Effective Study Habits and Strategies of Grade 10 Academic Achievement Awardees at Iligan City National High School, S.Y. 2024-2025

This study examined the effective study habits and strategies of Grade 10 Academic Achievement Awardees at Iligan City National High School for S.Y. 2024–2025. Using a descriptive mixed-method design, data were collected from 40 awardees via surveys and interviews. Descriptive statistics summarized quantitative responses, while thematic analysis was used to interpret qualitative data. Findings revealed that students employed structured routines—such as goal-setting, time management, and regular review—and used study aids like flashcards and visual organizers. Motivation, self-discipline, and a supportive environment emerged as critical enablers of their consistent performance. Drawing on current research, the study aligns with evidence that self-regulated learning practices positively impact academic success. Overall, the combination of effective study habits and self-regulated strategies contributes significantly to high academic achievement.

study habits, study strategies, academic achievement

1. Ameena B. Oliva, IJSRM Volume 09 Issue 07 July 2021 [www.ijsrm.in] EL-2021-1788 Local Education Council. Research in Pedagogy, 7(2), 283–297. https://doi.org/10.17810/2015.65 [Google Scholar] [Crossref]

2. Beboso, C. T., & Bual, J. M. (2022). The Effects of Study Habits On The Academic Performance of Senior High School Learners in Tigbauan National High School. Asian Journal of Educational and Social Studies, 31(3), 30750. [Google Scholar] [Crossref]

3. Bimbo Sanni, K., & Sakirudeen, A. O. (2017). Study Habits and Academic Performance of Secondary School Students in Mathematic: a Case Study of Selected Secondary Schools in Uyo [Google Scholar] [Crossref]

4. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266 [Google Scholar] [Crossref]

5. Gementiza, R., Saco, C., & Arieta, K. (2025). Study Habits of Academic Scholars in A Philippine State University, Philippines. Asian Journal of Educational and Social Studies, 1(1), 187-195. [Google Scholar] [Crossref]

6. Huang, H., & Chang, L. (2023). Learning strategies and their influence on foreign language skills. Journal of Language Education, 58(4), 45–63. [Google Scholar] [Crossref]

7. Magulod, G.C. (2017). Learning styles, study habits and academic performance of Filipino University students in applied science courses: Implications for instruction. Journal of Technology and Science Education, 7(2), 154-162. [Google Scholar] [Crossref]

8. Nadj Balindong. “Research Project BERYL.” Academia.edu, 10 Jan. 2018, www.academia.edu/35637441/Research_Project_BERYL. Accessed 17 Sept. 2025. [Google Scholar] [Crossref]

9. Nyagosia, P.O. (2011). Determinants of Differential Kenya Certificate of Secondary Education Performance and School Effectiveness in Kiambu and Nyeri Counties, Kenya. Kenyatta University. Retrieved April 25, 2018 from http://irlibrary.ku.ac.ke/bitstream/handle/123456789/3009/Nyagosia,%20Patrick%20Ogecha. pdf?sequence=3 [Google Scholar] [Crossref]

10. Rabia, M., Mubarak, N., Tallat, H., & Nasir, W. (2017). A Study on Study Habits and Academic Performance of Students. International Journal of Asian Social Science, 7(10), 891–897. https://doi.org/10.18488/journal.1.2017.710.891.897 [Google Scholar] [Crossref]

11. Siahi, E. A., & Maiyo, J. K. (2015). Study habits and academic performance of students: A case study of University of Eldoret. International Journal of Educational Management, 13(1), 12-21. [Google Scholar] [Crossref]

12. Steinmayr, R., Wirthwein, L., Meißner, A., & Weidinger, A. (2014). Academic Achievement. https://www.researchgate.net/profile/Ricarda-Steinmayr/publication/351870823_Academic_Achievement/links/6200dd13b44cbe422729fcbc/Academic-Achievement.pdf [Google Scholar] [Crossref]

13. Tinajero, C., Mayo, M. E., Villar, E., & Martínez-López, Z. (2024). Classic and modern models of self-regulated learning: Integrative and componential analysis. Frontiers in Psychology, 15, 1307574. https://doi.org/10.3389/fpsyg.2024.1307574 [Google Scholar] [Crossref]

14. Tus, J., Lubo, R., Rayo, F., & Cruz, M. A. (2020). THE LEARNERS'STUDY HABITS AND ITS RELATION ON THEIR ACADEMIC PERFORMANCE. International Journal Of All Research Writings, 2(6), 1-19. [Google Scholar] [Crossref]

15. Xu, L., Duan, P., Padua, S. A., & Li, C. (2022). The impact of self-regulated learning strategies on academic performance for online learning during COVID-19. Frontiers in Psychology, 13, 1047680. https://doi.org/10.3389/fpsyg.2022.1047680 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study