !erformance

as reflected in the !u!il9s final grade at the end of the school year is a .orthy endeavor/


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Theoretical +once!tual Frame.ork

"artin Ford9s "otivational Systems Theory !ro!osed a frame.ork focusing on

the individual learner as the unit of analysis ,ut em,eds the individual learner in the

,iological social and environmental conteEts that are salient to develo!ment/

Furthermore Ford !ro!osed a sim!le mathematical formula that attem!ted to re!resent

all these factors in a single model/ For him the formula for effective learner-in-conteEt

functioning is:

Achievement 3"otivation E Skill4 E 8es!onsive nvironment

The formula !ro!oses that actual Hachievement and com!etence are the results

of a motivated skillful and ,iologically ca!a,le !erson interacting .ith a res!onsive

environmentI 3Ford '00%4/

A similar formula .as utili6ed ,y inder 3'0;(4 and 3cited in ?onis C 2udson

%&&74 to demonstrate !erformance as a multi!licative function of ,oth a,ility and

motivation:

erformance A,ility E "otivation

The aforementioned formula indicates that a !u!il .ith very high a,ility ,ut lo.

motivation is unlikely to !erform .ell .hereas a !u!il .ith lo. a,ility ,ut high motivation

is likely to !erform .ell/ That is the inconsistency in motivation across !u!ils may

dam!en links ,et.een a,ility and !erformance/ =n the same light one can argue that it

is sim!ly the study ha,its and attitudes that ultimately ,ring a,out the desired

!erformance and not !u!ils9 inner desires or motivations/ Therefore similar to ho.


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motivation interacts .ith a,ility to influence academic !erformance one can infer that

study ha,its and attitudes interact .ith a,ility to influence !u!il !erformance in school/

Statement of the ro,lem

This study intended to find out the relationshi! of the study orientations .ith

the academic !erformance using year-end final grades as ,asis of the Grade * !u!ils

of Stella "aris Academy of #avao for the School $ear %&'( - %&'*/

=t s!ecifically attem!ted to ans.er the follo.ing Duestions:

'/ What are the !rofile results and mean scores of the Grade * !u!ils of Stella

"aris Academy of #avao according to the Survey of Study 2a,its and AttitudesJ

%/ =s there a relationshi! ,et.een the study orientation and academic !erformance

of the Grade * !u!ils of Stella "aris Academy of #avao for the School $ear %&'(

) %&'*J

2y!othesis

There is no significant relationshi! ,et.een the study orientations and academic

!erformance of the Grade * !u!ils of Stella "aris Academy of #avao for the School

$ear %&'( ) %&'*/


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Significance of the Study

The results of the study .ill !rovide the relationshi! study orientations and

academic !erformance of the Grade * !u!ils for the School $ear %&'( - %&'*/ This

study .ill ,e most ,eneficial to the !u!ils class advisers and su,>ect teachers school

administrators and guidance counselors and facilitators/

u!ils

u!ils .ill ,e !rovided information on ho. their study orientation influences their

academic !erformance/ 2ence they .ill have ,etter understanding and a!!reciation on

the im!ortance of having study ha,its in regard to their learning/

+lass Adviser and Su,>ect Teachers

Advisers and teachers .ill also ,e acDuainted in a!!reciating ,etter the

difference in the learning !ace of their !u!ils as far as study orientation is concerned/ =n

res!onse it is eE!ected that they could formulate more efficient and creative strategies

in motivating their !u!ils in studying various su,>ect matter/ Furthermore advisers and

teachers .ill have additional reasons .hy they have to incor!orate encouraging

students to study/

School Administrators

The result of this study may add suggestions for im!roving educational !olicies

curricula and !rograms and to come u! .ith more effective strategies in the delivery of

learning/


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Guidance +ounselors and Facilitators

Guidance +ounselors and Facilitators .ill also ,e hel!ed ,y this study ,y giving

them more focused and factual kno.ledge on the factors affecting !u!ils9 academic

!erformance/ This su!!lemented understanding .ill !rove more ,eneficial on academic

counseling conducted to !u!ils .ho had failed a su,>ect or su,>ects at the end of a

grading !eriod/ =n addition the results of the study .ill contri,ute in the advancement

and formulation of more effective !rograms/

#efinition and Terms

'/ Survey of Study 2a,its and Attitudes 3SS2A4 ) it is an easily administered

measuresurvey of study methods motivation for studying and certain attitudes

to.ard scholastic activities .hich are im!ortant in the classroom 3SS2A "anual

5ro.n C 2olt6man '07K4/

Scales under the Survey of Study 2a,its and Attitudes 3SS2A4:

a4 #elay Avoidance 3#A4 ) the !rom!tness in com!leting academic assignments

lack of !rocrastination and freedom from .asteful delay and distraction/

,4 Work "ethods 3W"4 ) use of effective study !rocedure efficiency in doing

academic assignments and ho. to study skills/

c4 Teacher A!!roval 3TA4 ) o!inion of teachers and their classroom ,ehavior and

methods/

d4 ducation Acce!tance 3A4 ) a!!roval of education o,>ectives !ractices and

reDuirements/


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e4 Study 2a,its 3S24 ) com,ines the scores on the #A and W" scales to !rovide a

measure of academic ,ehavior/

f4 Study Attitudes 3SA4 ) com,ines scores on the TA and A scales to !rovide a

measure of academic ,ehavior/

g4 Study Orientation 3SO4 ) com,ines the scores of the S2 and SA scales to

!rovides an overall measure of study ha,its and attitudes 3SS2A "anual '0774/

%/ Academic erformance ) this is reflected de!ending on the final average grade

garnered ,y the Grade * !u!ils at the end of the school year@ also considered as

their general .eighted average 3GWA4 for the School $ear %&'( ) %&'*

1/ SS2A Score "ean ) high scores on SS2A are characteristics of students .ho

get good grades: lo. scores tend to ,e characteristics of those .ho get lo.

grades or find school .ork difficult/ Therefore the scores on the SS2A scales

can indicate the strengths and .eaknesses in the areas measured ,y the survey

and also hel! !redict future academic achievements/ 3SS2A "anual '0774


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CHAPTER 2

8=W OF 8LAT# L=T8AT8

This section discusses factors that have ,een kno.n to affect !u!ils9

academicscholastic achievement/

u!ils9 Academic erformance

Academic !erformance of !u!ils has ,een the su,>ect of intensive research over

the !ast years/ =t has ,ecome an issue of standards and Duality in education as >udged

from the !erformance of !u!ils in national achievement tests and even in !eriodical or

unit tests 3"ende6a,al %&'14/

Study 2a,its and Attitudes of u!ils

"any studies have analy6ed the factors ,ehind the !erformance of !u!ils/ arlier

studies have ,een carried out .hich focused on cognitive factors as !redictors of

academic success/ 8ecently there has ,een a gro.ing interest on the non-cognitive

factors/ A num,er of researchers have eEamined the role of non-cognitive varia,les

such as study skills 3Fa6al S/ et/al %&'%@ A.ang G C Sinnadurai S/B/ %&''@ #emir et/

al %&'%@ 2assan,eigi et/al %&''4 study motivation 3Tella A/ %&&K@ ?onis and 2udson

%&&;4 study ,ehavior 3$ang $ang %&''@ Otto '0K;4 study ha,its 3+rede and Buncel

%&&;@ ?uthana C $enagi %&&0@ ?ouhi et/al %&&;@ 5ashir et/ al %&'%@ 5oehler %&&'@


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Burshid %&'%@ "utsotso et/ al %&'&4 and attitudes 3Sar.ar et/al %&'& and $u %&''4

on academic achievement/ Some argued that these factors have strong relationshi!

.ith academic !erformance of !u!ils .hile others concluded that it .as the

com,ination of the different factors that could eE!lain !u!ils9 academic !erformance/

=n a meta-analysis +rede and Buncel 3%&&;4 found that non-cognitive factors like

study ha,it skill and study motivation among other attitudinal constructs accounted for

incremental variance in academic !erformance ,eyond standardi6ed tests and !revious

grades/ "oreover a literature revie. ,y ?agara>u 3%&&(4 !ointed out that for good

academic success good study ha,its and attitudes are im!ortant/

Study ha,it is the !attern of ,ehavior ado!ted ,y !u!ils in the !ursuit of their

studies that serves as the vehicle of learning/ =t is the degree to .hich the !u!il engages

in regular acts of studying that are characteri6ed ,y a!!ro!riate studying routines 3e/g/

revie.s of material freDuency of studying sessions etc/4 occurring in an environment

that is conducive to studying/ Study attitudes on the other hand refers to a !u!il9s

!ositive attitude to.ard the s!ecific act of studying and the !u!il9s acce!tance and

a!!roval of the ,roader goals of college education 3+rede and Buncel %&&;4/ =n short

study ha,its and attitudes of !u!ils are determined through their time management

a,ility .ork methods attitudes to.ard teachers and acce!tance of education/

A revie. of literature highlighted the im!ortance of !u!ils study ha,its and

attitudes in their academic !erformance/ According to "en6el cited ,y 8ana and

Bausar 3%&''4 many !u!ils fail not ,ecause they lack a,ility ,ut ,ecause they do not

have adeDuate study skills/ A central !ro,lem noted .as that many of these !u!ils had


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not learned ho. to take effective notes and manage time for studying 3cited ,y "utsotso

S/?/ C A,enga /S/ %&'&4/ "oreover a study ,y ?agara>u 3%&&(4 found that !u!ils

usually do not devote sufficient time to their studies and seldom have !ro!er study

ha,its/

fficient study ha,its are associated .ith a favora,le attitude to.ard learning in

general/ As cited ,y Otto 3'0K;4 ,eliefs in the value of intellectual !ursuits and in the

im!ortance of education are !ositively related to academic !erformance/ An im!ortant

as!ect of a !u!il9s attitude to.ard education is the value he sees in .hat he has to

learn/ =n the study of Sar.ar et/ al 3%&'&4 it .as discovered that a significant

relationshi! ,et.een !u!il attitudes and academic !erformance eEists/ Another

research found discre!ancy ,et.een the study attitudes of high and lo.-achieving

!u!ils/ 2igh-achieving !u!ils had a more !ositive attitude to.ard study in that they

detected and reacted !ositively to the favora,le as!ects of the situation they found

themselves in .hile the lo.-achieving !u!ils tended to ,e fault-finders reacting to the

negative as!ects of study such as distractions and minor annoyances/ The high-

achieving !u!ils found tertiary .ork an interesting challenge acce!ted the restrictions

and conformed to the demands made u!on them more readily .hile the lo. achievers

a!!eared to lack high-level motivation/ The more successful grou! .as also found to ,e

more realistic and discriminating in their assessment of those situations .hich .ere

highly relevant to scholastic achievement such as disci!line and .ork !riorities and

they .ere ,etter organi6ed in ,oth their .ork and leisure activities/

=n terms of attitude to.ards teachers the high achievers generally have a

!ositive attitude to.ards teachers/ For instance as com!ared to lo. achievers the high


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achievers more often say that their teachers are com!etent im!artial and interested in

their duties 3Sar.ar "/ 5ashir "/ Bhan "/?/ C Bhan "/S/ %&&04/ $u 3%&''4 in his

study revealed that among the S2SA 3study ha,its skills attitudes4 factors eEamined

!u!il !erce!tion of teacher effectiveness influence accounting !erformance/

Study 2a,its and Attitudes in 8elation to Academic erformance

A su,stantial amount of research has eEamined the role of !u!ils9 study ha,its

and their attitudes to study on academic !erformance/ The study of Osa-doh and Alutu

3%&'%4 .hich eEamined the usefulness of im,i,ing in the !u!ils study ha,it as a means

of enhancing their academic !erformance revealed a high correlation ,et.een study

ha,its and !u!ils academic !erformance/ This suggests that it is only .hen !u!ils

im,i,e or cultivate !ro!er study ha,its that their academic !erformance can ,e

im!roved u!on/

Similarly ?uthana and $enagi 3%&&04 found significant correlation ,et.een study

ha,its and academic achievement/ =t further revealed that reading and note-taking

ha,its ha,its of concentration and !re!aration for eEamination had significant

correlation .ith academic achievement/ The authors !ointed out that students .ho are

,etter in reading and note-taking .ell !re!ared for the eEaminations and have

concentration may have ,etter academic achievement/ An association ,et.een study

skills and academic !erformance also has ,een found to !revail among undergraduate

!u!ils/ The study of Fa6al 3%&'%4 identified various study skills used ,y learners and

ascertain .hich study skills is more related to academic achievement/ 8esults of the


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study indicate significant relationshi! of time-management skills reading and note-

taking skills .ith academic achievement/ u!ils .ith higher academic achievement

used a .ide range of study skills as com!ared to !u!ils .ith lo.er academic

achievement/

5ecause of the im!ortance of study ha,its and attitudes on academic

!erformance some researchers have !ro!osed strategies that .ill hel! !u!ils develo!

effective study ha,its and attitudes/ For eEam!le the study of #emir et al/ 3%&'%4 .hich

eEamined the effect of develo!ment of efficient studying skills curriculum on academic

achievements and studying skills of learners found that !u!ils can acDuire efficient

studying skills ,y means of curriculum for develo!ing efficient studying skills/ The !u!ils

.ere a,le to organi6e the study environment and use s!ecific methods effectively such

as efficient reading listening lectures note-taking efficient .riting and doing home.ork/

=t further revealed that those !u!ils .here the curriculum .as im!lemented have

increased academic achievement as com!ared to the grou! of !u!ils on .hich the

curriculum .as not im!lemented/ "utsotso and A,enga 3%&'&4 also !ro!ose a

!aradigm shift in study methods and suggest strategies for ,oth lecturers and the !u!ils

in universities to.ards im!roved learning and !erformance/ =t is ,ased on the

Hdistri,uted learning a!!roachI that adeDuately cater for individual differences that eEist

among the !u!ils/ The model .ill address the study s!ace needs and the efficiency and

effectiveness of study methods/

To sum u! the literatures cited !oint to the im!ortance of study ha,its and

attitudes to academic !erformance or success of !u!ils/


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CHAPTER III

"T2O#OLOG$

8esearch #esign

For this study a Duantitative descri!tive correlational method of research .as

a!!lied to eEamine the relationshi! of the !u!ils9 study orientations to their general

.eighted averages/ #ata gathered .ere ta,ulated analy6ed using earson roduct-

"oment +orrelation and then duly inter!reted .ith a!!ro!riate statistical tools/ For

easier analysis of data the soft.are Statistical ackage for the Social Sciences 3SSS4

.as utili6ed/

8es!ondents

The res!ondents included in the study .ere '01 of the '0( grade five !u!ils of

Stella "aris Academy of #avao .ho !artici!ated in the Survey of Study 2a,its and

Attitudes for the school year %&'( ) %&'*/ One res!ondent .as eEcluded ,ecause the

res!ondent .ithdre. from school ,efore the end of the school year/


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=nstrument sed

The study orientations of the !u!ils .ere derived from the Survey of Study 2a,its

and Attitudes 3SS2A4 develo!ed ,y 5ro.n and 2olt6man 3'07K4/ The Survey of Study

2a,its and Attitudes 3SS2A4 is a standardi6ed test administered to measure study

methods motivation for studying and certain attitudes to.ards academic activities

.hich are im!ortant in the classroom 3SS2A "anual@ 5ro.n and 2olt6man '07K4/

On the other hand the !u!ils9 general averages .ere taken from the School

Form * 3SF *4 8e!ort on romotion and Level of roficiency/ The SF * is a year-end

re!ort su,mitted ,y class advisers to the 8egistrar9s Office documenting the general

averages and su,seDuent level of !roficiency of the !u!illearner and action endorsed

for the !u!illearner ranging from !romoted irregular or retained/

Scoring System for the The Survey of Study 2a,its and Attitudes 3SS2A4

Forms + and 2 of the Survey of Study 2a,its and Attitudes have scores on four

,asic scales 3#elay Avoidance Work "ethods Teacher A!!roval and ducation

Acce!tance4 t.o su,totals 3Study 2a,its is the su,total for #elay Avoidance and Work

"ethods .hile Study Attitudes is the su,total for Teacher A!!roval and ducation

Acce!tance4 and a total score kno.n as Study Orientation com!rised of the Study

2a,its and Study Attitudes// The keys are the same for the t.o forms even though the


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.ording of the items differs/ The follo.ing ta,le summari6es and identifies each of these

scores:

Scale +ode "aEimum 8a. Score

#elay Avoidance #A *&

Work "ethods W" *&

Study 2a,its S2 3#A M W"4 '&&

Teacher A!!roval TA *&

ducation Acce!tance A *&

Study Attitudes SA 3TA M A4 '&&

Study Orientation 3total4 SO 3S2 M SA4 %&&

The four ,asic scores- #elay Avoidance 3#A4 Work "ethods 3W"4 Teacher

A!!roval 3TA4 and ducation Acce!tance 3A4 ) are o,tained directly/ The Study

2a,its 3S24 score is determined ,y adding the #elay Avoidance 3#A4 and Work

"ethods 3W"4 scores@ the Study Attitudes 3SA4 score is found ,y adding the Teacher

A!!roval 3TA4 and ducation Acce!tance 3A4 scores@ the Study Orientation 3SO4

score is o,tained either ,y adding the Study 2a,its 3S24 and the Study Attitudes 3SA4

scores or ,y summing the #elay Avoidance 3#A4 Work "ethods 3W"4 Teacher

A!!roval 3TA4 and ducation Acce!tance 3A4 scores/

Statistical Treatment


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For determining the relation of the varia,les in the study the earson roduct-

"oment +orrelation .as em!loyed/


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CHAPTER IV

resentation Analysis and =nter!retation of #ata

Ta,le '/' SS2A "ean Score of the Grade * u!ils

Delay

Avoidance

Work

Methods

Stdy

Ha!its

Teacher

A""roval

Edcation

Acce"tance

Stdy

Attitdes

Stdy

#rientation

10/7&7 10/;10 1;/7K( 1&/K;% %0/%;& %0/&*% 1'/1K;

5ased on the scores a,ove lo. scores on the scales are a trend/

Therefore it can ,e said that the !u!ils have study ha,its .hich need im!rovement and

adeDuate guidance and !ossi,ly reinforcement/

Ta,le %/% "ean of the General Weighted Average

? "inimum

"aEimu

m "ean

Std/

#eviation

Final Grade '01 K0/*& 0*/1; ;K/%0K' 1/(&K70

alid ?

3list.ise4

'01

The general averages of the '01 res!ondents .ere ta,ulated in the SSS and a

mean score of ;K/%0K' .as derived/Ta,le 1/ "ean of the Study Orientations


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? "inimum

"aEimu

m "ean Std/ #eviation

Study

Orientation

'01 '/&& 0K/&& 1'/1K;% %7/*'&0(

alid ?

3list.ise4

'01

sing SSS the scores for Study Orientation of the '01 !u!ils .ere !rocessed

and resulted to a mean of 1'/1K;%/

Ta,le (/ +orrelated "ean of the General Weighted Averages and Study Orientations

sCorrelations

Final Grade

Study

Orientation

Final Grade earson

+orrelation

' /1;(NN

Sig/ 3%-tailed4 /&&&

? '01 '01

Study

Orientation

earson

+orrelation

/1;(NN '

Sig/ 3%-tailed4 /&&&

? '01 '01

NN/ +orrelation is significant at the &/&' level 3%-tailed4/


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Ta,le ( illustrates the correlated means of the .eighted general averages and

study orientations of the !u!ils/ sing the SSS the means .ere analy6ed using

earson roduct-"oment +orrelation/ An r ) value of &/1;( .as o,tained/ At &/1;( it

can ,e regarded that t.o varia,les are slightly correlated/ This im!lies that a !u!il9s

study orientation may contri,ute to hisher !erformance in school/ 5etter !erformance in

school translates to significantly higher grades in su,>ects es!ecially if consistently

a!!lied/ +onsistent higher grades in su,>ects all factor in to o,tain a higher general

.eighted average at the end of the school year/ 2o.ever it is not enough to conclude

that effective study ha,its and attitudes alone .ould translate to higher grades/ Other

as!ects .orthy of consideration may ,e a !u!il9s mental ca!acity and ca!a,ility and the

a,ility to co!e to stress eE!erienced at home and in school/


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+O?+LS=O?

The resulting r ) value of &/1;( of the study sho.ed that there is a slight

relationshi! ,et.een study orientations and general .eighted averages of the Grade *

!u!ils of Stella "aris Academy of #avao for the School $ear %&'( ) %&'*/ Given that

there is a !ositive correlation ,et.een the study orientations and general .eighted

averages of the Grade * !u!ils the null hy!othesis is re>ected and the alternative

hy!othesis is acce!ted/

Although only slightly correlated .ith the general .eighted averages study

orientations if ,olstered alongside other non-cognitive factors such as study skills

study motivation study attitudes etc/ relevant to academicscholastic !erformance

offers great !otential for school im!rovement of !u!ils/ This reflects the earlier findings

of ADuino 3%&''4 +rede and Buncel 3%&&;4 and ?agara>u 3%&&(4/ =n addition as Ford

3'00%4 also highlights a su!!ortive and nurturing environment fosters more res!onse

from motivated skillful and ca!a,le learners/


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8+O""?#AT=O?S

The follo.ing recommendations are !resented ,ased on the results of the study:

'/ Study Orientations should ,e featured and discussed once in a .hile during

guidance classes conducted ,y assigned year-level guidance facilitators and if

!ossi,le also during homeroom !eriods every first !eriod of the school .eek/

%/ +reatively !resenting and discussing educational conce!ts and lessons also

should ,e !aired .ith reminding the !u!ils to !ractice recall and revie. of such

conce!ts and lessons/ +onstant reminders .ill !rom!t !u!ils to study/ Out of this

conditioning it is !ossi,le to instill study ha,its to !u!ils/

1/ As much as studying a needed factor to ,oost academic !erformance it is

considered as a skill .hich needs to ,e taught to !u!ils/ Letting !u!ils ,e a.are of the

outcome from studying giving necessary ackno.ledgment to !u!ils .ho have

successfully done so and s!aringly giving reminders to the !u!ils to study are hel!ful/

(/ +ounselors and teachers alike should ,e e!itomes of eEhi,iting eEcellence

influenced ,y !ossessing good study ha,its/ There is a need for them to eEercise good

study ha,its .hich include different as!ects from time management to self-disci!line to

concentration memori6ation organi6ation effort and so on/ The drive for eEcellence

and to avoid mediocrity should also ,e em!hasi6ed as reflected in their .ork ethic and

out!ut/ Leading as eEam!les for the !u!ils to emulate is a duty .hich ,efalls on

guidance counselors staff advisers and su,>ect teachers alike/


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8F8?+S

ADuino L/ 3%&''4/ Study ha,its and attitudes of freshmen !u!ils: =m!lications for

academic intervention !rograms/ ournal of Language Teaching and 8esearch

ol/ % 3*4/ '''7-''%'/

A.ang G C Sinnadurai S/B/ 3%&''4/ A Study on the #evelo!ment of Strategic Tools in

Study Orientation Skills to.ards Achieving Academic Ecellence/ Journal of

Language Teaching and Research, Vol. 2 (!: "#$"% doi:'&/(1&(>ltr/%/'/7&-7K/

5ashir =/ and "attoo ?/ 3%&'%4/ A Study on Study 2a,its and Academic erformance

among Adolescents 3'(-'04 years/ &nternational Journal of 'ocial 'cience

Toorrow, Vol. ()!.

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2015 study schemes and their outcomes

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