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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The quality of education has been an increasing concern in the country. Schools and
universities are taking a greater role in monitoring and maintaining academic standards as well as
in providing high-quality education. The basic education curriculum is restructured through the
implementation of the K+12 program. Teachers are undergoing continuous trainings and
seminars. Variety of strategies and approaches has been used to cope up with the learner’s needs.
While this has been true, academic performance of students is still fluctuating. There has been a
general dissatisfaction over the results of the tests specifically in mathematics.
Test results provide means of informing the students about their progress or the school
about their performance. It measures the student’s knowledge and skills in particular areas.
Simply, it indicates student achievement. Thus, one of the primary goals of universities is to raise
students’ test scores. However, without the help of other stakeholders this will not be possible.
Beside the teacher, the people most responsible for student achievement are the parents and the
students themselves. Parents have to support their children in their education and students have
to develop good study habits. Parental support, can be defined as a direct or indirect effort
provided by the parents to their children in order to increase educational outcomes. Study habits,
on the other hand, are the consistent patterns of behavior students use to do school works
(Aquino, 2003). Ideally, the parents as well as the other members of the family provide its
members with protection, companionship, security and socialization. This makes each and every
family important in the development of one’s personality. The structure of the family and the
needs that the family fulfills vary from society to society. Around the world, families take many
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different forms and serve different functions. Common functions of the family are to provide
support for family members and to nurture children to adulthood.
In every culture, one of the most basic tasks of socialization is communicating ethical
standards to the developing child and shaping and enforcing the practice of “good” behaviors.
Children demonstrate pro-social and moral behavior when they share, help, cooperate,
communicate sympathy, and otherwise demonstrate their ability to care about others and the
community. Ideally, these behaviors are performed without the expectation of reward, as
reflected in the later stages of moral reasoning. Moral behavior, however, often provides good
feelings, kinship, and interconnection with others. The frequency and type of moral or pro-social
behavior vary with the frequency and type of moral reasoning, the child's emotional
development, the child's gender, and situational factors, including culture and religion. Human
respect, concepts of success, and beliefs fostered by family and peers, as well as negative
sanctions, are also related to the frequency of pro-social and antisocial behavior.
The development of the child’s view of herself includes more information about the self,
such as values, motives, intentions, and other psychological experience. Children begin to
describe themselves in more complex terms that focus on abilities and interpersonal
characteristics such as smart and nice (Harter, 2006). The growing ability to think in the abstract
allow the adolescent to create a more integrated and complex view of the self and his role
society.
The environment that a child grows up in may have a significant effect on what he
becomes in the future. This environment can exist in their house with parents or outside in the
neighborhood. Children learn about right from wrong from their earliest experiences. When they
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need nurturing or feeding and parents fulfill that need without excessive indulgence, then
children develop characters that accept rules and tolerate frustrations later in life (Coles, 1973).
The character or moral development is an interaction between nature and nurture. It develops as
a result of parental interaction, balanced discipline styles, and a child's own choices.
Child’s learning is enhanced when schools encourage parents to stimulate their children’s
intellectual development. Parents who are involved in the academic performance of their
children encourage them to strive and work hand-in-hand to support them. Several researches
have linked academic achievement to parental support. In this context, the study of determining
the type of parental support that affects emotional academic achievement of college students
crosses the path of the researcher as a very significant subject.
Self-confidence and intellectual capacity is enhanced through well-developed study
habits. Study habits are routines of behavior that are repeated regularly. Students’ who fail to
develop effective habits in studying tend to loose self-confidence and motivation to study thus
causing them to get low scores in their tests.
Seeing the significance of having parental support in one’s life and study habits in one’s
learning, it is essential to educate parents and teachers as well as the students about academic
achievement and how their parents and their study habits can affect their performance. As it
influence student academic achievement, it is vital to incorporate to the school’s student services
and identify what type of parental support affects the performance of the students, and how to
increase the level of their study habits.
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Background of the study
It can be expected that many people will readily blame the educational system for
students’ dismal performance. Although the schools, along with the curriculum, teachers,
supervisors, administrators and other elements that comprise the input component of the school
as a social system, should take part of the blame. Another probable factor behind students’ poor
performance is that teachers failed to help their students acquire the needed patterns of behavior
to manage their studies, their study habits. If students are to maximize their full potential and
boost their test scores in mathematics, they will need their parents’ support and good study
habits. Plomin& Daniels (1987) argued that environmental differences among families were of
little consequence and that attention needed to be focused on child-specific environmental
influences, because environment tends to make children in the same family different.
This study recommends that if these factors are taken in account, results of students’ test
in mathematics will increase. Likewise, the result of this study would give enlightenment to the
students about the status or level of his / her study habits in order to persuade oneself towards
self- actualization. Furthermore, enhancing the level of one’s study habits would aid in better
performance of the tasks in his / her future employment.
With this, the relationship of parental support as well as study habits to student
performance in mathematics will be tested. This is to determine if parental support and study
habits affect test results in mathematics and what type of support- moral, financial or emotional
works. Also, to find out what specific factor of study habits greatly affects the results of students’
math tests.
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Theoretical Framework
New perceptions have recognized the mutual interests and overlapping influences of
schools and families and the roles they play in student learning and success in school. The
concept that students must acquire the know-how required for success has also gained an
increasing number of inherent.
Lev Vygotsky, a Russian psychologist, devised a theory of child development in 1917.
His socio-cultural theory asserts that complex forms of thinking have origins in social
interactions rather than in the child’s private explorations as Piaget thought. According to
Vygotsky, children’s learning of new cognitive skills is guided by an adult who structures the
child’s learning experience (Thomas, 1996). Parents are students’ first teachers. Their support in
their child’s education is therefore a vital component of children’s educations.
Another theory, the theory of ecological systems by Urie Bronfenbrenner (1992), which
looks at a child's development within the context of the system of relationships that form his or
her environment. This theory defines complex "layers" of environment, each having an effect on
the child's development.
The microsystem is the layer closest to the child and contains the structures with which
the child has direct contact. Structures in the microsystem include the family. According to the
Ecological Theory, if the relationships in the immediate microsystem break down, the child will
not have the tools to explore other parts of his environment. A child looking for the affirmations
that should be present in the child-parent or child-other important figure relationship look for
attention in inappropriate places.
This theory serves as one of the frameworks of this study because it supports the idea that
a child's development can be influenced by his immediate environment referring to his family
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environment which he has direct contact with. Thus, a child's development in school can be
reflected by the family environment that he has. To optimize students’ performance and increase
their test results, the support of parent’s to student education must be taken into account.
The idea that people learn in different ways has been explored over the last few decades
by educational researchers. Kolb, one of the most influential of these, found that individuals
begin with their preferred style in the experiential learning cycle. Thus, each student learns in a
variety of ways. Therefore a patterned behavior of ones’ learning is consists of a learning style
that is suited to the learner, the time and place where one studies as well as his own strategy in
learning. These factors must be taken into consideration to boost the tests scores in mathematics.
Conceptual Framework
Independent Variable Dependent Variable
A. Parental Support
Performance of BSEd First Year Students in Mathematics
1. Moral Support
2. Emotional Support
3. Financial Support
B. Study Habits
1. Learning Style
2. Time Management
3. Learning Strategy
4. Environment
This study is conducted to show the effects of parental support and study habits on
students’ performance in mathematics in terms of their test results. Parental support is the
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assistance given by the parents to the learner in pursuing their education. Three forms of parental
support will be used in this study, financial, moral emotional support. The study habits of
students will consider four factors, the learning style, how they manage their time, environment
they prefer in studying and their own strategy to increase their learning.
Statement of the Problem
The main purpose of this study is to determine the positive effects of parental support and
student’s study habits in boosting achievement test scores in Mathematics of Second Year
College Students in Laguna State Polytechnic University.
Specifically, it seeks to answer the following questions:
1. Does parental support have positive effects to student performance in mathematics in
terms of test results? If so, what parental support works? Moral, emotional or financial
support?
2. Is the students’ study habit useful in boosting achievement test scores in mathematics? If
so, what factor of study habits is useful? The time allotted for studying, the learning style
of the student, the strategy they use in studying or the place they are studying?
Hypotheses
1. If parents will support their children education, then this will yield better results in
mathematics test.
2. If the study habits of students are considered, then educators can boost tests scores in
Mathematics.
Significance of the study
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Academic achievement is a quality performance of a student in school related matter as a
result of a number of factors. Two factors that will be tested in this study are parental support
and study habits. These two factors will play a key in improving individual’s competence and
will serve as personal achievement. Therefore, this study will deem significance to the following
stakeholders for the following reasons:
To the students: They will realize the big role they play in increasing their tests scores.
This will also serve as a motivational tool for them to achieve more in their study.
To the teachers: This will give them information whether students need to develop the
proper patterned behavior to master the lessons and increase their performance.
To the parents: This will serve as an eye- opener to the crucial role they play in helping
their children succeed in school.
To the researcher: The outcome of this study will produce a great satisfaction and
competence for the researcher. It will be a great help when they are already in the
field of teaching.
Scope and Limitation of the Study
The focus of this study is the effects of parental support and study habits in boosting tests
scores in mathematics of sophomore students from the College of Teacher Education Bachelor of
Secondary Education in Laguna State Polytechnic University Academic Year 2014-2015 who
had taken Contemporary Mathematics. The types of parental support that will be discussed in
this study includes only the financial, emotional and moral support while the factors included in
the study habits are the learning style, learning strategy, learning environment and time allotted
to studying. The information will be gathered among 50 respondents that will be selected
randomly.
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Definition of Terms
Emotional Support – a type of parental support wherein parents try to distract their
children from upsets and help them focus to their studies; researchers have defined emotional
support to include the provision of care, empathy, love and trust (Langford et al., 1996) while
others have emphasized expressions of encouragement, active listening, reflection, and
reassurance (Dale, Williams & Bowyer, 2012). Moreover, some researchers have
characterized emotional support as reciprocal interactions of “mutual obligation” while
others have characterized it as solely a subjective perception of feeling accepted loved and
respected (Langford et al., 1996).
Financial Support – pertains to the monetary assistance given by parents to their
children’s education
Learning Environment – place an individual prefers to study, it may be in an open area,
a silent room or any place in and out the university campus suitable to their learning styles
and preferences
Learning Strategy – This pertains to methods student exercises to increase own
achievement, this may include memory methods, note-takings, etc.
Learning Style – It group common ways that people learn. Each person prefers different
learning style; each may have a mixture of two or more learning styles. The dominant style
will be considered in this study,
Mathematics – subject that includes calculations, it may include algebra, arithmetic,
calculus, geometry, statistics, and trigonometry; in this study it refers to Fundamental
Mathematics undertaken by freshmen students
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Moral Support – type of parental support that includes ethical advices of parents to their
children; a way of giving support to a person or cause, or to one side in a conflict, without
making any contribution beyond the emotional or psychological value of the encouragement.
Parental Support - direct or indirect effort provided by the parents to their children in
order to increase educational outcomes
Study Habits - consistent patterns of behavior students use to do school works; this
includes factors such as learning styles, learning environment, learning strategy and time
allotted to studying
Test Scores – scores obtained from tests through traditional assessment specifically in
Mathematics
Time Management – This pertains to time student allot to learn a lesson, how students
manage their time to do school works from assignments, projects, quizzes, examinations,
recitations, etc.
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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
The review of the literature and studies for this study focuses on the parental support and
study habits and the effects the two has on student achievement. The chapter begins with a
definition and value of parental support and study habits to students followed by the findings of
researchers using various instruments to find out the significance of the two factors in student
achievement.
The research outcomes germane to parental support and study habits in relation to course
grades, final exam scores, and students’ achievement are discussed.
Related Literature
Age and gender
Fennema and Sherman (1977, 1978) identified as critical, beliefs about the usefulness of,
and confidence in learning mathematics, with males providing evidence that they were more
confident about learning mathematics and believed that mathematics was, and would be, more
useful to them than did females. There was evidence that while young men did not strongly
stereotype mathematics as a male domain, they did believe much more strongly than did young
women that mathematics was more appropriate for males than for females. The importance of
these variables (confidence, usefulness and male stereotyping), their long-term influence, and
their differential impact on females and males was re-confirmed by many other studies (Hyde et
al., 1990; Tartre and Fennema, 1991; Leder, 1992).
Reyes and Stanic (1988) and Secada (1992) have argued that socioeconomic status and
ethnicity interact with gender to influence mathematics learning. Forgasz and Leder (1998) share
the view that gender differentials in participation rates are associated with the interaction of
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positive attitudes and beliefs about mathematics and socioeconomic status. The transferability of
these findings, based on Western cultural concepts, poses a problem for African contexts.
Socioeconomic status indicators in Botswana for instance, somewhat differ from the UK model
and need be appropriately contextualized. The question of ethnicity also becomes problematic in
the Botswana context since about 85% of the population is of Tswana ethnic origin. Moreover,
ethnic differences have never been of significance and might not necessarily affect gender
differences in mathematics in the same way as in Western contexts.
Maccoby and Jacklin (1974) had reported differences between females and males in
spatial skills, particularly spatial visualization or the ability to visualize movements of geometric
figures in one‘s mind. The Fennema-Sherman studies and the Fennema and Tartre (1985)
longitudinal study investigated spatial skills or spatial visualization. They found that while
spatial visualization was positively correlated with mathematics achievement (that does not
indicate causation), not all girls were handicapped by inadequate spatial skills, except those who
scored very low on spatial tasks. Fennema (1993) suggested that an appropriate curriculum
redesign could compensate for these weak skills. Other studies (Kerns and Berenbaum, 1991;
Voyer, Voyer and Bryden, 1995) reported boys outperforming girls on tests of visual/spatial
abilities: the ability, that is, to draw inferences about or to otherwise mentally manipulate
pictorial information. The male advantage in spatial abilities was reportedly not large, but
detectable by middle childhood and persisted across the life span. Casey, Nuttall and Pezaris
(1997) concluded that sex differences in visual/spatial abilities and the problem-solving
strategies they support contribute to sex differences in arithmetic reasoning.
Although they were not particularly innovative nor offered insights that others were not
suggesting, the Fennema-Sherman studies had a major impact since they were published when
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the concern with gender and mathematics was growing internationally. They were identified by
Walberg & Haertel (1992) and others as among the most often quoted social science and
educational research studies during the 80‘s and 90‘s. The problems of gender and mathematics
were defined and documented in terms of the study of advanced mathematics courses, the
learning of mathematics, and selected related variables that appeared relevant both to students‘
selection of courses and learning of mathematics. The Fennema-Sherman Mathematics Attitude
Scales have been widely used as guidelines for planning interventions and research studies.
Parental Support
Researchers have evidence for the positive effects of parent involvement on children,
families, and school when schools and parents continuously support and encourage the children's
learning and development (Eccles & Harold, 1993; Illinois State Board of Education, 1993).
According to Henderson and Berla (1994), "the most accurate predictor of a student's
achievement in school is not income or social status but the extent to which that student's family
is able to:
1. Create a home environment that encourages learning
2. Express high (but not unrealistic) expectations for their children's achievement and future
careers
3. Become involved in their children's education at school and in the community (p. 160)
Henderson and Berla (1994) reviewed and analyzed eighty-five studies that documented the
comprehensive benefits of parent involvement in children's education. This and other studies
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show that parent involvement activities that are effectively planned and well implemented result
in substantial benefits to children, parents, educators, and the school.
Benefits for the Children
Children tend to achieve more, regardless of ethnic or racial background, socioeconomic
status, or parents' education level.
Children generally achieve better grades, test scores, and attendance.
Children consistently complete their homework.
Children have better self-esteem, are more self-disciplined, and show higher aspirations
and motivation toward school.
Children's positive attitude about school often results in improved behavior in school and
less suspension for disciplinary reasons.
Fewer children are being placed in special education and remedial classes.
Children from diverse cultural backgrounds tend to do better when parents and
professionals work together to bridge the gap between the culture at home and the culture
in school.
Junior high and high school students whose parents remain involved usually make better
transitions and are less likely to drop out of school.
Benefits for the Parents
Parents increase their interaction and discussion with their children and are more
responsive and sensitive to their children's social, emotional, and intellectual
developmental needs.
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Parents are more confident in their parenting and decision-making skills.
As parents gain more knowledge of child development, there is more use of affection and
positive reinforcement and less punishment on their children.
Parents have a better understanding of the teacher's job and school curriculum.
When parents are aware of what their children are learning, they are more likely to help
when they are requested by teachers to become more involved in their children's learning
activities at home.
Parents' perceptions of the school are improved and there are stronger ties and
commitment to the school.
Parents are more aware of, and become more active regarding, policies that affect their
children's education when parents are requested by school to be part of the decision-
making team.
Benefits for the Educators
When schools have a high percentage of involved parents in and out of schools, teachers
and principals are more likely to experience higher morale.
Teachers and principals often earn greater respect for their profession from the parents.
Consistent parent involvement leads to improved communication and relations between
parents, teachers, and administrators.
Teachers and principals acquire a better understanding of families' cultures and diversity,
and they form deeper respect for parents' abilities and time.
Teachers and principals report an increase in job satisfaction.
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Benefits for the School
Schools that actively involve parents and the community tend to establish better
reputations in the community.
Schools also experience better community support.
School programs that encourage and involve parents usually do better and have higher
quality programs than programs that do not involve parents.
According to Webber (2011), psychologists have discovered students who have low, self-
perceived expectations don't achieve educational success as much as those who expect to do well
at school. Students who receive little or no encouragement from family and teachers, and suffer
from a negative view of their intelligence are likely to under-achieve.
The children‟s parents and home life also influence their achievement. When parents are
involved with their children and can help them with their homework then the children may
achieve more as students. The parents can play a big part in guiding the students so that they do
well in the classroom. If the student does not feel safe at home or does not have a good place to
eat or sleep, then he or she may be worried about that instead of doing well at school (Rose,
2013)
According to Meilan (2012), a certain amount of parental support is needed if a student is
to achieve good grades. If a parent doesn't see results as important, then the chances are the
student won't either. On the other hand, too much parental involvement can also be detrimental.
Teenagers in particular are half way through developing their own personality and could resent
too much pushing for good grades, deliberately doing badly.
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For Radzka (2010), family life can also have an impact. Students who have a disruptive
and unstable home life can have it much more difficult on the school front when it comes to
higher achievement. Students need stability and safety at home to be able to develop fully and
apply themselves to their studies. Parental support is very important when it comes to student
achievement. The more support students have from their families, the easier it is to attain higher
achievement.
Woods (2010) stated that home life is often kept private and many students of all walks
of life, college or high school, probably feel unstable talking about their home lives with peers in
their classes. The parents are going through a messy divorce, dad is an alcoholic, mom lost her
job and needs more income around the house, someone died, students are learning the ropes of
relationships, and all in all home life is hectic. A student who is responsible for caring for their
siblings is going to have a harder time doing school work and studying than a person who wakes
up and goes home to mom's cooking. With more moms working as a result of the women are
equal to men movement, students are becoming more responsible at a younger age. This affects
success.
Related Studies
Age and gender
According to Marsh, Parker and Barnes (1985) Factor analysis clearly identified the
scales, each scale was reliable (median alpha = .86), and correlations among the factors were
small (median r = .17). All of the scales were significantly correlated with sex and/or age, though
the effects of sex and age were small and independent of each other. The direction of the sex
effect varied with the particular scale, and was not significant for the sum of all the scales. This
total score, and most of the separate scales, had a quadratic age effect where self-concepts started
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out high, reached their lowest level in grade 9, and then increased. At every grade level academic
criterion measures were significantly correlated with every academic scale, but not with the
nonacademic scales. Verbal achievement was most highly correlated with Verbal self-concept,
while mathematics achievement was most highly correlated with Math self-concept. These
findings not only demonstrate the multidimensionality of self-concept, but also show that its
relationship to other constructs cannot be adequately understood if this multidimensionality is
ignored. The findings have important implications for the study of adolescent self-concept and
support the construct validity of the SDQ II and the Shavelson model on which it is based.
According to Benbow (1992). She investigated the predictive validity of the Scholastic
Aptitude Test-Mathematics subtest (SAT-M) for 1,996 mathematically gifted (top 1%) 7th and
8th graders. Various academic achievement criteria were assessed over a 10-yr span. Individual
differences in SAT-M scores obtained in junior high school predicted accomplishments in high
school and college. Among students in the top 1% of ability, those with SAT-M scores in the top
quarter, in comparison with those in the bottom quarter, achieved at much higher levels through
high school, college, and graduate school. Of the 37 variables studied, 34 showed significant
differences favoring the high SAT-M group which were substantial. Some gender differences
emerged; these tended to be smaller than the ability group differences; they were not observed in
the relationship between mathematical ability and academic achievement. The predictive validity
of the SAT-M for high-ability 7th and 8th graders was supported.
Parental Support
The pivotal role of parents still continues as it has been recognized by the teachers and
parents themselves that they are essential for complete development of the personality and career
of their children. Gonzalez- Pienda (2002) indicated that “without the children's parental support,
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it is hard for teachers to devise academic experiences to help students learn meaningful content”.
In home settings, the learning processes occur explicitly or consciously, often in an informal
way. Parents teach and train children early in their lives, the fundamental skills, attitudes and
values necessary for day-to-day living (UNESCO, 1992). The unwritten knowledge being
conveyed by parents to their children is specific and to a certain degree, specialized, i.e. that
which would enable the children to cope successfully with the requirements of the immediate
confines of homes and the community.
Cholan and Khan (2010) in their study, revealed the significant impact of parental
support on the academic achievement as well as on the development of self-concept of the
children. The results have reflected a developmental sequence, such that earlier family support
processes enable the child to establish a better academic status and positive self-concept which
then contribute to the maturation of his/her personality and career.
Kamaruddin, Zainal and Aminuddin (2009) in their study revealed that a less physically
crowded environment, along with motivation and parental support, were associated with higher
educational levels of children.
Conway (2008) found that parental involvement has a strong, positive effect on student
achievement. Students do much better in school when their parents are actively involved in their
education. Parental effort is consistently associated with higher levels of achievement, and the
magnitude of the effect of parental effort is substantial. Schools would need to increase per-pupil
spending by more than $1,000 in order to achieve the same results that are gained with parental
involvement.
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A study by John Ermisch and Marco Francesconi (2001) of the Institute for Social and
Economic Research, University of Essex, measured the impact on young people of having spent
less time with their parents when they were young because of work arrangements.
Based on their study, there was strong evidence of a trade-off for mothers who were
employed full-time when their children were below five years old. Although full-time work
increased family income, less time for mothers to interact with their families tended to reduce
children's later educational attainments.
Study Habits
Nuthana & Yenagi (2009) have examined the causes of poor academic performance
among university undergraduates. Some of these factors identified are intellectual ability, poor
study habit, achievement motivation, lack of vocational goals, low self-concept, low socio-
economic status of the family, poor family structure and so on. If for instance a child consistently
fails or performs poorly in his examination, he presumably may develop low self-concept and
may lack confidence to study or pass. According to Anwar (2013), there is significant
relationship between study habits and academic achievement of senior secondary school
students. Thus, it is clear that the study habit has an impact on the academic achievement.
Various factors such as method of study, family background, socio-economic status and
environment etc are the determinants of study habits i.e. these factors affect study habits. It is
also found that the academic achievement of the students having good and poor study habits
differ significantly. The result also shows that the academic achievement of the students having
good study habits is higher as compared to the students having poor study habits.
There are many researches that were conducted about study habits and the academic
performance. Afful-Broni and Hogrey (2010) stated that good study habits could help students to
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improve their academic performance. In addition, a lot of researches about learning behavior
identified the relationship between study habits and the academic performance going together in
the same direction. According to Nonis and Hudson (2010) study habits of business students
from Arkansas State University had the positive relationship with student performance.
Many literatures of student learning methods and study habits have thoroughly been done
in context of secondary and higher educational level in order to develop the appropriate structure
and proper guidance for students. The universities, however, have played more roles in this study
than the high schools. Tracy (2009) made a case study of sixth grade students and college
freshmen about habits of learning and dispositions of learning. She found that most students had
capacity below than what was needed. When they entered to the college or university, they sat in
class without any preparation. Moreover, they did not really know the method of doing
assignments as well as how to success in academic performance and they significantly needed to
create good study habits from the foundation. These indicate the lack of study habits’ perception
in secondary level. Also, it leads continuously to many academic misconducts and poor
academic performances. It is consistent to what Afful-Broni and Hogrey (2010) suggested. They
mentioned that having good study habits could improve academic performance and assignment
should be used as one of students’ learning way to improve their academic performance.
Likewise, the institutions may use another study habits such as correction stimulating them to act
in good habits.
In addition, Ogbodo (2010) found that most of problems that used to contribute their poor
performance in tests and examinations were lack of proper study habits and this should be a
responsibility of academic counseling program. Nevertheless, productive study habits require
learners to prepare a certain length of time for a particular subject, depending on how difficult
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each subject is. Therefore, time management is an important study habits that must be concerned
more.
Conversely, Nonis and Hudson (2010) argued that although time is an essential matter of
productive study habits but students are devoting less time to their studies. Moreover, they found
that only one study habit of business students from Arkansas State University influenced to the
positive relationship between study time and student performance while others were negative.
On the other hand, it is possible to see how Igun (2007) provided the solution which she
found the opposite results of study habits in postgraduate students. They use most time even in
the weekend time to study and the place of revision, library, is very common among them
because they need the silent and quiet place. Also, this makes them can use more concentration
into their study or project. Furthermore, she found that the percentage of using library materials
of postgraduates is the highest. This can be seen that their study habits depend on their desire of
learning and it is a good example for undergraduate student to develop their study habits via this
way.
Recently, the popular trend of Social Medias also has significant influenced to
students’ study habits and there are the opinions in two sides both optimism and pessimism.
Students can easily access into sources of knowledge or doing assignments via internet while it is
also easy to involve with plagiarism.
Attitudes towards math and beliefs about math could have a significant impact on
whether students see themselves as a capable of mathematics as well as on whether they view
mathematics as an interesting subject worth pursuing. Students show different attitudes towards
the subject that made them perform differently. Some students show so much interest about math
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that made them love the subject and excel on it. But some students see it as a subject that can be
learned only by those who have talent on it.
Most of the factors that may affect student learning dealt with external causes, language
barriers, and learning disabilities. However, a very critical factor – some may say the most
important one – is the student‟s willingness to learn. If a student is eager, motivated, or goal
oriented, the likelihood is that student will learn (Traylor, 2010).
Student learning is a multi-faceted system. A student may prosper when several factors
are in play. Even if one factor is missing, he or she will be able to learn. However, in the long
run, the willingness to learn may trump all other factors, for it is up to the individual to overcome
difficulties and reach the educational goal that he or she wants (Traylor, 2010).
Learning Style
Many researchers have proclaimed the significance of identifying preferred teaching
styles and preferred learning styles. Claxton and Ralston (1978, in Miller, 1982) alluded to this
significance:
The research findings on learning styles offer substantial promise to teachers, counselors,
and the students themselves in terms of finding better ways for students to learn. But while
matching learning style with instructional mode apparently facilitates positive interpersonal
relations, and while it would seem to point the way for increased learning, the empirical data that
support this idea are rather scarce. Such a significant gap in the research must be filled if
knowledge about learning styles is to become a significant force in improving college and
university teaching.
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Burnett (2005) identifies learning style as an important idea for inclusive learning and
teaching in the classroom.
The BECTA report on learning styles (2005) support several of the key conclusions of
the Newcastle University review. The BECTA report concluded that, despite the many opinions
on learning styles, there are few generally agreed facts. Whilst some theories are more influential
than others, no model of learning styles is universally accepted. The BECTA report, however,
summarized some of the consistent messages associated with learning styles.
There is no secure evidential base to support any one theory of learning styles - it is important to
be aware of the limitations of any learning styles model and indeed of the field as a whole.
Any theory or model of learning styles is a simplification of the complexity of how students
learn.
Learning styles are at best one of a range of factors determining how learners react to learning
opportunities - environment, teaching methods and curriculum requirements are all part of a
complex pattern of interactions.
There is a danger inherent in learning styles of labeling students as particular kinds of learners -
given the lack of robust evidence in the field, labeling strategies seems safer than labeling
learners.
An awareness of learning styles theories may help to develop metacognition and the ability to
learn how to learn.
At least some aspects of learning styles and strategies can be taught, regardless of the natural
inclination of individual learners.
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The DEMOS Working Group led by David Hargreaves concluded that ‘Many teachers
are successfully using learning styles as a means of getting students to reflect deeply on their
learning and thus develop their meta-cognitive capacities.’ (DEMOS, 2005)
If we accept we are different in similar ways and that it is possible to identify and
measure these differences reasonably accurately, then the potential benefits for teachers and
learners are considerable. A greater knowledge of a range of learning styles will help teachers
to:
Be more aware of their preferred teaching style. This might include the way they communicate
and the kinds of methods and techniques used to explain things. It might also include the way
they plan lessons and the kinds of tasks and activities devised for learners.
Recognize their students’ learning styles, particularly those that are different from their own.
Understand better the difficulties and barriers that young people experience in their learning.
Time Management
According to Gbore (2006), study time attitude affects strong relationship with academic
performance of students.
Kunal (2008) observes that students who are very successful in their desired career have
longer study time. It is stated website that students who apply these attitudes in all of their
courses, always come out successful. It is necessary for students to develop good study habits in
order to know how long it will take them to study and understand their course of study.
Adeyemo (2005) concluded that students’ academic achievement was the outcome of a
combination of the study time behavior and other factors in any course of study. He specifically
opined that study time attitude is an exercise that goes beyond merely reading for pleasure. A
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student who wants to graduate with good grade has to read his/her books with understanding, and
that will take more time to accomplish. In his study he revealed that there is a significant
difference between the long and short study time behavior students’ academic performance.
Students who study for long hours tend to perform better than those who study for short study
time.
A study conducted by Graven (2008) on the relationship between students’ anxiety and
their short-study time session for examination revealed that the effect of anxiety on examination
preparation was significant on the students’ performance when the results were published. In the
study, 20 male and 58 female University students responded to self-ratings on their personal
anxiety and their study time while preparing for tests/examination. It was speculated that the
more a student consumes time while studying, the more accurately his or her retention of the
materials studied, and the less his/her anxiety towards the test or examination. The study also
indicated that ‘unhealthy’ student anxiety operationally accounted for low achievement scores on
amount of time per study session or time (in days) when he started revision. High scores on
anxiety level were also implied ‘healthy’ study time. Statistics correlate indicated no relationship
between performance and study time while a person is studying under anxiety.
Crede and Nathan (2008) in their researches at the University of Wisconsin said that
study time, ability, and attitude inventories were factors found to compete with standardized tests
and previous grades as parameters of academic performance.
They found that study skill inventories and constructs are largely independent of both
high school grades and scores on standardized admissions tests but moderately related to various
personality constructs. These results were however inconsistent with previous theories on study
time. Study time motivation and study skills exhibited the strongest relationships with both grade
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point average and grades in individual courses. They also explained that academic anxiety was
found to be an important negative predictor of students’ performance.
Scores on longer study time duration and attitude inventories were confirmed as the most
predictive indices of performance, based on the depth-of-student preparation and commitment. In
all, long study time and skill measures tend to improve prediction of academic performance more
than short-study sessions.
Pierce (2007) conducted a survey that was given to student athletes in the engineering
field at a Division 1 University to study the academic success of collegiate level athletes enrolled
in a demanding and intense course of study. A survey was distributed to the nineteen athletes in
the program, though only twelve responded. The survey was developed to recognize
characteristics and behaviors that led to their average GPA of a 3.24 on a 4.0 scale. This study
found that time management, sense of organization, and problem solving skills were the key
traits. The athletes were able to apply their concentration and desire to achieve, qualities that are
so vital in athletics, to their academics. And though the demands of their sports were high, their
free time was generally spent with their engineering peers and professors; something they
claimed to be essential to their academic performance.
Time management practices have been proven to be some of the top indicators toward
achieving a high level of academic success and performance. They aren’t the only influences on
achievement, but time management also doesn’t serve only one purpose. Participating in events
and being engaged in other outside-class work, not necessarily a job, but being active in
organizations also has a strong correlation to reaching a high GPA. And time management
practices lead not only to a high level of academic performance, but to good health and lower
levels of stress.
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Learning Environment
Ozmert (2005) emphasized the importance of environmental influence as a major factor
in the development of students studying habit. In the same vein, Adetunji and Oladeji (2007)
submit that the environment of most children is not conducive for studying; it is in the light of
this that made some parents to prefer their children to go to boarding school for proper
discipline.
There are as many different study environments as there are students. Some students
cannot study when it is really quite, because then any sound can attract attention. Some students
need because they cannot turn out noises, so what is conducive to one is not necessary conducive
to another. Some students have to create a “box” to try and screen out anything their eyes might
see, because of distraction to movement. Others need a busy environment so that there are no
isolated movements to attract their attention. Some people can have television in the background,
not directly in front of them and use the noise for masking other noises while others find
television as an attention magnet. Some students will say that they want to study in their rooms.
For rooms to work for students, they must know they have characteristics to study in their room.
The environment, in which a student studies, is important, both at home and at school. A
school with great equipment and plenty of space for students to study in quietly and safely is
more likely to be conducive to studying than a school with limited equipment and sub-standard
classrooms. Likewise, if the home environment is peaceful and safe, then students are more
likely to get their studying done (Meilan, 2012).
Learning Strategies
Study skills or study strategies are approaches applied to learning. They are generally
critical to success in school. It is essential for acquiring good grades, and useful learning
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throughout one’s life. There are arrays of study skills which may take the process of organizing
and taking in new information, retaining information, or dealing with assessments. Any skill
which boosts a person’s ability to study and pass exams can be termed a study skill, and this
could include time management and motivational techniques. Stud skills are discrete techniques
that can be learned, usually in a short time, applied to all or most fields of study.
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Chapter III
RESEARCH METHODOLOGY
This chapter presents and explains the procedures in conducting this study. It discusses
the locale of the study, the research design, population and sampling, research instrumentation,
data gathering procedure and the statistical treatment.
Research Design
This study will use descriptive design of research utilizing questionnaires to determine
the effect of parental support and stud habits in mathematics test results of first year students of
Laguna State Polytechnic University College of Teacher Education taking Bachelor of
Secondary Education.
Descriptive method as it is sometimes called survey method is appropriate for data bases
simple observational situation and is answering from the questionnaire and thus, in the
employment of such method. Castillo and Caluntad (2005) stated that descriptive method of
research, according to travers, is to describe the nature of a situation as it exists at the time of the
study and to explore the causes of particular phenomena; and as to Day, he defines descriptive
research as an activity involving collection of data in order to test hypothesis or to answer
questions concerning the current status of the subject of the study. A descriptive study
determines and reports the way things are.
Population and Sampling
The respondents of the study will be selected by stratified proportional random sampling
from second year students of Laguna State Polytechnic University San Pablo City Campus
(LSPU-SPCC) in all five (5) sections taking Bachelor of Secondary Education. This sampling
method is employed to ensure the representation of the subgroup in the sample. The proportions
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of the subgroups are grossly unequal and the researcher wish to maintain this characteristic in the
sample. From the total population of students in each section, the number of samples will be
determined by using the Slovin’s formula at 0.05 margin of error. This will be done to give the
opportunity for the population considered in the study to be selected equally. The formula is
shown as follows:
x= N
1+N e2 where
Table 1 below shows the distribution of the respondents from each five (5) sections of
BSEd second year students of LSPU-SPCC.
Table 1. Distribution of the Student-Respondents
Section Population Sample
2-Q 14
2-R 38
2-S 38
2-T 38
2-U 40
Total 168
Research Instrument
Teacher-made questionnaire will be the primary instrument that will be used in gathering
the data to assess the effect of parental support and study habits in Mathematics test results of
sophomore students of Laguna State Polytechnic University from the College of Teacher
Education. The secondary sources of data will be the existing documents of the results of
students’ average grade in Fundamental Mathematics.
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x is the sample size
N is the total population
e margin of error
Data Gathering Procedure
The distribution of research-made questionnaire to the respondents will be done
personally by the researcher to solicit the needed data.
The researcher will first secure a letter to the respondents asking for their cooperation and
honest response about the study to be undertaken. The aforementioned letter will be attached
together with the survey questionnaires. Subsequently, questionnaires will be distributed and
collected from the respondents. The researcher will provide 118 copies of survey questionnaires
suited for each respondent.
The questionnaires will be retrieved, coded and tallied followed by statistical procedures.
The analyses and interpretation of data will then be established.
Statistical Treatment
To answer the problems posited in this study, the data that will be gathered and subjected
to statistical treatment will be employed the following statistical tools:
Simple descriptive statistics like frequency counting and percentage for the profile of the
students such as the type of support they experience from their parents; and their performance in
mathematics.
To find out the relationship of the independent variables to the dependent variables,
Pearson Product Moment Correlation will be used, testing its significance at 0.05 level.
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Republic of the Philippines
LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
Brgy. Del Remedio San Pablo City
I. Profile of the Respondents
For each item put a check ( ) on the space provided to answer the best applied to you.
Educational Attainment of the Parents
Mother
___College Grad ___College undergrad
___High School Grad ___High School undergrad
___Elementary Grad ___Elementary undergrad
Father
___College Grad ___College undergrad
___High School Grad ___High School undergrad
___Elementary Grad ___Elementary undergrad
Grade in Mathematics: _____ (please specify)
II. Perception of the respondents about study habits and its effect in the performance in Mathematics 1
Direction: Please express your response on the following statements by putting a check on the space provided. Choose the level below to your level of agreement.
1-
Always 2- Often 3-
Seldom 4-
Sometimes 5- Never
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Age : ________ (please specify)
Gender : ____male ____female
Indicators 1 2 3 4 5
Study Habits
Time Management
1. Do you make a Master Schedule for each semester?
2. Do you update it weekly/daily?
3. Do you stick to it?
4. Do you allow time for exercise and socializing with friends?
5. Do you get at least 6 hours of sleep each night?
6. Do you study at least 2 hours for every class?
7. Do you get your assignments done on time?
8. Do you regularly attend your classes?
Learning Strategy
A. Test Taking Strategies
1. Do you study for each class every day?
2. Do you start reviewing for major exams at least 3 days in advance?
3. Do you belong to a study group?
4. Do you attend extra help sessions or office hours provided by the instructor?
5. Do you know what kind of tests you will take, i.e., essay, multiple choice, and how to prepare for different types of tests?
6. Can you predict what types of questions will be present on the test?
7. Are you able to finish your tests in the allowed period of time?
8. If you do not do well on a test, do you review it with
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the instructor and/or analyze it to see where you had problems?
B. Notes taking Strategy
1. Are you able to take notes in class, keep up with the instructor, and understand the concepts at the same time?
2. Do you have an efficient system of note taking?
3. Do you review your notes after each class, preferably right after class?
4. Do you know what the “important stuff” to write down and what are the cues that this is important stuff?
5. Do you write down important facts, numbers, and names that would be difficult to remember without my notes?
6. In addition to highlighting, do you make notes as you read class materials?
7. Do you copy your classmate lectures for additional notes and information?
8. Can you put class notes or notes from texts into your own words?
C. Math Skills
1. Do you have a good command of the prerequisite skills for the math class in which you are enrolled?
2. Do you always do your homework assignments and work the problems before looking at the solutions?
3. Do you participate in class and ask questions when you don’t understand a concept?
4. Do you at most miss only two math classes per semester?
5. Can you explain to another student how to solve all the problems on a math test?
6. Do you have enough time after taking your tests to review for calculation errors and small mistakes like misplaced + or – signs?
7. Do you search for alternative solutions to problems
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beyond normally considered?
8. Do you work through problems in a systematic way, and create procedures for future use?
Study Environment
1. Do you regularly study at the same time?
2. Do you have an area where you always go to study?
3. Is your study area free of noise and distractions?
4. Do you have all your supplies near you when you study?
5. Is your area comfortable?
6. Is your area conducive in accomplishing your tasks?
7. Can you study for at least a half hour without getting up, walking about, taking snack or TV or phone breaks?
8. Do your friends leave you alone when they know you want to study?
Learning Style
(for visual learner)
1. Do you use images, pictures, colors and other visual media to help you learn?
2. Do you incorporate imagery into your visualizations?
3. Do you use mind maps, story technique, swish technique, or system diagrams in studying mathematics?
4. Do you prefer to study by planning and organizing your works in your own creative way?
5. Do you keep your own diagrams of your lessons for your own studies?
6. Do you prefer to study about ideas and how things are related?
7. Do you learn more by accomplishing written
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activities and home works?
8. Do you learn by being active rather than being passive?
(for auditory learner)
1. Do you use sound, rhyme, and music in your learning?
2. Do you focus on using aural content in your association and visualization?
3. Is creating mnemonics or acrostics a technique you use when studying mathematics?
4. Do you use sound recordings, anchoring techniques and such when studying mathematics?
5. Do you prefer learning by arguing or debating a point based on logical analysis?
6. Can you easily grasp solutions by listening to classroom discussions?
7. Do you learn best from open-ended discussions?
8. Do you use the anchoring technique to recall various facts that music invokes?
(for kinesthetic learner)
1. Do you use touch, action, movement and hands-on work in your learning activities in Math?
2. Do you focus on the sensations you would expect in each scenario or problems you are solving?
3. Do role playing and other physical activities stimulate your learning in Math?
4. Is dancing and physical activities a powerful tool in helping you get higher grades in Math?
5. Do you use flash cards to help in memorization?
6. Do prefer to act out or simulate solutions in answering math problems?
7. Do you prefer manipulating concrete objects in answering problems and accomplishing activities in
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Mathematics?
8. Do you learn best from drills, demonstrations, practice and hands-on experiences?
Parental Support
Moral Support
1. My parents provide appropriate discipline.
2. They encourage me to have a high standard of behavior.
3. They oblige me to ask forgiveness when I’m at fault.
4. They deal with my concerns in schools appropriately.
5. My parents encourage me to take integrity of my actions.
6. They make sure I do my obligations and duties in school.
7. My parents encourage me to be upright and virtuous.
8. My parents develop my spirit of respect for others and their values and beliefs.
Emotional Support
1. They provide adequate communication with my progress.
2. They emphasize my self-esteem and self-worth.
3. They acknowledge my achievement.
4. They listen to my concerns and give me advices.
5. They encourage me to do well for my own good.
6. They attend meetings in schools to assist my studies.
7. My parents express appreciation of my works and efforts in school.
8. My parents create an accepting and non-judgmental
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atmosphere of my failures.
Financial Support
1. They support my studies.
2. They provide for my tuition fee and other school fees.
3. They give me enough allowance for my miscellaneous.
4. They encourage me in extra-curricular activities such as math camps, field trips, etc. and provide for the charges.
5. They provide for my school needs – books, uniform, etc.
6. They ask for tutorial services to assist me in my homeworks and difficult lessons.
7. They help in assisting and organizing seminars and extension services for my benefit.
8. They are volunteers in keeping and maintaining the school environment to assure my safety.
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