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Effective Study Habits and Strategies of Grade 10 Academic
Achievement Awardees at Iligan City National High School, S.Y.
2024-2025
Arban, Gian Karlo, Dela Cerna, Michael Angelo, R., Domato, Mohammad Arief, A. , Rosal, Athan
Raphel D., Arboladura, Gilliane Khaye, C., Atay, Ma.Keisha Corrine, Bashier, Hanna Maicka B.,
Jamal, Norjanah, B., Lazula, Ruffa Mae, Taguran, Decemrier, D.
Iligan City National High School, Mahayahay, Iligan City
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100214
Received: 10 November 2025; Accepted: 20 November 2025; Published: 05 December 2025
ABSTRACT
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.
Keywords: study habits, study strategies, academic achievement, self-regulated learning
INTRODUCTION
Academic achievement stands as a key to student success, reflecting not only the acquisition of knowledge but
also the development of critical skills essential for lifelong learning. Despite efforts to enhance student success,
challenges in academic performance persist, emphasizing the need to identify and understand the factors that
drive excellence. This study aims to provide reliable insights about students’ study habits, defined as
consistent, organized, and purposeful approaches used to acquire, retain, and process information. Study habits
include time management, active engagement with learning materials, systematic note-taking, and regular
review—behaviors that shape how students interact with academic content.
Distinct but related to study habits are study strategies, which refer to specific methods such as summarization,
self-testing, and elaboration. Together, effective study habits and strategies help boost academic achievement,
measured through performance indicators such as grades, test scores, and academic awards. Recent studies
affirm that well-developed study habits and self-regulated learning strategies significantly influence students’
academic success (Magulod, 2021; Xu et al., 2022).
Existing literature establishes a positive correlation between study habits and strategies to academic success,
with practices like active learning and structured review often associated with better performance. However,
situational factors influencing these events remain less studied, particularly in localized settings like the
Philippines. Moreover, while high-achieving students here, Grade 10 Academic Achievement Awardees at
Iligan City National High School for S.Y. 2024–2025 showcase effective practices, only few recorded
documents are available
This descriptive study addresses this gap by examining the study habits of high-performing Grade 10 students,
aiming to explain the strategies that contribute to their academic excellence. Its findings are expected to
provide practical insights for students, educators, and parents seeking replicable models of effective learning
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behaviors. Moreover, the study offers a localized perspective to inform school policies and support programs
that foster academic excellence.
Statement Of The Problem
This study aims to determine the effective study habits and strategies of Grade 10 Academic Achievement
Awardees at Iligan City National High School.
Specifically, it seeks to answer the following questions:
1. What is the profile of the respondents in terms of:
a. Age
b. Sex
c. General average in the previous school year
d. Average study time per day
2. What study habits are commonly practiced by the respondents?
3. What study strategies are frequently applied by the respondents?
4. What challenges do the respondents encounter in maintaining effective study habits and strategies?
5. What recommendations can be drawn from the findings to help other students improve their study
habits and strategies?
Theoretical Framework
This study on the effective study habits and strategies of Grade 10 Academic Achievement Awardees at Iligan
City National High School is anchored on the Self-Regulated Learning (SRL) Theory. This theory explains
that students’ academic success is not solely due to intelligence or instruction but is achieved through their
ability to actively control and manage their own learning. According to Xu et al. (2022), self-regulated learners
set goals, plan strategies, monitor progress, and reflect on their performance to improve continuously. Modern
models describe SRL as a cyclical process involving forethought, performance, and self-reflection (Tinajero,
Mayo, Villar, & Martínez-López, 2024). In this study’s context, high-achieving students demonstrate SRL by
setting clear academic goals, applying organized and effective study strategies, and evaluating their progress to
maintain strong performance. This framework supports the idea that consistent self-regulation fosters
productive study habits and sustained academic excellence.
In relation to this study, the SRL Theory explains how Grade 10 academic awardees employ effective study
habits and strategies that align with the three phases of self-regulation. Their forethought is reflected in their
preparation and goal setting, their performance phase in active engagement and discipline, and their reflection
phase in assessing outcomes and improving future study plans.
Conceptual Framework
Figure 1. The Paradigm of the Study
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The conceptual framework for this study. titled “Effective Study Habits and Strategies of Grade 10 Academic
Achievement Awardees at Iligan City National High School, S.Y. 2024–2025” is structured around the Input-
Process-Output (IPO) model.
The Input is the student's study habits, including note-taking and time management. The Process shows how
these habits lead to active learning methods, review and practice, and overall academic performance. The
Output is academic achievement, with the framework suggesting that better study habits and learning processes
result in higher grades. The framework outlines a chain reaction where good study habits such as note-taking
and time management act as the catalyst for success. These habits enable students to engage in a more effective
learning process, including active methods and consistent practice. This process acts as a bridge, connecting
the habits to the final outcome. The result of this positive interplay is higher academic achievement, validating
that strategic learning behaviors lead to superior performance.
Hypotheses
Null Hypothesis: There is no significant relationship between study habits and academic achievement among
Grade 10 Academic Achievement Awardees at Iligan City National High School in S.Y. 2024–2025.
Alternative Hypothesis: There is a significant relationship between study habits and academic achievement
among Grade 10 Academic Achievement Awardees at Iligan City National High School in S.Y. 2024–2025.
Significance Of The Study
This study aims to identify the effective study habits of Grade 10 Academic Achievement Awardees at Iligan
City National High School for S.Y. 2024–2025. The findings may guide students in improving their learning
strategies, assist teachers and school administrators in promoting productive study behaviors, and help parents
support their children’s academic growth. It also contributes to local research on study habits and academic
performance.
To School Administrators, the results may assist in planning programs and activities that foster productive
learning habits.
To Teachers, the study may help teachers identify and encourage study practices that enhance the students’
learning and academic success.
To Future Researchers, the study will add to the existing local literature on study habits, serving as a
reference for similar research in education.
To Parents, The findings can provide insights on how to support and monitor their children’s study routines at
home.
To Students, the results can serve as a guide for developing and adopting effective study habits that may
lead to improved academic performance.
Scope And Delimitation
This study aims to describe the effective study habits of Grade 10 Academic Achievement Awardees at Iligan
City National High School for the School Year 2024–2025. The scope of this research is limited to identifying
and analyzing the study habits that contribute to the academic success of these awardees. It focuses exclusively
on Grade 10 students who have been recognized for their academic performance, and the data will be gathered
within the premises of Iligan City National High School during the specified school year.
The delimitation of this study lies in its specific focus on Grade 10 awardees from a single institution, which
may not represent students from other grade levels or schools. The results are limited to Grade 10 awardees in
S.Y. 2024–2025 and may not apply to other grade levels or different academic contexts. However, the findings
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may provide valuable insights into effective study habits that could benefit students with similar academic
characteristics and learning goals.
Definition Of Terms
This study explores the study habits of high-achieving Grade 10 students at Iligan City National High School.
Understanding the practices and strategies that contribute to their academic success can help other students,
teachers, and parents improve learning outcomes.
Academic Achievement Awardees — Conceptually, this refers to performance outcomes that show the extent
to which a person has accomplished specific academic goals within an educational environment. It is measured
through indicators such as grades, knowledge acquired, and recognition received (Steinmayr, Wirthwein,
Meißner, & Weidinger, 2014). Operationally, it refers to Grade 10 students of Iligan City National High
School who have demonstrated outstanding academic performance and received recognition as Academic
Achievement Awardees for S.Y. 2024–2025.
Effective Study Habits — Conceptually, these are intentional, systematic, and methodical approaches to
learning that help students enhance understanding and improve retention of information (Dunlosky, Rawson,
Marsh, Nathan, & Willingham, 2013). Operationally, this refers to the consistent study practices, strategies,
and routines used by students that lead to improved academic performance.
Grade 10 — Conceptually, this represents the fourth year of junior high school in the Philippine K to 12
education system, marking the completion of basic secondary education before senior high school (Department
of Education, 2024). Operationally, it refers to students enrolled in the fourth year of junior high school at
Iligan City National High School under the Matatag Curriculum during S.Y. 2024–2025.
Iligan City National High School — Conceptually, this is a public secondary educational institution that
provides formal instruction and learning opportunities under the Philippine Department of Education
(Department of Education, 2019). Operationally, it refers to the specific public secondary school in Iligan City
where this research was conducted.
S.Y. 2024–2025 — Conceptually, this denotes the academic period in the Philippine education system
covering one full school year as defined by the Department of Education (Department of Education, 2024).
Operationally, it refers to the school year from 2024 to 2025, which serves as the specific time frame of this
research.
Study Habits — Conceptually, this refers to the consistent practices, behaviors, and routines that students use
in their learning process to effectively acquire and retain knowledge (Garcia, 2025). Operationally, it refers to
the regular patterns or behaviors in studying, including time management, note-taking, reviewing, and other
learning-related activities that influence academic achievers.
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides a review of related studies and literature relevant to the research topic. It explores key
concepts, theories, and previous findings that form the foundation for the study, offering context and
supporting the analysis of the research problem.
Related Literatures
The Concept and Determinants of Academic Achievement
According to Steinmayr et al. (2014), Academic achievement represents performance outcomes that indicate
the extent to which a person has accomplished specific goals that were the focus of activities in instructional
environments, specifically in school, college, and university. School systems mostly define cognitive goals that
either apply across multiple subject areas (e.g., critical thinking) or include the acquisition of knowledge and
understanding in a specific intellectual domain (e.g., numeracy, literacy, science, history). Therefore, academic
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achievement should be considered to be a multifaceted construct that comprises different domains of learning.
Because the field of academic achievement is very wide-ranging and covers a broad variety of educational
outcomes, the definition of academic achievement depends on the indicators used to measure it. Among the
many criteria that indicate academic achievement, there are very general indicators such as procedural and
declarative knowledge acquired in an educational system, more curricular-based criteria such as grades or
performance on an educational achievement test, and cumulative indicators of academic achievement such as
educational degrees and certificates. All criteria have in common that they represent intellectual endeavors and
thus, more or less, mirror the intellectual capacity of a person. In developed societies, academic achievement
plays an important role in every person’s life.
The Nature and Importance of Study Habits
Study habits contribute significantly in the development of knowledge and perceptual capacities. Study habits
tell a person how much he will learn and how far he wants to go, and how much he wants to earn. These all
could be decided with the help of one"s study habits, throughout the life. Therefore it is assumed that study
habits are correlates of scholastic or academic achievement.
Study habits are at the core of a learner's academic success. It is an action like reading, taking notes,
conducting study groups that students perform frequently, and regularly accomplishing the learning goals. It
can be defined as effective or counterproductive based on whether it serves the students well.
Effective study habits are not just passive actions but are intentional, systematic, and methodical approaches to
learning. These habits are considered a key predictor of academic performance, often outweighing other
factors like family background or school environment (Magulod, 2017).
Learning Strategies and Their Impact on Learning
Learning strategies are one of the variables that affect how the approach to learning strategies in learning and
are related to the success of learning English. According to Chamot 1987 in (Wael et al: 2018) “Learning
strategies are techniques, approaches, or thoughtful actions that students take to learn and remember linguistic
information and content areas." In other words, strategies are ways or actions that students have in preparing
them to learn. Learning strategies are another factor that can make students improve their skills in English. In
the learning process, there are still many students who have learning difficulties. They find it difficult to speak,
write and understand words and sentences. They also study hard because they want to get good grades but
sometimes get low marks in English. In addition to studying hard, they also need a good strategy for learning.
Students must know, understand and try to learn the methods that are suitable for them to be more effective.
It refers to deliberate techniques that learners use to acquire, process, and retain knowledge more effectively.
Cognitive strategies (e.g., elaboration, organization), metacognitive strategies (e.g., planning, self-monitoring),
affective strategies (emotional regulation), social strategies (collaborative learning), and memory strategies are
commonly identified categories (Oxford, 1990; as cited in Huang & Chang, 2023). Metacognitive strategies,
which involve self-regulation and planning, are particularly influential in improving academic performance
(Huang & Chang, 2023; Dunlosky et al., 2013).
Oxford’s taxonomy identifies six main types of learning strategies: metacognitive, affective, social, cognitive,
memory, and compensation strategies. Among these, metacognitive, cognitive, and social strategies are most
frequently used and influential in learning foreign languages and developing skills such as reading, listening,
writing, and speaking. Motivation also significantly impacts the effectiveness of learning strategies
Effective learning strategies such as retrieval practice, distributed practice, and self-explanation foster deeper
understanding and long-term retention of material (Dunlosky et al., 2013; Rawson & Dunlosky, 2021).
However, students often underutilize these effective strategies due to low self-efficacy or lack of habit
formation, highlighting the need for explicit strategy training and motivational support (Rawson & Dunlosky,
2021).
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External and Personal Factors Influencing Academic Success
According to Oxford Advanced Learners Dictionary (2010), “Achievement is a thing that somebody has done
successfully; especially using his/her own efforts and skills.” Achievement or scholastic achievement thus
means the desired level at which the student is functioning in school tasks as measured by school marks. It
refers to a degree or level of success that of proficiency attained in some specific area concerning scholastic or
academic work. In general, it refers to the scores obtained in the annual examination.
The determinants of academic performance of the students include, class participation, class assignments,
home-work assignments, tests, examinations, and participation in competitions or other events. The pressure of
the parents and other individuals upon teachers and school administrators to improve the academic
performance has enabled schools to come up with advanced strategies. These include, promoting extraclasses
for students, introducing effective teaching-learning methods and instructional strategies, using technology,
rewarding students for good performance serves as a motivating factor and when they achieve low grades, then
they usually tend to work more to make improvements (Nyagosia, 2011).
Related Studies
The study "The Effects of Study Habits On The Academic Performance of Senior High School Learners in
Tigbauan National High School" found that study habits significantly impact academic performance.
Conducted at Tigbauan National High School, the research examined senior high school students and
identified key study habits like note-taking, time management, and attendance as crucial factors. These
findings can guide students, teachers, and parents in improving learning outcomes, and its framework can be
applied to other studies, including those focusing on Grade 10 students.
The study "Study Habits of Academic Scholars in A Philippine State University, Philippines" found that high-
achieving students demonstrated good study habits, particularly in areas like time management, concentration,
note-taking and test preparation. Interestingly, these study habits were generally not influenced by factors such
as sex or family income, except for parental educational attainment, which did show a significant relationship.
This research provides valuable insights into the study habits of high-achieving students, which can help
inform strategies to support other students in improving their academic performance .
The study "Learning Styles, Study Habits and Academic Performance of Filipino University Students in
Applied Science Courses: Implications for Instruction" by Magulod Jr. (2017) found that study habits have a
positive impact on academic achievement. Students with good academic performance demonstrated moderate
study habits, highlighting the importance of effective study practices. The research shows a significant
relationship between study habits and academic performance, providing valuable insights for instructors to
tailor instructional interventions and improve student outcomes.
The study "Study Habits and Academic Performance of Secondary School Students in Mathematic: A Case
Study of Selected Secondary Schools in Uyo Local Education Council" by Sakirudeen and Sanni (2017) found
that students' study habits, such as note-taking, using the library and time management, significantly impact
their academic performance in mathematics. The research revealed a strong positive correlation between study
habits and academic achievement, suggesting that students who develop effective study habits tend to perform
better academically. Specifically, the study highlighted the importance of time allocation for studying, noting
that students who manage their time well tend to achieve better grades. Based on these findings, the
researchers recommended organizing group guidance sessions in schools to promote effective study habits and
providing functional school libraries to support students' academic success .
The study “Study habits and their effect on academic performance among students, highlighting key habits like
note-taking and memory skills that significantly correlate with academic success.” conducted in Iligan City
National High School found out that the quality of a nation depends upon the quality of its citizens. The quality
of citizens depends on the quality of their education and quality of education besides other factors depends
upon study habits and study attitude of the learners. Quality of education is reflected through academic
achievement which is a function of study habits and study attitudes of the students. Thus to enhance the quality
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of education, it is necessary to improve the study habits of the students. To improve study habits, those factors
are needed to be identified which affect these characteristics adversely. Identification factors having negative
effect on study habits and study attitudes, to propose remedial measures and to employ strategies for the
development of good study habits and that lead on to good academic performance, well organized guidance
services are needed in schools. Guidance refers to leading a person to selfactualization or helping him to
develop his full potential. This objective of self-actualization is difficult to be attained if the student is unaware
of, or unrealistic about his potential. Bhatnagar and Gupta (1999) define guidance as a process of helping the
individual find solutions to his own 2 problems and accept them as his own. They further say that guidance is
an integral part of education.
Synthesis of Related Literature and Studies
The Related Literature section emphasizes that effective study habits are crucial for academic success. Study
habits are defined as organized, consistent, and purposeful approaches to learning, and they directly affect how
students understand concepts and manage time. A good learning environment and the absence of financial
constraints can encourage these habits. The document states that effective study habits are not merely passive
actions but are intentional, methodical, and a key predictor of academic performance, often more so than
family background. The literature also delves into learning strategies, which are deliberate techniques for
acquiring and retaining knowledge. These include cognitive, metacognitive, affective, and social strategies,
with metacognitive strategies like self-regulation and planning being particularly influential. The importance of
motivation in making these strategies effective is also highlighted. Academic achievement is defined as the
successful completion of specific goals in an instructional setting, and it is a multifaceted concept that can be
measured by grades or other indicators.
The Related Studies section presents findings from previous research that support the paper's focus. A study at
Tigbauan National High School found that note-taking, time management, and attendance were crucial study
habits affecting academic performance. Another study on academic scholars at a Philippine State University
showed that high-achieving students demonstrated strong habits in time management, concentration, and test
preparation. This research found that these habits were generally not influenced by sex or family income,
though they did have a significant relationship with parental education. A study by Magulod Jr. (2017) also
found a positive relationship between study habits and academic achievement, noting that students with good
academic performance showed moderate study habits. Lastly, a study by Sakirudeen and Sanni (2017) on
mathematics students found a strong positive correlation between study habits and academic performance, with
time allocation being a key factor.
METHODOLOGY
This chapter represents the research design and other methodology related elements namely, research design,
research setting, respondents and sampling procedure, research instrument, data gathering procedure, and
statistical treatment of data.
Research Design
The study employed a mixed-method descriptive research design to investigate the effective study habits of
Grade 10 Academic Achievement Awardees at Iligan City National High School for the School Year 2024–
2025. Quantitative data were collected through surveys to measure the frequency and prevalence of specific
study habits, while qualitative data were gathered through interviews to gain deeper insights into students’
strategies, motivations, and challenges. This design was deemed appropriate because it combined the strengths
of both quantitative and qualitative approaches. The quantitative data provided measurable and generalizable
patterns, while the qualitative data offered rich and detailed explanations behind those patterns. Together, these
methods allowed for a more holistic and accurate understanding of the study habits that contributed to
students’ academic success.
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Locale Of Study
This study was conducted at Iligan City National High School (ICNHS), a large public secondary school
located in Barangay Mahayahay, Gen. Wood Street, Iligan City, Lanao del Norte, Northern Mindanao. The
school serves more than 7,600 students through both day and night classes and offers various academic
programs for junior and senior high school learners.
Figure 2. Map of Iligan City National High School
(Source: Google Maps)
Figure 3: Geographical Map of Iligan City National High School
(Source: ResearchGate)
Participants/Respondents
The respondents of this study will consist of 40 Grade 10 Academic Achievement Awardees from Iligan City
National High School, S.Y. 2024–2025. They are chosen because they have consistently demonstrated high
academic performance, making them suitable participants in examining effective study habits. The criteria for
participation are:
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1. students officially recognized as Academic Achievement Awardees for the school year, and
2. students enrolled in Grade 10 during S.Y. 2024–2025.
By focusing on this group, the study ensures that the data gathered reflects the strategies and habits that
contribute to sustained academic excellence.
Sampling Procedure
The researcher will employ a purposive sampling technique in selecting the respondents. This method is used
because the study specifically targets Grade 10 Academic Achievement Awardees of Iligan City National High
School for the School Year 2024–2025. The total number of awardees will first be identified through the
school records, which will serve as the population for the study. Since the group is already small and well-
defined, all awardees will be considered as respondents to ensure complete and accurate representation of the
target participants. This procedure is appropriate because it ensures that only individuals who meet the criteria
of high academic performance are included, thereby providing reliable insights into the effective study habits
associated with their academic success.
Data Gathering
The researcher first secured approval from the school administration to conduct the study. Once permission
was granted, the research instruments, structured survey questionnaires, and interview guides were finalized
and validated. The respondents, composed of 40 purposively selected Grade 10 Academic Achievement
Awardees, were then formally notified, and student consent was obtained.
After the preparations, the questionnaires were administered to the respondents in a scheduled session within
the school premises. Standard instructions were provided, and the accomplished forms were collected
immediately to ensure completeness. In addition, a selected subsample of awardees underwent semi-structured
interviews to gather deeper insights into their study habits.
Finally, all collected data were checked, encoded, and organized for analysis. Confidentiality was maintained
by using ID codes instead of names, and both physical and digital records were stored securely.
Instrument/ Tool Used
The primary instrument used in this study was a structured survey questionnaire adapted from a validated
instrument to gather data on the effective study habits and strategies of Grade 10 Academic Achievement
Awardees at Iligan City National High School for S.Y. 2024–2025. To measure how often each study habit
and strategy was practiced, a five-point Likert scale was employed with the options: Always, Often,
Sometimes, Seldom, and Never. This scale allowed respondents to indicate the frequency of their study
behaviors. The questionnaire was divided into four parts.
Part I – Demographic Profile
This section collected basic information about the respondents such as age, gender, and section. These details
helped describe the characteristics of the participants.
Part II – Study Habits
This section contained statements related to students’ personal study routines and behaviors, including setting
academic goals, following a study schedule, reviewing past lessons, seeking clarification when needed, and
minimizing distractions. These items aimed to identify how consistently students practiced effective study
habits in their daily learning activities.
Part III – Study Strategies
This section focused on the specific methods and techniques used by students to improve comprehension and
retention of lessons, such as summarizing information, self-testing, organizing study materials, and applying
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learned concepts to new situations. These statements assessed how students applied strategic approaches to
enhance learning outcomes.
Part IV – Open-Ended Questions
This section allowed respondents to provide qualitative insights into their personal study habits, motivations,
and challenges.
The questionnaire was administered face-to-face by the researcher, who explained the purpose of the study,
assured confidentiality, and provided clear instructions. Before its final administration, the instrument
underwent pilot testing with 10 non-participant students to ensure clarity and reliability. The computed
Cronbach’s alpha value of 0.87 indicated a high level of internal consistency, confirming the instrument’s
reliability for this study.
Research Ethics
This study ensured the rights and welfare of the participants, who were Grade 10 Academic Achievement
Awardees at Iligan City National High School. Approval from the school principal and the research adviser
was secured before data collection. The researcher obtained informed consent from both the participants and
their parents or guardians, ensuring that they clearly understood the purpose, procedures, potential risks, and
benefits of the study. Participants’ identities were kept confidential, and their responses were treated with
anonymity throughout the research process. The study was conducted with respect, fairness, and transparency,
adhering to the ethical principles of beneficence, non-maleficence, autonomy, and justice.
Statistical Treatment
The data gathered from the survey questionnaires will be analyzed using "descriptive statistics" to summarize
and interpret the study habits of the Grade 10 Academic Achievement Awardees of Iligan City National High
School, S.Y. 2024–2025. This statistical treatment will provide a clear understanding of common strategies,
patterns, and tendencies among the respondents.
Descriptive Statistics:
1. Frequency and Percentage was used to describe the demographic profile of the respondents (age, gender,
and general average).
Where:
P = percentage
f = frequency
N = total number of respondents
2. Weighted Mean was applied to determine the average response for each category, indicating the general
tendency or most common study habits among the students.
Where:
f = frequency
x = weight of response
N = total number of responses
3. Standard Deviation was used to measure the variation or consistency in the students’ responses regarding
their study habits.
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4. Descriptive Analysis was conducted to interpret the overall findings, identifying which study habits were
most commonly practiced and how these related to academic achievement.
Application of Formulas:
The formulas were applied to the collected data to present numerical and descriptive results. Percentages
described the respondents’ demographic distribution, the weighted mean identified prevailing study practices,
and the standard deviation measured variations in study habits. Descriptive analysis was used to interpret these
results and highlight patterns related to students’ academic success.
Presentation, Analysis And Interpretation Of Data
This chapter presents the interpretation and analysis of the data collected. The findings are organized to clearly
show the study habits and strategies that contribute to the students’ academic success.
Table 1 :Frequency of Reading Habits among Grade 10 Academic Achievement Awardees
STATEMENT
ALWAYS
OFTEN
SOME
TIMES
NEVER
WEIGHTE
D MEAN
AVERAGE
How often do
you read?
4
19
13
1
2.84
Sometimes
Table 1 shows how often the awardees read. The results reveal that most of them (45.7%) answered often,
while 31.4% answered sometimes, and only a few said seldom or never. The weighted mean of 2.84,
interpreted as “sometimes,” shows that reading is part of their habit, but not done regularly by all students.
This means that although reading is important for learning, many awardees only do it when needed instead of
making it a daily routine.
Table 2 : Frequency of Note-Taking While Reading
STATEMENT
ALWAYS
OFTEN
SOME
TIMES
SELDOM
NEVER
WEIGHTED
MEAN
AVERAGE
Do you take
down notes
while reading?
13
9
14
3
1
4.75
Some times
Table 2 shows 13 students always take notes while reading, 9 do so often, and 14 sometimes. Only a small
number said seldom or never. The weighted mean of 4.75, interpreted as “sometimes,” means that most of the
students take notes while reading but not consistently. This shows that while they understand that note-taking
helps them remember and understand better, not all make it a regular part of their study routine.
Table 3: Frequency of Lesson Review Practices
STATEMENT
ALWAYS
OFTEN
SOME
TIMES
SELDOM
NEVER
WEIGHTE
D MEAN
AVERAGE
How often do
you review your
lessons?
11
15
10
3
1
3.80
Sometimes
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Table 3 shows how often the students review their lessons. It can be seen that 11 students always review, 15
often, and 10 sometimes, with a few saying seldom or never. The weighted mean of 3.80, interpreted as
“sometimes,” shows that reviewing lessons is practiced by many students, but not every day. This means that
although most awardees review their lessons, they still need to do it more often to strengthen their
understanding of the topics.
Table 4: Consistency in Completing Assignments on Time
STATEMENT
ALWAY
S
OFTEN
SOME
TIMES
SELDOM
NEVE
R
WEIGHTE
D MEAN
AVERAGE
Do you keep up to
date with your
assignment?
20
11
8
0
11
4.13
OFTEN
Table 4 shows 20 students always complete their assignments on time, 11 often, and 8 sometimes, while only
one said never. The weighted mean of 4.13, interpreted as “often,” shows that most of the awardees are
consistent in submitting their assignments on time. This means that they are responsible, organized, and able to
manage their time well in finishing school tasks.
Table 5: Level of Distraction Due to Environmental Factors While Studying
STATEMENT
ALWAYS
OFTEN
SOME
TIMES
SELDOM
NEVER
WEIGHTED
MEAN
AVERAG
E
Are you easily
distracted from the
different factors
such as noise or
weather conditions
while studying?
11
6
12
8
3
3.35
Often
Table 5 presents how often students get distracted by their surroundings, such as noise or weather, while
studying. The results show that 11 students are always distracted, 6 often, 2 sometimes, and 8 seldom. The
weighted mean of 3.35, interpreted as “often,” indicates that many students experience distractions while
studying. This means that the study environment has an effect on their focus, and a quiet, comfortable place
may help them concentrate better.
Table 6: Confidence and Relaxation Level During Tests
STATEMENT
ALWAYS
OFTEN
SOME
TIMES
SELDOM
NEVER
WEIGHTED
MEAN
AVERAGE
Do you feel
confident and
relaxed when
taking tests?
5
14
18
2
1
3.50
OFTEN
Table 6 shows 5 students always feel confident and relaxed when taking tests, 14 often, 18 sometimes, and a
few seldom or never. The weighted mean of 3.50, interpreted as “often,” shows that most awardees feel calm
and confident during tests. This means that they are usually well-prepared and have a positive attitude when
facing exams, which helps them perform better academically.
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Table 7: Use of Study Schedules and Time Management Practices
STATEMENT
ALWAYS
OFTEN
SOME
TIMES
SELDOM
NEVER
WEIGHTED
MEAN
AVERAGE
Do you use
schedules to
organize your
time and to set
aside each day
for studying?
11
10
9
4
6
3.40
Sometimes
Table 7 shows how often the students use study schedules or manage their time. The data reveal that 11
students always use a schedule, 10 often, 9 sometimes, 4 seldom, and 6 never. The weighted mean of 3.40,
interpreted as “sometimes,” shows that many of the students try to organize their study time, but not all do it
regularly. This means that while some awardees plan their study schedule well, others still need to improve
their time management.
Table 8: Organization and Setup of Study Area
STATEMENT
ALWAYS
OFTEN
SOMET
IMES
SELDOM
NEVE
R
WEIGHTE
D MEAN
AVERAGE
Is your study
desk large
enough, free of
distracting
objects, equipped
with needed
materials, and
located in a quiet
place?
4
12
12
9
4
3.10
Sometimes
Table 8 shows 12 students said they often have a study desk that is big enough, free from distractions, has the
needed materials, and is placed in a quiet area. Another 12 students said they have this kind of setup
sometimes, while 9 students answered seldom, and 4 students said always. The weighted mean of 3.10, which
means “sometimes,” shows that many of the Grade 10 Academic Achievement Awardees only sometimes
study in a well-arranged and quiet place. This means that while some students have a good study area that
helps them focus, others still face distractions or lack materials, which can affect how well they study.
Table 9: Frequency of Identifying Main Ideas While Reading
STATEMENT
ALWAYS
OFTEN
SOMETI
MES
SELDO
M
NEVER
WEIGHT
ED MEAN
AVERA
GE
Do you look for
the main ideas
when reading a
selection?
24
10
3
0
0
4.23
Always
Table 9 shows most of the students, or 24 respondents, said they always look for the main ideas when reading
a selection, while 10 respondents said they do this often. No students answered sometimes, seldom, or never.
The weighted mean of 4.23, which means “always,” shows that many of the Grade 10 Academic Achievement
Awardees make it a habit to find the main ideas when they read. This means that students understand the
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importance of knowing the key points in what they read, helping them to understand their lessons better and do
well in school.
Table 10: Frequency of Note-Taking and Review During Class Discussions
STATEMENT
ALWAYS
OFTEN
SOME
TIMES
SELDOM
NEVER
WEIGHTE
D MEAN
AVERAGE
Do you take notes
during class
discussions, refine,
study, and review
them frequently?
16
16
4
2
2
4.05
Often
Table 10 shows 16 students said they always take notes during class discussions and review them, while
another 16 students said they often do this. 4 students answered sometimes, 2 students said seldom, and 2
students said never. The weighted mean of 4.05, which means “often,” shows that most of the Grade 10
Academic Achievement Awardees usually take notes and read them again after class. This means that many
students know the importance of writing their lessons and reviewing them to remember the topics better and do
well in school.
Table 11: Frequency of Connecting New Information to Existing Knowledge
STATEMENT
ALWAYS
OFTEN
SOME-
TIMES
SELDOM
NEVE
R
WEIGHTE
D MEAN
When studying, I
connect new
information to
existing knowledge
by asking myself
"how" and "why."
19
13
6
2
0
4.28
Table 11 shows 19 students said they always connect new lessons to what they already know by asking
themselves “how” and “why,” while 13 students said they often do this. 6 students answered sometimes, 2
students said seldom, and no one said never. The weighted mean of 4.28, which means “always,” shows that
most of the Grade 10 Academic Achievement Awardees often relate new lessons to what they already learned.
This means that students try to understand their lessons better by linking new ideas to what they already know,
helping them learn and remember more easily.
Table 12: Frequency of Explaining Concepts in Own Words
STATEMENT
ALWAY
S
OFTE
N
SOME
TIMES
SELDO
M
NEVE
R
WEIGHTE
D MEAN
AVEARAG
E
I try to explain
concepts in my own
words, either out
loud or in my head,
to make sure I
understand them.
24
12
2
1
0
4.40
Always
Table 12 shows most of the Grade 10 Academic Achievement Awardees always explain lessons in their own
words, with 24 students saying they do this always and 12 students saying they do it often. The weighted mean
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of 4.40, which means “always,” shows that many students try to restate ideas in their own way to make sure
they understand them. This means Table 12 shows that explaining lessons using their own words helps
students understand and remember their lessons better.
Table 13: Frequency of Creating Summaries of Learned Material
STATEMENT
ALWAYS
OFTEN
SOME
TIMES
SELDOM
NEVER
WEIGHTED
MEAN
AVERAGE
I create
summaries of
what I've read
or learned.
24
11
4
1
0
4.23
Always
Table 13 shows 24 students said they always make summaries of what they have read or learned, while 11
students said they do this often. The weighted mean of 4.23, which means “always,” shows that most students
regularly make summaries as part of their study habit. This means Table 13 shows that making summaries
helps students review their lessons easily and remember important ideas that help them do better in school.
Table 14: Frequency of Using Keyword Mnemonics to Remember Information
STATEMENT
ALWAY
S
OFTEN
SOME
TIMES
SELDOM
NEVER
WEIGHTED
MEAN
AVERAGE
I use keyword
mnemonics to
help me
remember
information
4
15
8
10
3
3.18
Sometimes
Table 14 shows 15 students said they often use keyword mnemonics to remember information, 8 students do it
sometimes, and 10 students said they seldom use this technique. The weighted mean of 3.18, which means
“sometimes,” shows that only some students use keyword mnemonics as a study tool. This means Table 14
shows that while a few students find mnemonics helpful in remembering lessons, many prefer other study
methods that work better for them.engagement in positive learning behaviors leads to improved focus and
academic achievements.
Table 15: Frequency of Rereading Notes or Textbooks to Prepare for Tests
STATEMENT
ALWAY
S
OFTEN
SOME-
TIMES
SELDOM
NEVER
WEIGHTED
MEAN
AVERAGE
I reread my notes
or textbook
multiple times to
prepare for a test.
12
11
5
9
3
3.63
Often
The table shows how often the respondents reread their notes or textbooks to prepare for a test. The majority of
results reveal the most of them 12 students answered "always" and 11 students answered "often," while only a
small portion answered "seldom" or "never." The weighted mean of 3.63, interpreted as "often," indicates that
rereading is a regular study practice among students. This means that the students rely on repetition in
rereading to help them review the lessons and keep information, making it one of their most commonly used
habits.
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Table 16: Frequency of Using Highlighters or Underlining Key Information
STATEMENT
ALWAYS
OFTEN
SOME-
TIMES
SELDOM
NEVER
WEIGHTED
MEAN
AVERAGE
I use a
highlighter or
underline key
information
while reading.
10
8
8
7
7
3.53
Often
The table shows that the respondents use highlighting or underlining key information while reading. The
results reveal that 10 students answered "always" and 8 students answered "often." A slightly higher proportion
of 8 students answered only sometimes, seldom, and never engage in this strategy. The weighted mean of 3.53,
interpreted as "often," indicates that using highlighter or underline rarely engages with the topic. This suggests
that although visual marking is recognized as a study technique, it is not consistently practiced by all of the
students.
Table 17: I create mental pictures or diagrams to represent concepts.
STATEMENT
ALWAYS
OFTEN
SOME-
TIMES
SELDOM
NEVER
WEIGHTED
MEAN
AVERAGE
I create mental
pictures or
diagrams to
represent
concepts.
11
6
15
4
4
3.65
Often
The tables show that 11 respondents answered "always" and 6 answered "often," However, the high
percentage of 15 students answered "sometimes" indicates the inconsistency in its application. The weighted
mean of 3.65, interpreted as "often," indicates that many students create mental pictures or diagrams. This
suggests that combining visual and verbal forms improves the learning outcomes, but some of the students may
still struggle to apply visualization regularly without guidance.
Table 18: Frequency of Quizzing Oneself or Using Practice Problems for Review
STATEMENT
ALWAYS
OFTEN
SOME-
TIMES
NEVER
WEIGHTED
MEAN
AVERAGE
I quiz myself or
use practice
problems to test
my knowledge.
11
8
10
3
3.80
Some-
times
The table shows that the largest single group, 11 answered "always" , and 8 students answered "often," which
shows that respondents regularly used self-testing strategies. The weighted mean of 3.80, interpreted as
"sometimes," shows that many students quiz themselves or use practice problems, but not consistently. This
means that active recall is practiced by many learners, which is a positive sign, it shows that practice is one of
the most effective study habits and suggests a need for better knowledge of this technique.
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Table 19: Frequency of Spreading Out Study Sessions Instead of Cramming
STATEMENT
ALWAYS
OFTEN
SOME-
TIMES
SELDOM
NEVER
WEIGHTED
MEAN
AVERAGE
I spread out my
study sessions
for a single
subject over a
period of time,
rather than
cramming.
7
8
15
6
4
3.20
Sometimes
The most common response of 15 students answered "sometimes" , making up the choice of the largest
students. While a quarter of the 7 respondents answered with either "always" and 8 students answered "often."
Furthermore, 6 students answered "seldom" and 4 students answered "never." The weighted mean of 3.25,
interpreted as "sometimes," shows that many students spread out study sessions for a single subject, but not
done regularly by all of the students . The inconsistent use implies missed opportunities by not using it all the
time. Spaced practice is among the most useful strategies for long-term memory.
Table 20: I alternate between different subjects when I study, instead of focusing on just one.
STATEMENT
ALWAYS
OFTEN
SOME-
TIMES
SELDOM
NEVER
WEIGTED
MEAN
AVERAGE
I alternate between
different subjects
when I study,
instead of focusing
on just one.
10
15
10
4
1
3.35
Some-
times
The table shows a majority of 15 students answered "often" and 10 students answered "always" option between
topics, which shows awareness of introducing as a study strategy. While the quarter of the group 10 students
answered "sometimes" and there's only a very small minority who responded with 4 students
answered"seldom" while on the other hand 1 student answered "never." The weighted mean of 3.35,
interpreted as "sometimes" shows that many students alternate the different subjects when they study, instead
of focusing on one. This suggests that students are capable of applying more advanced study techniques
compared to usual cramming.
Table 21: Summary of the Top Five Most Practiced Study Habits Based on Weighted Means
Rank
Study Habit
Weighted Mean
Verbal Interpretation
1
Taking down notes while reading
4.75
Always Practiced
2
Identifying main ideas while reading
4. 23
Always Practiced
3
Completing assignments on time
4. 13
Often Practiced
4
Taking and reviewing notes from class discussions
4. 05
Often Practiced
5
Reviewing lessons regularly
3. 80
Sometimes Practiced
Overall Weighted Mean:
4.19
Often Practiced
The results based on the data on students’ study habits reveals that the Grade 10 Academic Achievements
Awardees consistently demonstrated effective learning behaviors centered on note-taking and comprehension.
The highest-rated habit is taking down notes while reading (WM = 4.75), indicating that students actively
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engage with their learning materials. Similarly, identifying main ideas (WM = 4.23) and completing
assignments on time (WM = 4.13) highlight their diligence and organization. Meanwhile, taking and reviewing
notes from class discussions (WM = 4.05) and reviewing lessons regularly (WM = 3.80) reflect continuous
learning and preparation. Overall, the findings show that the respondents “often” practice effective study habits
that contribute to their academic achievement.
Table 22 : Distribution of Students According to Note-taking and Summarization Strategies
Verbatim
Translation
Theme
I: How do your personal study habits and
strategies, as described in these questions,
contribute to your overall academic success?
P1: as well na ilang tun anan kay base sa taking
notes or active mo kuan sa mga lessons, for me
dili lanh usahay ko mag dula, usahay kay mag
roblox pero for me usahay sa tinoud mag take
notes ko. usahay important things ra akoang I
notes dili siya whole sentence kay ang ako lang
kay me summarization
As for me, I'm not always good at
taking notes or being active in
class. Sometimes I play Roblox, but
sometimes I do take notes,
especially on important things. I
don't write whole sentences; I just
summarize.
Note-taking and
Summarization
Strategies
P2: Ang need nimo buhaton kay mag ask ka sa
uban unsay buhaton kay ikaw man mismo maka
toun kay ikaw may kabalo kung unsay angay
buhaton and then naa poy uban tamad pero
bright og ang uban oud maayo pero dili kaayo
ingon nga bright og sila ang grabe ka tyaga
bitaw. og kita naay iya-iya nga gusto buhaton
nga kanang preferableor reference nga mag
study. ako ha tapulan pero maka sulod gihapon
ko sa honor angry nalipay ko. si lahi jud tanan
og study habits or strategies ako kay mag take
notes ko dayon basahon nako akong notes.
What you need to do is ask others
for advice when you’re unsure,
because in the end, you’re the one
who knows what works best for
you. There are some students who
may be lazy but still very smart,
while others may not be as bright
but are very hardworking. Everyone
has their own preferred study habits
or strategies. For me, I admit I’m a
bit lazy sometimes, but I still
manage to make it to the honor roll,
and that makes me happy. Everyone
really has their own way of
studying. My strategy is to take
notes and read them afterward.
Note-taking and
Summarization
Strategies
P3: My answer will be that some of the question
is really personal since some of questions is
really was my type of things, especially taking
notes while a teacher is discussing at the front,
also taking notes after the exam. since some of
this are really connected to our academic
performance will improve or critical thinking
and also it’s really something that is getting
point out your academic season. thank you.
Some questions are really personal,
especially about taking notes while
the teacher is discussing or after an
exam. These questions are
connected to our academic
performance and critical thinking.
Note-taking and
Summarization
Strategies
P4: In my strategy as a honor student is to take
down notes and recall it. as a junior high school i
always do this to help me improve my academic
impact.
As an honor student, my strategy is
to take down notes and recall them.
I always do this to improve my
academic performance.
Note-taking and
Summarization
Strategies
This highlights that most of the respondents shared that taking notes, summarizing lessons, and reviewing them
regularly help them remember important ideas better. They prefer to write down only the key points instead of
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copying everything, making it easier to study and recall information. This habit helps them stay focused and
prepared during exams. It also shows that effective note-taking and regular review are important for improving
understanding and achieving better grades.
Table 23: Distribution of Students According to the Use of Study Aids and Tools (Flashcards, Visual Aids,
and Keywords)
Verbatim
Translation
Theme
I: How do your personal study habits and
strategies, as described in these questions,
contribute to your overall academic success?
P5: So akong ginagamit nga strategies na akong
pag study is kang mag use kog kanang flash
cards and kanang flash card is naa nay mga
question nga maglibog ko and while kanang
mag ayos ko sakong flash card and then naay
part mag libog ko kay lantawon sa nako akong
notes nga ang sulod key points ra bitaw or
keywords nga naa sakong notes, so that
makabalo ko kung unsa na. This help me nga
mapaspas akong oag study og modako akong
grades.
The study strategy I often use is
making flashcards. My flashcards
contain questions about the topics I
find confusing. While organizing
my flashcards, if I encounter
something I don’t understand, I
look back at my notes, which
usually contain only the key points
or keywords. This helps me study
faster and improve my grades.
Use of Study Aids and
Tools (Flashcards,
Visual Aids,
Keywords)
P6: Sige so akong personal habits is study bitaw
ko kay akong gamiton kay mga key words tapos
kanag timan-an nako iyang process or kung
unsa ang mga main topic niya o kanang words
na timan an şakana nga strategy kay big help na
sa ako para ma honor.
My personal habit is studying
using keywords and marking
important processes or topics. This
strategy helps me a lot to be an
honor student.
Use of Study Aids and
Tools (Flashcards,
Visual Aids,
Keywords)
P7: My study habits include creating visual aids
like charts and flashcards, which make learning
more engaging. I also take short breaks to keep
my mind fresh and motivated. These methods
help me retain information longer and reduce
stress, allowing me to be more productive and
successful in my studies.
My study habits include creating
visual aids like charts and
flashcards, which make learning
more engaging. I also take short
breaks to keep my mind fresh and
motivated. These methods help me
retain information longer and
reduce stress, allowing me to be
more productive and successful in
my studies.
Use of Study Aids and
Tools (Flashcards,
Visual Aids,
Keywords)
P8: Because to prepare for the exam, you still
need to study a few notes over and over again.
However, if anything happens, So, the more
you spend your money on habits, the more you
do it. However, there's a difference between
taking care of your study habits. I think that my
study habits is just like using flashcards with
my devices, right? I don't sleep. I sleep. I have
to be self-aware. So, I think that's all. Thank
you
To prepare for the upcoming exam,
I must repeatedly study my notes.
Although I recognize a difference
in how people manage their study
routines, my own method
primarily involves using flashcards
on my devices. I also need to be
self-aware and prioritize getting
enough sleep, which is crucial
despite the demands of studying.
Use of Study Aids and
Tools (Flashcards,
Visual Aids,
Keywords)
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This response highlights that some students make use of study tools like flashcards, charts, and keywords to
make learning easier and more enjoyable. These materials help them remember lessons faster and focus on the
most important details. Visual aids also make studying less tiring and more creative. This shows that using
study tools is an effective way to strengthen memory, lessen stress, and improve academic performance.
Table 24: Distribution of Students According to Motivation and Personal Effort Toward Academic Success
Verbatim
Translation
Theme
I: How do your personal study habits and
strategies, as described in these questions,
contribute to your overall academic success?
P9: My personal study habits, like setting a
regular study schedule and reviewing lessons
daily, help me stay organized and avoid
cramming before exams. I also use strategies
such as summarizing notes and self-testing,
which improve my understanding and
memory of the lessons. These habits make me
more confident and consistent, leading to
better academic performance.
My personal study habits, like setting a
regular study schedule and reviewing
lessons daily, help me stay organized
and avoid cramming before exams. I
also use strategies such as
summarizing notes and self-testing,
which improve my understanding and
memory of the lessons. These habits
make me more confident and
consistent, leading to better academic
performance.
Time Management
and Study
Environment
P10: I make sure to study in a quiet
environment and set specific goals for each
session. This helps me focus and manage my
time efficiently. I also use active learning
techniques, like explaining topics to myself or
to others, which strengthens my
comprehension. Because of these strategies,
I’m able to perform well in class and maintain
good grades.
I make sure to study in a quiet
environment and set specific goals for
each session. This helps me focus and
manage my time efficiently. I also use
active learning techniques, like
explaining topics to myself or to
others, which strengthens my
comprehension. Because of these
strategies, I’m able to perform well in
class and maintain good grades.
Time Management
and Study
Environment
P11: well i believe na because i have built up.
positive in my study habits such as dili mag
cramming also i have ano nga para maka
study jud kog tarong akong i spell out akong
mga schedule nga time sakong pag study nga
mga 1-2 hours per subject and after that i
have to cool down. i believe maka help siya
by not not doing negative sample such as
cramming nga ingon ana ba. naka ano lang ko
nga akong masulit akong time and ma
focus/effective akong pag study.
Well, I believe this is because I have
built up positive study habits, such as
avoiding cramming. Also, to ensure I
can study effectively, I write out my
schedule, dedicating about one to two
hours per subject to study time, and
after that, I make sure to take a break. I
believe this approach helps me by
avoiding negative patterns like
cramming. It just makes me feel that I
can make the most of my time and
ensure my studying is focused and
effective.
Time Management
and Study
Environment
The respondents believe that managing their time well and having a good study environment greatly affect
their learning. They set specific study schedules, goals, and choose quiet places to help them concentrate.
These habits prevent cramming and allow them to finish school tasks on time. The findings show that proper
time management and a focused environment contribute to higher productivity and better academic results.
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Table 25: Distribution of Students According to Time Management and Study Environment
Verbatim
Translation
Theme
I: How do your personal study habits and
strategies, as described in these questions,
contribute to your overall academic success?
P12: So, most of all, I have a lot of
opportunities, hoping it will find me now,
there are a lot of bogey, but also, there are a
lot of other factors. So, I find that really
helps me, because like, if I put it in my own
words, I ask myself, I don't know how to do
it, but if I believe, that's what I'm doing,
then, it's a big part of me, that's why, yeah, I
think it helps me.
I feel that I have many opportunities
now, but I'm also facing a lot of
obstacles (or 'bogey'). Furthermore,
there are many other external factors
at play. I find that it really helps me to
rely on my own judgment. When I
question myself and don't know what
to do, believing in my own process is a
huge and helpful part of who I am
Motivation and
Personal Effort Toward
Academic Success
P13: So my habits and strategies help me in,
uh effectively achieving my dreams and also
the achievements. I successfully achieving
the honor roll. So, I encourage everyone also
to find their most effective way to study, to
actually effectively achieve their goals in
academic.
My habits and strategies really help
me in effectively achieving my dreams
and accomplishments. One of my
proudest achievements is being part of
the honor roll. I encourage everyone to
find their own most effective way to
study so they can also successfully
reach their academic goals.
Motivation and
Personal Effort Toward
Academic Success
P14: Well, I have a lot of startegies in my
life, like reading, taking notes, or
highlighting things. i don’t tell you honestly,
i’m not really academic active. dili kay ko
active sakong academic pero i can keep up
with my work. i can keep up with my
assignment. like i’m not that bulakbol
student.
Well, I have a lot of strategies in my
life, like reading, taking notes, and
highlighting important things. To be
honest, I’m not really that
academically active, but I can still
keep up with my schoolwork and
assignments. I’m not that lazy or
irresponsible student
Motivation and
Personal Effort Toward
Academic Success
P15: Uh so these question they contribute to
my other academics by studying. I play a lot
especially my studies and my overall
academic is helped to climb up my goals,
which is to achieve a high grade and to show
case my ability and expressing my it when it
comes to academic.
These questions contribute to my
academics by studying. I play a lot,
but my studies help me climb up my
goals, which is to achieve high grades
and showcase my ability.
Motivation and
Personal Effort Toward
Academic Success
The responses highlight that several students mentioned that their determination, self-discipline, and
motivation help them succeed in school. Even though some admit to being lazy at times, they still make an
effort to study and do their best. They also recognize that every learner has a unique way of studying. This
theme highlights that personal effort and a positive attitude play a big role in achieving honors and reaching
academic goals.
Table 26: Distribution of the Key Theme: Note-taking and Summarization Strategies in the Study
Theme
Frequency
Percentage
Note-taking and Summarization Strategies
4
26.667%
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The table shows that four participants, or 26.67%, practice note-taking and summarization strategies. This
means that many of the awardees find it helpful to take down important notes and summarize lessons. These
strategies allow them to easily understand, remember, and review their lessons before exams. It shows that
note-taking is an important part of effective studying among students.
Table 27: Distribution of the Key Theme: Use of Study Aids and Tools (Flashcards, Visual Aids, Keywords) in
the Study
Theme
Frequency
Percentage
Use of Study Aids and Tools (Flashcards, Visual Aids, Keywords)
4
26.67%
This shows that four or 26.67%, use study aids such as flashcards, visual aids, and keywords. This shows that
students use learning materials and tools to make their study sessions more engaging and easier to understand.
These study aids help them focus on key points, remember information better, and make learning less stressful.
Table 28: Distribution of the Key Theme: Motivation and Personal Effort Toward Academic Success in the
Study
Theme
Frequency
Percentage
Motivation and Personal Effort Toward Academic Successt
4
26.67%
The table shows that four participants, or 26.67%, emphasized motivation and personal effort as their key
study habits. This suggests that students believe determination, perseverance, and a positive mindset are
important in achieving academic success. Their motivation helps them stay focused on their goals and
overcome challenges in their studies.
Table 29: Distribution of the Key Theme: Time Management and Study Environment in the Study
Theme
Frequency
Percentage
Time Management and Study Environment
3
20%
The table shows that three participants, or 20%, focus on proper time management and having a good study
environment. This means that some students believe that setting a study schedule and studying in a quiet or
organized place help them concentrate better. These habits prevent cramming and allow them to use their time
effectively, leading to better academic performance.
The results indicate that Grade 10 Academic Achievement Awardees generally exhibit positive study habits,
employing strategies such as summarization, self-explanation, and integrating new knowledge. However,
consistent reading, structured study schedules, and mnemonic techniques were less common. These results are
consistent with Magulod Jr. (2017), who found that students with good academic performance exhibited
moderate study habits, suggesting that even high-achieving students may not consistently apply all effective
strategies. Similarly, studies at Tigbauan National High School and a Philippine State University reported that
note-taking, time management, concentration, and test preparation are crucial for academic success, which
aligns with our findings that effective note-taking, time management, study aids, and intrinsic motivation
contribute significantly to student achievement. In contrast, while previous research emphasized time
allocation as a key factor (Sakirudeen & Sanni, 2017), our study highlights that certain practices, such as
structured schedules and mnemonic use, are less uniformly observed, possibly reflecting differences in
individual study routines or school contexts. Overall, the results suggest that while high-achieving students
employ effective learning strategies, improving consistency and regularly applying advanced cognitive
techniques may further enhance their academic performance.
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SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This study provides summary , conclusion , and recommendations based on the gathered and interpreted data
results.
Summary
The study titled “Effective Study Habits and Strategies of Grade 10 Academic Achievement Awardees at
Iligan City National High School, S.Y. 2024–2025” aimed to determine the study habits and strategies that
contribute to students' academic success. It described the respondents profiles and identified their commonly
practiced study habits and strategies. Results showed that most respondents were high-achieving students with
good general averages and consistent study schedules. They practiced effective habits such as time
management, note-taking, and regular review, and often used strategies like summarizing, self-testing, and
active recall to enhance understanding and retention. Specifically, it sought to describe the respondents profiles
in terms of age, sex, general average in the previous school year, and average study time per day (1)identify
their commonly practiced study habits (2) determine the strategies they often used (3) identify the challenges
they faced in maintaining these practices (4) and suggest ways to improve study habits and strategies among
students.
The students faced challenges such as limited time, distractions, and balancing academic and personal
responsibilities. Despite these, their motivation and determination helped them maintain effective study
practices. It is recommended that students continue these habits and strategies while schools support them
through programs promoting discipline, focus, and time management. Since significant relationships were
found between study habits, strategies, and academic achievement, the null hypothesis is rejected.
Conclusion
Based on the findings of the study, it can be concluded that effective study habits play a vital role in enhancing
academic performance. Students who maintain organized and consistent study routines tend to achieve higher
grades and demonstrate a deeper understanding of their lessons. Self-regulated learning also proves to be a key
factor in academic success, as students’ ability to plan their studies, monitor progress, and assess outcomes
reflects the essential processes of self-regulation described in the SRL Theory.
Academic excellence is further rooted in discipline and consistency, with high-performing students showing
determination and initiative through deliberate strategies that aid in information retention and goal
achievement. Although challenges in maintaining study habits are inevitable, students can effectively manage
them through proper time management and strong motivation, enabling them to balance responsibilities and
overcome difficulties.
Ultimately, promoting effective study habits and self-regulated learning strategies benefits all learners by
fostering independence, improving learning outcomes, and cultivating a culture of academic excellence within
the school community.
Recommendations
Based on the conclusions of the study, the following recommendations are made:
Since time management was found to be the most commonly practiced study habit among the respondents,
students are encouraged to continue enhancing this skill by setting realistic study schedules, minimizing
distractions, and balancing academic and personal responsibilities. Developing self-regulation skills can further
help them stay motivated and consistent in their learning.
Teachers are encouraged to design classroom activities that not only promote independent learning but also
help students apply effective study strategies such as note-taking, goal setting, and self-assessment. By
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incorporating lessons on study habits and self-regulation into their instruction, teachers can help students
sustain academic discipline and motivation.
Schools may consider implementing programs or workshops that strengthen students’ time management and
study skills, such as peer mentoring or study habit seminars. These initiatives can foster a supportive academic
environment that values continuous learning and self-improvement.
Parents and guardians are encouraged to provide a home environment that supports learning by setting
routines, reducing distractions, and recognizing students’ efforts. Encouragement and consistent support at
home can help students maintain productive study behaviors.
Lastly, future researchers are advised to explore other variables that may influence academic performance—
such as motivation, learning environment, or emotional well-being—to gain a more comprehensive
understanding of the factors that contribute to students’ academic success.
Dedication
This study is humbly dedicated to
Our Almighty God / Allah
This research is dedicated to our teachers at Iligan City National High School for their guidance, patience, and
support throughout this study.
To our parents, for their love, encouragement, and sacrifices that inspired us to persevere.
To our classmates and friends, for their cooperation and motivation.
Lastly, to everyone who contributed to the completion of this research, we extend our heartfelt gratitude.
“Success is the sum of small efforts, repeated day in and day out.”
— Robert Collier
ACKNOWLEDGMENT
The researchers would like to express their heartfelt gratitude to everyone who made this study possible:
● We thank the Almighty for wisdom, strength, and perseverance throughout this research.
● Our sincerest gratitude to our research adviser for valuable guidance and feedback.
● To the teachers and administrators of Iligan City National High School, for their support and cooperation.
● Special thanks to the Grade 10 Academic Achievement Awardees for their participation and honesty.
● To our families and peers, for their encouragement and assistance that helped us complete this study.
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APPENDICES
A. Survey Questionnaire
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B. Communication Letter
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C. Consent Form