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EFFECTIVENESS OF CLOSED-DOOR POLICY IN COLLEGE

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CHAPTER I

INTRODUCTION

From the start of human existence, learning has been the forefront of man’s

move towards the future. The researchers think that success with every endeavour has

been rooted in how man handled each and every situation with his learned habits.

When man’s quest for excellence and drive for education evolved, his learning and

study habits of respondents towards close door policy also improved through time, and

tested in every aspect of evaluation possible. With every change in man’s environment,

the rate of achieving success also varies; this is where the relationship of study habits of

respondents towards close door policy and academic performance will come into play.

Although each and everyone will have their own preferences and they

themselves will be their own judges as to how good or bad their study or learning habit

would be; it will still depend on where, when, and how the study or learning habit will be

utilized. The vital objective will be to find out the relationship of study habits of

respondents towards close door policy and academic performance and easily adapted

by anyone but at the same time will achieve the highest rate of success in the aspect

significant to the user.

Academic performance is one of the prime importance throughout a person’s life.

It is interrelated with matter, method, material, media and visuals, motivation, mastery

as stated by Dr. Victorina Acero. How it is met depends on one’s concept of what it is.

However, many students are not aware that study habits of respondents towards close

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door policy just like academic performance are vital towards helping them finish their

course. What really matters most is the kind of study habits of respondents towards

close door policy one has and how he does them. The term study habits of respondents

towards close door policy should really be qualified as proper way of studying lessons,

which would simply be defined as a process of learning.

The success of one may or may not be the success of all, so it must not be

assumed that if a particular learning is a success, it can always be applied to every

learning field. If the method of learning is flexible enough, man himself must also be

flexible to utilize any method possible. Learning and education is a dynamic aspect of

an individual’s life and it should always be expected that nothing is permanent. Life itself

is the learning field and the path to success or failure will be man’s ultimate evaluation.

He himself would be the evaluator of his own happiness and he himself would be the

one to choose his path of destiny.

That is why we wanted the thesis to introduce the meaning of closed-door policy

in every school for the academic achievements and performance of each students.

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Background of the Study

The researchers, with the drive to attain the highest degree of success possible,

decided to take up and discuss the idea behind different s closed-door policy. The goal

is to identify the whole process of adapting and efficiently utilizing the different learning

habits and to academic performance due to closed-door policy. All the factors involved

will be carefully studied and restudied in order to achieve the different aspects that will

determine the success or failure of a particular study habit or learning method.

The core of this study is to identify, evaluate and understand the relationship of

study habits of respondents towards close door policy and academic performance, its

efficiency and effectiveness and how it would adapt to the effects of technology and

innovations in learning and education.

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Statement of the Problem

Main problem:

The study is to determine the effectiveness of closed-door policy in college.

Specifically, it seeks to answer the following questions:

Sub-problem:

1. What is the profile of the senior’s in terms of:

a. age

b. gender

2. What are the attitudes towards study habits of respondents towards close

door policy of the respondents in terms of:

a. Learning Style

b. Venue

c. Duration

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3. What is the average academic performance of the respondents based on

Professional Learning Subjects?

a. GPA in major subjects

b. GPA in minor subjects

4. Is there a significant relationship between study habits of respondents

towards close door policy and academic performance in close door policy?

Hypothesis

Null Hypothesis

There is no direct significance in the relationship of study habits with the close

door policy of colleges.

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Objectives of the Study

The main objective of this study is to provide essential information to students,

educators, parents and other significant readers on the Relationship of Study Habits

and Close door policy with Academic Performance that lead to success when utilized in

different learning situations and aspects of education.

Secondary objectives include:

1. To determine the different study habits and close door policy that affects

the academic performance of the respondents.

2. To evaluate the level of knowledge acquired and through different learning

methods that affects the academic performance of the respondents.

3. To identify the factors that influence the strengths and weaknesses of the

different study habits of the respondents.

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Significance of the Study

This study was carried out to determine the factors affecting the learning

methods and study habits of the fourth year college students year 2010 to 2011.

This study will contribute on the following:

Students

The findings of this study will assist students and provide them with better

understanding on how to study their lessons more effectively and efficiently use

available resources which can greatly increase the chance of absorbing more

knowledge and information; therefore, this would serve as guide to achieve better

academic performance.

Educators

The findings of this study would give valuable background information that may

bring about change and improvement in teaching and educating strategies. The

instructors can motivate the students properly by making them appreciate their potential

as a learner.

The result of this study could provide a better understanding with regards to the

teacher - student relationship, strengthening it instead of creating gaps and differences

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which evidently creates a void in the learner’s path to success. It would also make the

educator aware that there are various study habits a student may utilize, it may not be in

accordance to his standard but it suits the learner very well. This study aims to reach

the professors in another point of view that students have different behaviors of gaining

knowledge.

Administrators

The findings of the study would provide factual information on the factors on

teaching and learning process that affects the student’s academic performance to close

door policy so as to adapt effective policies and programs recommendation to ensure

maintenance and profound utilization of good study habits among students.

Thus, enable them to provide advances which include adjustments in curriculums

and seminars that will guide and equip not only college students but college educators

as well, the aim is to positively adapt and adhere to efficient learning methods and study

habits amidst different student perceptions and learning situations.

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Scope and Limitations

The data gathering was focused only to the factors that greatly influence in

learning and study habits of the study population, using convenience sampling which is

composed of thirty (30) students’ both female and male, officially enrolled in academic

year of 2010 to 2011, ages ranging from 18 to 25 years old; either single or married,

those who were the eldest, youngest, or only child, and others among their siblings. A

structured three pages check list questionnaire that passed the criteria of practicality,

reliability and validity will be used in gathering the data which is composed of age and

gender and other factors that is related to their own study habits and academic

performance on their Professional Learning Subjects (Major and minor subjects). This

would take only fifteen minutes of their time in answering the instrument.

As to the uniqueness of an individual, the researchers intend to harvest the very

importance of such insight during the first semester on this school year (2010 to 2011).

The study will include in preliminary and secondary interviews of the subjects regarding

students’ learning process inside the learning field.

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Conceptual Framework

The concept was derived from Lourdes A. Dagdag of “Winning Strategies for

Study, Thinking and Writing Skills” and Victorina O. Acero of “Principle and Strategies of

Teaching”. The researchers come out with this concept for it allows the students to

adeptly go about the arts of studying. It shows how different factors may or may not be

of significance to the success of the learner. Some changes will be adapted from the

framework of but it will not lose its essence, a detailed approach will be observed to

simplify understanding of the study.

According to Dagdag , Desirable study skills includes careful management of

time, correct choice of study area, effective reading, quality writing, selective yet

accurate note taking, improved concentration, successful test taking, relating well to

instructions and wise use of study system. Such behavior is not only through in human

beings where the animalistic nature is concerned but animals as well, as they operate

on the instinctive or sensitive level.

According to Dr. Victorina Acero, All learning begins with things around us. They

may be objects, persons or phenomena that we experience or that we became aware of

through any of our five senses. The S-R bond or stimulus-response bond as explained

in behavioristic psychology holds that every stimulus elicits an automatic response Such

behavior is not only through in human beings where the animalistic nature is concerned

but animals as well, as they operate on the instinctive or sensitive level. However, such

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reactions may not always be true in situations where human beings behave on a higher

or rational-moral level.

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Figure 1. Paradigm Paradigm of Learning Process

Learning Process Learning Outcome

Rational / Moral Route

NO

YES

“Personal Meaning”

Environment

Senses

A B C

- Learning Style - Venue For Studying - Duration of Studying

MIND

Intellect / Will

ResponseStimulus

PER

SON

CHANG

E IN

BEHAVI

OR



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Discussion of the Paradigm of Learning Process

Whenever a person studies, learning process always happens wherein he

rationalizes and activates his own moral route therefore learning outcomes follows.

Learning outcomes are the ones that are realized by the person who studies himself. It

is the ones that he had done reasoning carefully through his mind.

In studying, the intellectual mind has always its own personal meaning that bounces off

into two outcomes; these are the negative and the positive outcomes. The negative

outcomes (NO) means that the person who studies did not absorbed what he is reading.

He could not get the information properly therefore resulting in a negative learning

outcome. A positive outcome comes with a response which means that the person who

reads understands what he is rationalizing. It starts with his presence of mind that

involves the factors that made him concentrate properly in studying; these are the

environment and his own senses. When these two factors affects the person’s mind

properly, his stimulus activates and responds to what he is thinking therefore change of

the person’s behavior happens. Its either he agree or disagree to what he is thinking

and what he is absorbing.

Learning Styles, venue for studying and duration of studying are the three

factors that contributes to how a person intellectual mind or will rationalizes in learning

something from the content that he is rationalizing.



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Definition of Terms

ACADEMIC PERFORMANCE is the progress of an individual regarding school works

that will be graded according to the students input and output.

CONCENTRATION is the focus of mind or resources and direction of all thoughts or

effort towards one particular task, idea, or subject.

EDUCATOR’S PERFORMANCE is the mastery and credibility of an educator in

providing knowledge and information with respect to his field of teaching.

GREAT POINT AVERAGE is the total percentage of all grades on a particular

Professional Learning subjects.

LEARNING FIELD is a closed or open room setting where a learner and an educator

exchange knowledge.

READING is an activity where a student reads on a material that may or may not be

significant on is academic performance.

STRATEGY is the plan and direction that leads both learner and educator

to a better result of academic performance.

STUDY AREA is a place where a student goes and uses for studying.

STUDY HABITS are he unique way students deal with their school responsibilities or

works that would result to a good academic performance.



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S-R BOND is the Stimulus – Response bond. It shows how learners would react to

certain stimulus during periods of learning.

TEST TAKING is also called an assessment is the connection between the test

definition and the actual taking of the test by the students.

TIME MANAGEMENT is a set of principles, practices, skills, tools, and systems that

work together to help students to get more value out of their time with the aim of

improving the quality of life.

WRITING is the act of the one who writes may it be a meaningful letter or characters

that constitute readable matter or a literary composition.



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CHAPTER II

REVIEW OF RELATED LITERATURE

Related Readings

Learning is probably a difficult concept to define. Generally, it is described as the

process of having one’s behavior modified, more or less permanently, by what happens

in the world around him, by what he does or by what he observes. It is any change in

behavior that results from experience – except changes which are due to injury or

psychological adjustments such as sensory adaptation and muscular fatigue. Learning

is a lifetime process. As long as the individual interacts with forces in the environment,

he is driven by various motivations instigated by needs. Human Thinking is considered

the most outstanding development of psychological evolution, it is in this context that a

number of psychologists view of thinking as associated process, collectively referred to

a cognitive process, as playing a significant role in mans capacity for complex learning.

Our study also conceptualizes on the common perception of the lifestyle of

student caries considerably; this can range from a student who is perceived to be

constantly partying to the studious bookworm burning the midnight oil. Despite this

difference of opinion there is one thing that is generally agreed upon and that is at

whatever age is the start of student days the experience offers a specialness that

cannot be captured at any other time of life. According to Whitehead and Manson

(2003), this belief is rooted in the expectations of student life, where entering a new

culture offers the prospect of meeting new friends, facing new challenges and



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experiencing new learning opportunities, which will result in a new rewarding

qualification ad satisfying career. Again, there is a balance to be drawn between study,

rest and play, with each one offering the potential for academic growth and

development. One should not leave their student days feeling unfulfilled. Maximize

potential in all areas of life.

There are some study techniques that are worthy to consider improving

performance. In our study based on CHAPTER 1, having a study habit is a vital element

in order to achieve a good grade and perhaps a better one. According to Zulueta

(2004), these have been developed for aiding students in improving academic

performance: Motivation to study, Motivation constitutes the degree of an individual’s

behavior manifested by his interests, attitudes and aspirations to satisfy his desired

goals as urge to satisfy goal object. Distributed vs. Massed Practice, in distributed

practice or distributed effort, short practice periods are used separated by rest intervals.

In masses practice the individual works continuously until the task is mastered.

Research with a variety of different tasks and rests intervals of various sizes has shown

that as a rule there is an advantage to distributed practice, but one or two exceptions

have been found. One reason why distributed learning is generally more efficient than

massed learning is that when the work unit is prolonged, fatigue may set in and offset

the effectiveness of one’s effort. A shot work unit, usually produces better motivation

than a long time. Extra effort is induced, as in shirt sprint. Introducing a rest period

reduces fatigue and leads to better performance. Recitation vs. Reading, The value of

recitation versus reading in memorizing a variety of verbal material has been

investigated. In a study which involved a large group of children from several grades



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who were made to memorize nonsense syllables, some children spent 100 percent of

the time reading, while in another group they spent 80 percent of the time (Gaits). The

outcome was that, the larger the proportions of the time spent in recitation, the greater

is the efficiency of learning. Whole vs. Part learning, the results of the experimental

studies revealed that the learner is often happier and better adjusted to the task if it

begins with the parts. Although he finds that putting the learned parts together requires

much additional work, in the end he may have saved time and energy by beginning with

the part. Organized Study Routine, The time allotted for every learning task is very

important to effective learning. The individual must observe strictly and adhere to a

study routine based on the nature of the subject to be studied and the amount of time

that is required. Difficulty of the subject should be given priority in time scheduling.

According to (Zulueta, 2004), Reward and Punishment may be used to influence

a performance. The facilitating reward is widely acknowledged, but the use of

punishment is less clearly understood. Many factors influence the outcomes of various

punishments, but punishment is most effective when it is used in combination with

reward and when it is mild and informative. Unusually severe or unpredictable

punishment may lead to unstable behavior or fixation. The origin and habit strength of

the punished response, the time sequences and the characteristics of the subject are

some of the important variables. In relation to our study, we want to find out if these

factors greatly help and affect senior students in improving their academic

performances.

Base on Zulueta’s realated literatures (2004) thinking is manipulating the world,

internally, using modifications of the organism which represents various experiences. It



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is a behavior that uses ideas or symbols which represents things or events. Inferentially,

most thinking occurs in active manipulation and exploration of various events in the

environment. Memory it is the ability to store facts and information so that it can be

utilized in the future. Memory is not only confined to human and other living organism

but also in other electronic devices. In this, we would like to compliment these two major

factors that makes senior students of college to excel in their academic performances

through their study habits whether they could concentrate well on their thinking and

memory.

This correlates the works of Whitehead and Manson (2003),that study is very

much a personal endeavour and there are as many different styles of study as there are

people engaged in the process. Whatever the study style chosen, it should be one that

is based on organization, clear thinking and sound planning. Time is valuable to all and

do not want to waste it by disorganized working or studying. A need to understand self

and lifestyle before planning study would take a little time and consider the style that

suit one’s best and the extent of motivation that drives the learner. Time if finite and an

honest reflection of priorities, needs and ability to satisfy these is the best policy.

Attempting to study as well as fulfilling all other commitments in life would probably lead

to a reduction in the quality of everything.

This includes that time management is best technique in developing efficient

habits of time use is to prepare a time list that combines long-range and short-range

planning: 1. Long term scheduling – a fixed commitment that are requires to meet,

examples, classes, job hours, organization meeting and church. 2. Intermediate

schedule (one per week) – a short list of major events and amount of work to be



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completed in each subject, including non-study activities. Prepare new list per week. 3.

Short term schedule (one per day) - specific things to be done.

As proven in the study of Dagdag that study area is greatly influential as defined

as any quiet place with adequate lighting where can study without disturbance. Have a

study desk with a chair that can support back. Never study on bed, for it will invite to

lounge and eventually fall off to sleep.

Reading is more effective in using the PSQ5R method, (Purpose, Survey,

Question, Read Selectively, Recite, Rite, Reflect and Review). Purpose: before reading

determine the intention for reading the material on what concept or information needed

and for what was instructed to do. Survey: Have a quick scan on the material; take

notes on the chapter headings, topics and subtopics. This is a valuable way of saving

time as focusing on the portions relevant to what is needed to study. Question: This is

actively allows searching for answers to particular problems and rations time per

problem while reading.

The 5R’s Effective writing is quality writing. To achieve this analyze writing in

two characteristics: content and form. Writing without form is like a human body without

skeleton; writing without content is like skeleton with no flesh. Ideas to be clearly and

accurately understood, both characteristics should be presented in writing. The writing

process consists of the following. (1) Prewriting – is brainstorming. Its purpose is to

create as many ideas related to the subjects as possible, and as quickly as possible.

Examples are listing, fast writing, spidering and mapping (2) Organizing - is selecting an

opinion about the subject, choosing enough of the right type of detail from the prewrite



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and adding when needed, and creating an order for those details and fitting them into

the form. (3) Writing – is simply following the shape of the form and putting the

fragments of ideas into complete sentences, and adding when needed. (4) Revising – is

adding and deleting information, changing the order of the details and the form, and

looking for major mechanical errors. (5) Editing – is checking the writing for basic

writing errors like spelling, punctuation and grammar. and (6) Writing the final draft after

several revisions.

Note taking is an active listening process and be selective in writing down. Before

lecture, read the assigned material or skim for five to ten minutes to identify the most

relevant information from the lecture. During the lecture, watch out for cues from the

instructor as to what information is most relevant. Organize the material with headings.

If there are gaps do not hesitate to stop instructor and ask questions. Do not write down

every word the instructor says, but copy that are being stressed or on the board or

overheads. Develop a set of abbreviations for use in note taking and way of identifying

key concepts and ideas. After the lecture, review notes within 24 hours, the time period

when brain is capable of recalling more things, as established by studies. [3] (Dagdag,

2005)

Concentration to improve concentration and memory, try these techniques.

(1)Arrange study in order of relation importance. (2)Break study time in manageable

periods of time. Schedule a regular break. (3)Deal with anxieties by using relaxation

techniques like shoulder shrug and rotation, including personal calming technique.

(4)Avoid distraction by choosing a study spot that does not strain eyes or body, where

all the supplies needed are within easy reach and which where study occurs and not to



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do anything. (5)Try some techniques to improve ability to memorize such as organizing

and summarizing notes into essential ideas, using acronyms to remember a difficult set

of concepts and constantly reciting and reviewing what was being studied. [3] (Dagdag,

2005)

Test taking is something that should be prepared off. A good result should

be expected if the taker knew what to do before and after taking the exam. Before the

test – Complete all the required readings, Organize study time by planning daily, weekly

and major review sessions, Forming a study group with five or six members would help

to undertake review activities that include making up practice tests and comparing

notes, Create study notes by predicting the test, testing ones self and reciting

information’s aloud, Reduce test anxiety by maintaining a balanced schedule including

exercise and relaxation techniques, a healthy diet and adequate rest. During the test –

use time wisely, Read directions and questions carefully, Know the rules in the test such

as time limits, Answer all questions unless there are penalties for guessing, Look for

clues from other tests questions. After the test – Ask self the following questions: Which

part of the exam is the easiest? Which part of the exam is the hardest? Which of the

activities completed prior to the exam was the most helpful? (Example; regular review,

study tool, self testing, study groups) Does one feel prepared when he walked into the

exam? Why or why not? How might one study differently for the next exam for better

result? [3] (Dagdag, 2005)

Influencing Teachers, Relating to instructor affect how well one does in a course.

Do not criticize, condemn or complain to the teacher about his performance rather,

focus on the discussion of the material and understanding the material, Apprciate the



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course, Know and use the teachers name, Listen on what he has to say about himself,

Let him fell that he is important, Avoid arguing, Ask questions rather than giving orders,

Let teacher know much interest you have for the course, Always have the textbook,

Hand in all assignments on time throughout the semester. [3] (Dagdag, 2005)

Managing study time effectively is one of the most complex of all study skills.

Those who are so overwhelmed by many responsibilities may not complete course or

fail their theoretical work. The fundamental rules of balancing commitments and

responsibilities are to anticipate problems, communicate with others, plan thoroughly,

implement proactively, evaluate effectively and amend accordingly. Make a list of main

problems that will arise in the course of study and prioritize them with the most serious

at the top. Then go through each problem and identify who are the people that are

needed to communicate in order to either acquire information or to discuss the problem

with. It is often the case that once discussed the problem with others solution can be

negotiated. This may ease the ease the situation, the use of six fold plan as outlined for

each problem anticipated. Students face may responsibilities, the earlier the six-fold

plan should begin. Indeed, that these responsibilities can be organized before the

course of study begins.

ASPECTS OF PLAN RATIONALE

Anticipate Think ahead and identify problems that might be encountered.

Make a priority listCommunicate Identify who can be approached to address the problem. This might

be the person causing the problem or who can offer help or advice.

Plan Make a plan of action to address the problem. This might include

the best time to talk with the person.

Implement Put the plan into action. Do not put it off.



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Evaluate What was the result of the implementation? Was the problem

solved or did it make things worse?

Amend Change the plan and have another attempt. Try something

different.[2] (Whitehead and Manson, 2003)

Careful management of time, correct choice of study area, effective reading,

quality writing, selective yet accurate not taking, improved concentration, successful test

taking, relating well to instructions and wise use of study system. [3] (Dagdag, 2005)

M.U.R.D.E.R. This is the acronym of a useful study system, which is actually a

recap of the previously discussed study skills. Mood – set of positive aura in

environment, time and attitude. Understand – mark information’s not easy to

understand. Recall – stop and recall. Digest – go back, understand and reconsider the

information (e.g., other resources such as books and instructor) Expand – Ask three

kinds of questions concerning the study material. (e.g., If I can speak to the author, what

questions will I ask or criticism would I offer? How can I apply this material to what I am

interested in? How can I make this information interesting and understandable to other

students?) Review – Go over the material covered. Review what strategies helped in

understanding and / or retain information in the past apply these in current studies. [3]

(Dagdag, 2005)

Effective Study Habits includes trying to develop and appreciate the following habits:

Take responsibility for self Responsibility is recognition that in order to succeed one

should make decisions about your priorities, your time, and your resources. Center

self around values and principles. Don't let friends and acquaintances dictate on



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what to consider important. Put first things first. Follow up on the priorities set for

self, and don't let others, or other interests, distract from goals. Discover key

productivity periods and places. Morning, afternoon, evening; study spaces where

study can be the most focused and productive. Prioritize these for most difficult

study challenges. Consider self in a win-win situation Winning by doing best and

contributing best to a class, whether for self, your fellow students, and even for

teachers and instructors. If contented with performance, a grade becomes an

external check on performance, which may not coincided with internally arrived at

benefits. First understand others, then attempt to be understood When issues arise

with an instructor, for example a questionable grade, an as assignment deadline

extension, put self in the instructor's place. Now ask self how best to make an

argument given the situation. Look for better solutions to problems

For example, if one don't understand the course material, don't just re-read the

material. Try something else! Consult with the professor, a tutor, an academic

advisor, a classmate, a study group, or school's study skills center

Look to continually challenge self!

Related Literature

In the paper Study Habits For a Lifetime by: Sara J Holt, without productive study

habits it is easy to spend too much time and see too little results. Here are 5 study

habits that will prevent this from happening to you.

Find Quiet Place to Study

http://www.articlesnatch.com/profile/Sara-J-Holt/24169





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It is easy to sit at the kitchen table and spread out your books, but distractions

can abound in this setting which can hinder successful studying. In order to avoid this

issue, and form good study habits, it is important that you find an area or room that is

conductive to uninterrupted time. This is most easily achieved by sitting at a desk in a

room with a door that closes and informing other members of your household of your

need to not be interrupted.

Organize Your Papers

Organizing your papers before starting the studying process can seem like a

waste of time. Why not just dive in? The answer to this is that organization beforehand

can prevent a lot of wasted time spent looking for papers. But it goes beyond this, since

even a minute or two of looking for a paper can interrupt your thoughts and make you

loose valuable time in refocusing.

Tackle the Most Difficult Assignment First

This study habit can have a great impact on the quality of work produced. If you

are fresh and alert then you are more likely to do better work than if you are tired and

anxious to be done. It can also help to make a list of assignments, in order from

greatest difficulty to easiest, and then check off each one as it is accomplished.

Focus on One Subject at a Time

It is easy to jump back and forth between subjects, but this can break your focus

and make you loose valuable study time. Set aside your books for other subjects, pull

out all of your resources for the subject you are working on, and dive in.



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Take Breaks

This does not mean turn on the television and spend an hour watching it. What it does

mean is that it can be very beneficial to stand up for 5-10 minutes every hour or so and

do stretches. Refocusing the eyes and body means that when you do return to your

work you are more attentive and productive.

Study habits are well worth the time spent integrating them into your life, since

they save so much time and effort in the long run. They allow for more success and

confidence and in this way are invaluable. [4] (Holt, 2005 - 2008)

An article entitled Increase your Study Concentration by Creating a Good Study

Environment by: Jane Saeman states that to study you need only your study materials

and a place to use them -- and theoretically that could be anywhere. But the practicality

of this is that people who have a good dedicated area for their studies have a greater

chance of being able to complete their study sessions quicker because they can create

an environment that works for them and allows them to focus.

Some people are able to switch off to what's going on around them, but most

people need to have as few distractions as possible. There are people who work well

with music, some who study better with silence, and then others who can concentrate

on their bookwork as they follow their favorite soap opera on TV! Each person needs to

discover the kind of study environment that works for them and then set up a real study

area within that environment.

Your study space should consist of a desk or table so that you can set out the

things you need for your studies. If you have things such as a laptop, or desktop

http://www.articlesnatch.com/profile/Jane-Saeman/6166




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computer, ideally this should be able to be left in your study area when you're not

studying. Your desk needs to big enough to have any computer equipment you need,

plus your books and a place to write. If there are no drawers on your desk or table, find

an appropriate sized box and keep this under the work surface with your spare

stationary materials such as additional pens and paper.

As one get older, studying involves longer periods sitting desk with books and so

with great need to find a comfortable chair. A computer chair may seem the more

appropriate, but sit on it and see if you think it will still seem comfortable after a couple

of hours. It could be that a dining room chair with a cushion is actually gentler on your

bones!

Apart from comfort you need to think about the height of the seat against the

height of the desk/table. If the chair is higher, you may need to consider having it

lowered. If the desk is higher, then this may need lowered. Taking the time to sort this at

the beginning of your studies will mean you won't be likely to have needless hours

sitting in an uncomfortable position.

The last thing that you absolutely must have is adequate lighting. This could be

natural light or electric, the source isn't as important as making sure that you can study

without straining your eyes. Learn what kind of light works best for you. It could be that

you work best with an up light rather than one that floods your area with direct light. You

may work best with a tube light or enjoy the cozy feeling created with a table spot light.

If you find you are getting headaches after studying, one thing you can try is to change

the kind of lighting you're using to see if that helps.



30

Creating a permanent study space that's always available for you whenever you

feel the urge to get out your study materials is one of the easiest ways of putting your

focus into study mode. Make sure that if your designated area is in a general area in the

house, it's kept a "no go" zone to the rest of the household otherwise you'll find yourself

having to remove all the non-study related items before you can study, and that's

counterproductive to what you're trying to achieve. Make your study nest that fits your

study habits and you'll find your concentration and even motivation to study increase.[5]

(Saeman, 2005 - 2008)

In another article Effective Study Habits by: Gene Grzywacz explains that an

effective study habits are essential for achieving and maintaining a high GPA. More

importantly, effective study habits help you to store information in long-term memory,

allowing you to use the learned information in a novel setting. Applying the following

rules for studying will aid you in earning excellent marks in school.

Do: 1. Keep the area around your desk neat and tidy. If possible, the area should

also be quiet. If you are having trouble finding a quiet place to study, try the local library

or park. The library is a perfect place to have peace and quiet. The park may not be as

quiet, but the fresh air can make studying less nerve-racking. If these options are

unavailable, then try listening to some music while studying.

2. Have a scheduled study time for each school day. Remember that one

classroom hour should be reinforced by two hours of studying at home.

3. Sit down for 45 minute intervals, followed by 15 minute breaks. Having an

easily attainable goal, like sitting for set duration of time, is effective for increasing

http://www.articlesnatch.com/profile/Gene-Grzywacz/17112




31

motivation.

4. Reward yourself if and only if you have met your goal for that study session.

For example, if you plan to study one chapter and succeed, then you may reward

yourself by doing something pleasurable. Examples of positive reinforcement are: food,

exercise, videogames, etc.

5. Make correspondences between your class notes and your textbook. This will

help you to fill in any background information not covered in class.

6. Prepare questions about the chapter that will be discussed in the following

class. This will help you identify areas that you don't understand.

7. Put any new words or concepts to use. The more you use the learned

information, the more likely you will be to remember it. This is especially true for

language classes.

8. Finally, review what you have studied just before you go to bed. You will find

that you will remember the words very strongly the next morning.

Don't: 1. Procrastinate. Cramming is not beneficial for producing long term memory.

2. Highlight. Highlighting is a form of procrastination, because you are saving

note taking for later. This means you must use the book twice instead of once. Instead,

make careful notes to compliment your classroom notes, along with page numbers so

that you can refer back to the book if necessary.

3. Study on the computer. You are bound to be tempted to check your email or

surf the net.

4. Leave your cell phone on during study time. No matter who is calling or texting

you, usually it can wait 45 minutes. Having your cell phone on during study time can be



32

a major distraction and is not conducive to learning.

5. Study just after you have eaten. Studies have shown that thinking is slower

after having a meal.

6. Space out. When you feel your mind begin to wander, remind yourself to

concentrate. If you are reading, using your finger is a good way to keep your mind on

track. The movement of your finger on the page forces you to pay attention to what you

are doing. [6] (Grzywacz, 2005 – 2008)

According to the written article Study Habits: Strategies for Success By: Cathy

Keller Brown Study Habits, “It’s never too early to develop good study habits. Nobody

reads before class. There’s no way I could ask questions in class without completely

embarrassing myself. I can only study for a test by cramming the night before.

I don’t have time for school. I have to work, and I’m involved in extracurricular activities.”

These are all reasons high school students give for not working hard in school.

Many fall into the trap of waiting until the last minute and just not thinking about what

they are learning. Then they start applying to college, realize their grades won’t get

them into their schools of choice, and wish they had studied more and paid attention in

class.

Rather than waiting until it’s too late, improve your study habits now!

1. Think actively when you read for class and listen while in class.

It’s easy to read and listen passively, highlighting lines of text or jotting down notes

quickly. You might find yourself sitting in class, partially absorbing what you’re hearing

while you’re really thinking about your plans for the weekend. But if you can focus more

http://www.nymetroparents.com/newauthor.cfm?authorid=711






33

on what you’re reading or hearing, you’ll waste less time, and you’ll create an

opportunity to learn and prepare for tests and papers.

The next time you read for a class, really think about what you’re reading and

engage with it. Skim it once to get a sense of the overall message, and then try to

rewrite that main point in your own words. Then write down any questions you have

about what is being said. If the author is making an argument, you might ask yourself

what evidence the author is using to make his/her point. If the work is more factual and

straightforward, ask yourself about the connections between the pieces of information

you’re being given. You might ask, for instance, if there is a cause/effect relationship

between the events being described. Then, reread again more slowly. Try to answer the

questions you’ve already posed, and then continue to ask more questions of the

material.

When you’re in class, try to really listen and follow what your teacher is saying.

Rather than writing down every word (which prevents you from really listening), write

down the points that seem most significant. Keep in mind that your instructor will likely

repeat key points.

2. Know what’s being covered in class each day.

This one is easy, but important. Before class, take 5 or 10 minutes to get yourself up to

date. Review any notes you took while reading the assigned chapter or article so that

you can remember what you’ve read and will have points to discuss. Also review notes

you took in the previous class. It only takes a few minutes to prepare yourself for class,

and you can do it while eating breakfast or in the five minutes before class starts. Those

few minutes will help you feel confident, prepared, and engaged during class time.



34

3. Study for tests throughout the semester.

It wasn’t until I had my first all-nighter and delivered my worst-ever performance on a

test that I realized the importance of being prepared and learning class material slowly

and steadily. It’s tempting to cram, but you’ll hate yourself during those chaotic hours

before a test. Instead, try to carve out short periods of time each week — maybe just 20

to 30 minutes — for each class. Use that time to review class notes, notes from your

reading, and any other pertinent materials. Keep track of concepts you’re struggling with

so that you can review them and talk to your teacher about them if necessary.

4. Keep up with your assignments.

Keep a calendar that details what’s due in each class. Take a few minutes to plot out a

schedule for completing each assignment, and write each step into your calendar so

that you don’t get behind. For instance, if you have a research paper due in one class,

write into your calendar when you need to choose a topic and begin the research

process. Do this for each assignment, no matter how small, and you’ll be able to more

easily manage your time. You just have to be sure that you actually refer to your

calendar frequently and make time to accomplish each day’s goals.

5. Talk to your teacher about anything you don’t understand.

If you’re struggling, it’s far more efficient to discuss your questions with the teacher than

to labor through and try to work it out on your own. Of course, this only works if you’ve

begun studying in advance and actually have specific questions and issues to discuss.

In addition to helping you become better equipped to succeed in the class, talking to

your teacher will help you get to know him/her and will show that you’re motivated and



35

interested in the class. You’ll benefit from that relationship when you need a

recommendation for college from someone familiar with you and your work.

It may seem daunting to incorporate all of these new habits at once, so start

small. Focus on one habit at a time, and once you’ve got that one down, adopt another.

When these habits become part of your mode of thinking, you’ll find it’s much easier to

manage your school life. When you can manage school more effectively, you’ll

ultimately free up more time for your social life, and that’s never a bad thing! [7] (Brown,

2007)

Synthesis:

Similarities and Differences of the Study and Those Reviews

There are many factors that influences individuals study habits and academic

performance; each have an unique way on how to deal with their learning. The

standards assure the availability of services which can help students reach success as

well as clearly notify them of their progress.

The related reading and literature wit the articles and this study have a similar

goal which is to evaluate the relationship of study habits to academic performance. This

strengthens and answers the statement of the problem. Teaching and learning

strategies as well as techniques also vary from one another but one must keep in mind

that proper training and discipline of both students and educators is crucial to he

success of effective learning. Like any other serious-minded each student is aspirin to

do well in school. College is a lot different, however, third year and fourth year students



36

are facing a lot crucial stage where in decision making for future is rested on their own.

Therefore, in order to succeed on the chosen field students have to develop proper

study a thinking skills.

CHAPTER III

METHODOLOGY

This chapter presents the methods and procedures used in the study. It also

discusses the researcher’s instruments used in gathering data in order to answer

specific problems presented in Chapter I and the statistical treatment of the data to be

gathered.

Locale of the Study

The study is conducted inside the premises of a certain college in Manila.

This helped the researchers identify and evaluate the variety of study methods being

used by the said population.

The Respondents



37

The respondents were selected using convenience non-random sampling due to

their availability as well as the researchers. They were thirty (30) students who were

officially enrolled in academic year 2010 to 2011, either male or female, ages ranging

from 19 to 22 years old. They signed a waiver which is included already in the

questionnaire as a proof that they permitted the researchers to gather data on their

great point average in their Professional Learning Subjects.



38

Research Design

The research is a combination of a descriptive-quantitative design. The

descriptive method is designed for the investigator to secure responses to questions

that are factual and practices of which the respondents are presumed to have

knowledge.

The research is geared towards the fulfillment of a common goal that included

the study habits of the respondents in relation to their academic performance. This

descriptive design was used as the method of research since it describes the nature of

a prevailing conditions and practices, and seeks accurate description of activities,

objects, persons and processes. This method is believed to be the most appropriate in

securing evidences about the present condition of a group of persons, class or events

and may involve conduction, analysis and measurement. The researcher decided to

utilize the descriptive method because the study tried to find out the present facts,

concerning the present status of the study habits of fourth year students in relation to

their academic performance in their Professional Learning subjects. Moreover,

descriptive method gives quality and meaning to facts that are currently going on in the

field. In addition, this method was used because the study was concerned with the

analysis of the present conditions that will lead to the identification of weaknesses or

problems and, consequently, find the appropriate solutions.

The Sampling Procedure



39

Using convenience sampling, the respondents were selected because of

their availability as well as the availability of the researchers as well as their trust in

letting the researchers made use of their Grade Point Average that were used in this

study. The respondents were selected conveniently because they were the ones easily

available to the researchers because the researchers had the same schedule as the

respondents.

Data Gathering

The data gathering procedures were divided into 3 phrases:

PHASE I - The letter of consent was given to the researchers' adviser for approval and

then to the Dean. Upon approval, the letter of consent will be handed personally to the

fourth year level coordinator and to the different class advisers. PHASE II - After the

letters have been given to the different level coordinators and class advisers, the

researchers then started the data gathering. PHASE III - After the data had been

gathered, it will be submitted for analysis, and interpretation.

Research Instrument

The researchers developed a questionnaire that helped them to collect the

needed data or information, to answer the aim or the purpose of the study.

Construction of the Questionnaire



40

The questionnaire was constructed on the basis of the concepts and ideas

gathered from professional reading materials, published and unpublished theses related

to the study. The first draft of the questionnaire was presented to their adviser for his

comments and suggestions. Suggestions were properly considered for the improvement

of the instrument. It contained the following parts: Part I dealt on the profile of the

respondents on age and gender; Part II revealed the study habits specifically on

learning styles, venue and duration of studying of the respondents; and Part III was the

waiver in obtaining their grade point averages from the concerned office.



41

Treatment of the Data

The researchers tallied and tabulated the data manually. The data and

information gathered from the questionnaire and documents from the Central Office

were reported using the following descriptive statistics.

Percentage. This was utilized in reporting the profile of the respondents

specifically on age and gender.

Weighted Mean. To answer questions number 2 a and 2 b, weighted mean was

used. Below is the scale that was used.

Weighted Mean Description Rating

3.26 – 4.00 Very Good

2.51 – 3.25 Good Study

1.76 – 2.50 Fair Study

1.00 – 1.75 Poor Study

The formula used was:

Where:

WA – Weighted Average

TW – Total Weight

N – Total no. of respondents



42

Mean. Mean was used for the central tendencies of the scores in ages of the

respondents and for questions 2c, 3a, 3b, 3c, and 3d. The formula used was:

M =Σ

fx

n

Where:

M – mean

f – frequency

x - age and/class mark of duration of studying

N – no. of cases



43

BIBLIOGRAPHY

[1]… Zulueta, Francisco M., Maglaya Elda M. LB 125 Z84 2004 Foundations of

Education; chapter 14

[2]… Whitehead and Mason, Study Skills RT 71 W587 2003 c.4

[3]… Dagdag, Lourdes A., Winning Strategies for Study, Thinking and Study Skills LB

1049 W731 2005 c.2

[4]… Acero, Victorina O., Principles and Strategies of Teaching LB 1028.35 Ac35 2000

c.1

[5]… Study Habits For a Lifetime By: Sara J Holt

http://www.articlesnatch.com/Article/Study-Habits-For-a-Lifetime/256747

[6]… Increase your Study Concentration by Creating a Good Study Environment

By: Jane Saeman http://www.articlesnatch.com/Article/Increase-your-Study-

Concentration-by-Creating-a-Good-Study-Environment/239388

[7]… Effective Study Habits By: Gene Grzywacz

http://www.articlesnatch.com/Article/Effective-Study-Habits/185570

[8]… Study Habits: Strategies for Success By: Cathy Keller Brown;

September 13, 2007 http://www.nymetroparents.com/newarticle.cfm?colid=8961

[9]… Benefit of M.U.R.D.E.R Study System

http://www.ucc.ie/en/SIN/sustudyadvice/EffectiveStudyHabits/




http://www.articlesnatch.com/Article/Increase-your-Study-Concentration-by-Creating-a-Good-Study-Environment/239388





http://www.nymetroparents.com/newarticle.cfm?colid=8961










http://www.nymetroparents.com/newarticle.cfm?colid=8961




44

[10]… The Likert - Type Scale, by Samuel V. O. Prichard William E. Arnold James C.

Mccroskey http://www.jamescmccroskey.com/publications/25.htm Copyright © James

C. McCroskey, 1995

[11]… Research Methods Knowledge Base, by William M.K. Trochim

http://www.socialresearchmethods.net/kb/scallik.htm Copyright © William M.K. Trochim,

All Rights Reserved 2006,

[12]… Speziale, Helen J. and Carpenter Dona Rinaldi; Qualitative Research in

Advancing the Humanistic Imperative; RT 81.5 St83 2007 c.1

[13]… Calmorin – Paler Laurentina and Calmorin, Melchor A; Methods of Research and

Thesis Writing; LB 2369 P174 1995

http://www.jamescmccroskey.com/publications/25.htm

http://www.socialresearchmethods.net/kb/scallik.htm

http://www.jamescmccroskey.com/publications/25.htm

http://www.socialresearchmethods.net/kb/scallik.htm



45

CHAPTER IV

RESULTS AND DISCUSSION

I. SOCIO-DEMOGRAPHIC PROFILE OF RESPONDENTS

Age. Table 1 presents the age of the respondents. As can be seen from

the table there is a total of 30 respondents who participated in the study.

Table 1

Ages of Respondents

Age Frequency Percent19 13 43.33

20 7 23.33

21 8 26.67

22 2 6.67

Total 30 100.00

MEAN 19. 97

There were 13 or 43. 33 percent of respondents are in the age of 19, there are 7

or 23. 33 percent of respondents are in the age of 20, 8 or 26. 67 percent is in the age

of 21 and 2 or 6.67 percent are in the age of 22. T he youngest of the respondents is 19

years old while the oldest is 22 years old with mean of 19. 97. This means that the

respondents are in their adolescence years.



46

Gender. Table 2 presents the distribution of respondents according to their

gender.

Table 2

Gender of Respondents

Gender Frequency Percent

Male 22 73.33

Female 8 26.67

Total 30 100.00

In terms of gender, there are 8 female and 22 male respondents. Female

represents 26. 67 percent of the respondents while male represents 73.33 percent of

the respondents. Figure 1 below shows the distribution of respondents according to

gender/sex.

II. STUDY HABITS OF RESPONDENTS

The study habits of respondents towards close door policy are categorized into

three aspects, namely, learning style, venue for study, duration . All of these aspects

have been assumed to affect the study habits of respondents towards close door policy

s of the respondents.

Learning Style. Respondents were asked as to the degree of their agreement

on the pre-identified learning style.



47

Table 3

Weighted Mean of the study habits of respondents towards close door

policy of the Respondents in Terms of Learning Styles

Learning Styles WeightedMean

VerbalInterpretation

1. I prefer studying alone 3. 30 Very Good2. I study preferably with

someone ( friend / personaltutor / partner / etc)

2. 57 Good

3. I prefer to study with a group.(classmates / “barkada” etc)

2. 80 Good

4. I am not comfortable studyingin a disorganized manner ( books scattered around)under).

2.90 Good

5. I study with a radio / mp3 on 2. 30 Good6. I prefer to study with TV

turned on2.00 Good

7. I prefer to study quietly with anear plug on

2. 33 Good

OVERALL WEIGHTED MEAN 8. 2.65

Based on the above table, it can be determined that the very good utilized

Learning Style in studying Professional Learning Subjects, Studying alone which has

garnered a mean score of 3 30, followed by the good utilized learning style (a) studying

with someone (friend / tutor or partner) with a mean score of 2.57 followed shortly by (b)

studying in disorganized manner with a mean score of 2.90, (c) studying with a radio /

mp3 on with a mean 2.00, (d) studying with TV turned on with mean of 2. 00 (e)

Studying quietly with an ear plugs on with mean of 2.33. In all instances, students grade

are mainly based from the students’ academic performance from Professional Learning

Subjects, and that, when students failed, their academic experience is severely

affected, to the point of becoming irregular, or worst, getting expelled from the school.



48

The respondents’ prioritization of studying alone foremost their subjects are indicative of

their desire to focus more on professional learning subjects rather.

Venue for Studying. The places where students review and do their

assignments for their subjects also affect the quality of their learning and output. From

the table 4, it can be determined that respondents prefer more to study at home than in

public places; although, their mean scores, would mean that these are sometimes done.

Preferring to study at home offers the comfort that their own study room or area could

provide as compared to public places.



49

Table 4.

Weighted Mean of the Study Habits of the Respondents in Terms of Venue

for Studying

Choice of Place for Studying

WeightedMean

VerbalInterpretation

1. I prefer to study at home(bedroom / kitchen / living room /etc )

3.17

Good

2. I study in a public place (coffeeshop / classroom / etc)

2.73Good

3. I do my school works on the wayto school

2.97Good

4. I do my school work in schoolbefore I go home or when I arrive in

school before my class start.

2.77

Good

OVERAL WEIGHTED MEAN 2.91

Duration for Studying. The time of studying also affects the memory retention,

and comprehension, hence, learning among students. Based on Table 5, it can be seen

that the students frequently study their Professional Learning Subjects (3.03) between

the range bracket of three to four hours, and spent hours in studying before an exam

with (3.10) between the range bracket of thee to four hours, spent hours in doing

homework’s (2.80) between the range bracket of two to three hours with an overall

mean of 2. 98 or the tendency of the respondents to study is between 2 to 3 hours.



50

III. ACADEMIC PERFORMANCE OF RESPONDENTS AS TO CLOSE DOOR POLICY

Table 6 shows the Academic Performance of the Respondents in their

Professional Learning Subjects through the use of their great point average.

Table 6

Academic Performance of the Respondents in their Professional Learning

Subjects

GPAMAJOR MIN

OR

f % F %

1.75 6 20.00 0 0.00

2.00 11

36.67 1 3.33

2.25 8 26.67 7 23.33

2.50 1 3.33 17 56.67

2.75 4 13.33 5 16.67

3.00 0 0.00 0 0.00

Total 30

30

Mean 2.13 2.47

Description Good VerySatisfactory

Close Door Policy

Never (1) Seldom (2)Sometimes(3)

Always(4) Weighted

Meanf w f W f w f w

1. I prefer 4 4 0 0 9 27 17 68 3.30

2. I study 1 1 6 12 18 54 5 20 2.90

3. I prefer 1 1 7 14 19 57 3 12 2.80

4. I am 12 12 6 12 9 27 3 12 2.105. I usually 6 6 12 24 9 27 3 12 2.30

6. I prefer 13 13 9 18 3 9 5 20 2.00

7. I prefer 10 10 6 12 8 24 6 24 2.33

Overall Weighted Mean 2.53

close door policy

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