chapter 3

CHAPTER III

STUDY FRAMEWORK

THEORETICAL FRAMEWORK

Four theories were reviewed to yield connections between the environment, respondents, factors and the effects of the factors to the respondents. Gestalt Field Theory, Gestalt Motivation Theory, Reinecke’s Theory and Ndidiamaka’s Theory were the theories used in the study.

Gestalt field theory is a psychological theory which examines patterns of interaction between the individual and the total field, or environment. The concept was developed by Kurt Lewin, a Gestalt psychologist. Field theory holds that behavior must be derived from a totality of coexisting facts. These coexisting facts make up a "dynamic field", which means that the state of any part of the field depends on every other part of it. Behavior depends on the present field rather than on the past or the future(Sundberg, 2001).

Kurt Lewin (1890-1947) formed a Motivation theory which was built around field theory. Human behavior, he suggested, at any given time is determined by total number of psychological facts (field). A psychological fact is anything a person is conscious of including being hungry, being in a physical location, or having money, or being conscious of some memory. All conscious psychological facts makes our life space which continuously change. Some facts exert positive influence on us, while others have a negative affect. Interaction of these facts determines behavior (Perl, 2010).

Reinecke’s theory is about how time management skills affect our activities in life. Strategies in time management increase academic performance and achievement. Therefore, time management skill is regarded as one of the predictors of better academic performance (Reinecke, 2007).

Metacognition refers to one’s ability to know and regulate cognitive processes. Ndidiamaka (2010) conceptualized Metacognition as “knowledge and cognition about cognitive phenomena”. Metacognition Theory has been described as the ability to calibrate or monitor one’s performance and chart learning plans based on learning and performance estimates. Good metacognition extends beyond the academic periphery and may be responsible for effective leadership, procuring promotions in the workplace, and achieving similar salient goals in life (Ndidiamaka, 2010).

Figure 3.1 shows the general framework of the study. Gestalt Field Theory was used in determining the similarities of two persons (person A & B) through the influences of their environment. Furthermore, the three theories (Gestalt Motivation Theory, Reinecke’s Theory and Ndidiamaka’s Theory) were used to link the two persons to the differences in their learning perspective through their motivation, time-management and metacognition.

Figure 3.1

CONCEPTUAL FRAMEWORK

Several factors were examined to support the study. There were four theories that were stated in the study; Gestalt Field Theory, Gestalt Motivation Theory, Reinecke’s Theory and Ndidiamaka’s Theory. The theories helped in linking the relationships of the variables of the study.

Gestalt Field Theory distinguishes the nature of the students through the immediate influences in their similar environment. On the other hand, the other three theories (Gestalt Motivation Theory, Reinecke’s Theory and Ndidiamaka’s Theory) will show the effects of the expectations of other people, their time-management skills and preferences in learning among students that would contribute to their differences in learning. These three theories are essential in dealing with the effect of study habits of the students.

Figure 3.2 shows the featured framework of the study. Gestalt Field Theory relates the similar environment experienced by the two students (student A & B). However, the students may be affected by other factors (expectations from other people, their time management and preferences in learning that would contribute to the differences in their study habits.

Figure 3.2

OPERATIONAL FRAMEWORK

In this framework, the stated variables in the theoretical and conceptual framework will be specified more to get a clearer picture in determining the differences of study habits between honor and non-honor students. To start, the school environment which will be The University of the Philippines High School will contribute on some congruence between honor UP High 4th year students and non-honor UP High 4th year students. However, there are other factors that may contribute with their distinctions. The first factor is the influence and expectations of other people (peers, parents and tutors). The second factor is the time management of the students incorporated with their schedule and time spent in studying. The last factors are the students' study method, attitude towards studying, activities when they study, their note-taking and preparations in studying. The specified elements contribute to the differences in their study habits as shown in Figure 3.3.

Figure 3.3

chapter 4

CHAPTER IV

RESEARCH METHODOLOGY

Research Design

In this study, the descriptive method of research was used since the research is more of a comparative study. This type of method focused more on correlating or contrasting two or more variables that fulfilled the intended purpose of the research, which was to compare the study habits of the honor and non-honor students. The descriptive method describes and explains the relationship between variables in order to be more precise and reasonable in attaining the goals and objectives of the study. The descriptive approach was quick and practical to use with our research. In addition, this method helped the researchers to have a flexible approach, thus, when important new issues and questions arised during the duration of the study, further investigation may was conducted.

Sampling Procedure

In the procedure, the researchers applied the purposive non-probability sampling since not all available respondents had the chance to be included in the study. In this kind of sampling, the researchers chose potential respondents that were qualified to answer the questionnaire. The first qualification was that the total half of the respondents must be honor students and the other half will be non-honor students. The chosen respondents must also be of the same university so that it will be easy to make conclusions and generalizations since the researchers can directly have a background of the respondents if only one school environment was involved rather than to have them in different schools. Respondents of the same high school level and intellectual standard were also chosen. Moreover, the researchers selected lesser respondents in order to have manageable results. There were only two fourth-year sections in the school and only a few 4^th year high school students were chosen to be respondents from the two sections. Thus, the researchers had a controllable size of respondents. Ten honor students were as respondents and the other ten were non-honor students. A total of twenty fourth-year high school students were asked to participate.

Respondents

In order to determine the similarities and differences of study habits among honor and non-honor high school students, the researchers decided to choose respondents from the same year level to specifically determine their learning techniques. The researchers opted to choose the graduating level to be the respondents since they were the ones that have more experience in the secondary level. The respondents of the study are all 4^thyear students from the University of the Philippines Cebu – High School.

Research Instrument

The survey questionnaire was used as the main data-gathering instrument. The questionnaire contained informative questions in which the students evaluated themselves. The first part consisted of the socio-demographic characteristics of the respondents such as name, age and gender. The questions in the second part were based on the sub-problem variables and were divided into sections, specifically, into Study Habits (Part I) and Attitude Toward Studying (Part II). The first half of the questions asked the students to evaluate themselves according to the study methods they use, what activities they do before/after/during studying, their note-taking habits, their study schedule, and the people they study with. The second half inquired about their feelings and views about studying.

Data Collection and Analysis

On the process of gathering the essential data that was used in the survey, we allocated one week to evaluate and interpret the survey results.

The questionnaires were distributed among the respondents. Through the questionnaires, the students were also asked to answer the questions sincerely and honestly. The answers relied on their preferences and experiences with studying. After allotting time to answer, the questions were collected. The papers were checked and analyzed.

The results of the survey were then tallied. The information gathered from the outcome of the survey was analyzed through tabulations and textual conceptions. Based on the analysis and interpretation of data, conclusions and proposals were then formed in relation to the comparison of the study habits of honor and non-honor students. Along with primary data, the researchers also used secondary resources from related articles and literatures to support the survey results.

chapter 6

Chapter 6

Summary of Findings, Conclusion, and Recommendations

The research attempted to get a comparison of the study habits of the honor students and non-honor students from the University of the Philippines Cebu – High School.

The study was conducted at the University of the Philippines Cebu – High School located in Lahug, Cebu City. The respondents of the study were 10 honor students and 10 non-honor students from the 4^th year level (male and female) for the academic year of 2010 – 2011.

Summary of Findings

Based on the results, the researchers were able to generate the following findings:

1.    The honor students already have knowledge on what methods that will be ideal for them unlike some of the non-honor students who do not have specific methods for studying. Making notes, using mnemonics, and reading out loud are the top three methods that the honor students use. The non-honor students on the other hand also used the method in making notes, mnemonics and repeating words/phrases.

2.    All of the honor respondents showed a good impression towards studying. The non-honor respondents also regard studying as very important. However, there are few who showed dislike in studying.

3.    In terms of having personal tutors, all the honor respondents do not need a tutor’s assistance in order for them to be independent in learning their lessons. The non-honor students without tutors also have the same reason. Yet, some needed to have tutors to be able to improve their learning skills.

4.    All of the respondents tend to do something else while studying. The top activities that are done during studying are eating, staying calm and relaxed, and listening to music. Most of the honor students prefer to stay calm while studying so that they can concentrate more on their studying unlike the non-honor students who would prefer to eat, watch TV and listen to music while studying. On the student’s preparations used before/after studying, most of the honor students sleep while the non-honor students clean their environment before/after studying.  

5.    Almost all the respondents take notes during class and copy notes from their classmates. There is no significant difference with the note-taking habits between the two groups.

6.    Most of the respondents do not make a schedule time for studying mainly because their daily activities may change through time. Upon calculating the number of hours set in studying, honor students spend more time studying during their free time, before sleeping, and before exams compared to the non-honor students.

7.    The honor students prefer to study alone unlike most of the non-honor students who prefer to study in a group. But if they were to study in a group, the honor students prefer to study with their friends while the non-honor students would want to study with the honor students.

8.    Eighty percent from both honor and non-honor students said that they liked studying and all of them regarded studying as very important.

Conclusion:

The main query that this study wanted to answer is to know the comparisons and differences on the preferences of study habits between honor and non-honor students from the University of the Philippines. Some results were alike since there is only one school environment involved in the study. On the study methods to be used, the honor students have more knowledge on what methods are effective for them. While almost half of the non-honor students use random techniques in studying and did not know what methods would work for them. This would make the researchers conclude that it is better for students to have a definite method in studying in order for them to be adapted and trained with their methods and be comfortable in using them. On the note-king habits between honor and non-honor students, there is no significant difference shown in the results. In calculating the hour spent by the respondents, the honor students take more time to study than the non-honor students. They also prefer to study alone than in a group. As students from UP Cebu – High School, it is expected that all these students would regard studying as very important because they are in an environment where studying and academic excellence are highly regarded.

Recommendations:

1.    For the future researchers that will conduct studies related to our topic, we recommend them to get more respondents from different schools to be able to see significant comparisons between the honor and non-honor students’ study habits

2.    For the students, to make studying a daily habit and use methods that would work for them. They should also use methods that involve not only memorizing but also understanding the subject matter. They should also try to study in an environment where there are less distractions and where they feel comfortable.

3.    For the teachers, to encourage the students to study and make them view studying as something likable, important, and fun. 

chapter 5

CHAPTER 5

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

The data gathered in the survey is incorporated in this chapter. The data is divided into two parts. The first part of this chapter tackles on the study habits of the respondents. Moreover, the factors that can affect the students’ study habits which were their study methods used, activities during studying, activities before or after studying, note taking and study schedule were included to further explain the students’ studying techniques. The second part of this chapter explains the attitude of the students towards studying.

I. Study habits

            Study habits refer to the actions (such as reading, using specific study methods, taking notes or holding study groups) that students perform regularly and habitually in order to accomplish the long term task of learning. However, some students have other preferences in the actions they need to take to improve their studying techniques. The distinct actions taken by the students were essential to determine the similarities and differences of their study habits. These also gave the viable reasons why other students excel in class while others remain in the average level.

a.) Study methods

            The study methods tell the specific technique used by the students whenever they study. Table 5.1 shows whether or not the respondents use specific study methods in learning.

Table 5.1

Frequency and percentage of respondents who

use specific study methods in studying

Specific methods	Honor students		Non-honor students
	Frequency	Percentage	Frequency	Percentage
Yes	9	90%	6	60%
No	1	10%	4	40%

From the table, it shows that 90% of honor students use specific methods in studying while only 10% of them do not. In contrast, 60% of the non-honor students use particular methods in studying while 40% of them do not. The results show that students with honors use methods in studying; this only means that following a certain pattern in studying helps students improve their memory consolidation since it is enhanced significantly (learningInfo.org, nd) rather than to study using random techniques.

The student’s studying ability depends to a great extent on their study methods, since the patterns and techniques that they used indicate their effectiveness in learning.

Table 5.2 interprets the results of the respondents who used specific studying methods. The possible type of methods that a student would practice are repeating words or phrases, use of mnemonics, making of notes and summaries, making diagrams and charts and reading out loud. Out of 10 honor and 10 non-honor respondents, 9 honor and only 6 non-honor students used specific methods in studying.

Table 5.2

Frequency and percentage on the study methods used

Honor students		Study methods	Non-honor students
Frequency	Percentage		Frequency	Percentage
3	33%	Repeating words or phrases	4	66%
5	55%	Use of Mnemonics	4	66%
7	77%	Making your own notes/summaries	6	100%
3	33%	Making diagrams/charts	1	16%
4	44%	Reading out loud	3	50%

According to the survey essays answered by the respondents, the most effective study method for them is through making their own notes and summaries. Out of 9 honor students, seven of them use this method while 100% of non-honor students practice on this kind of studying technique. Making notes and summaries on where the emphasis of the lesson falls will greatly help students understand and remember on the things they’ve studied since they can focus on the main priority of their lesson being learned (Learning Technology &Design, 2009).

The second most effective method is through the use of mnemonics as an aid in learning. Fifty-five percent of honor students while 66% of non-honor students practice this kind of method. Mnemonics are words, phrases, sentences, or syllables that encode a list of information. The first letter of the words in a sentence, or the letters within a word are each associated with the key phrases or terms you need to remember. Almost half of honor and non-honor students use this kind of method.

Reading out loud ranked 3^rd as an effective method in studying. Forty-four percent of honor students and half of the non-honor students read out loud while studying. Reading aloud can facilitate comprehension of unusual terms or phrases that is needed to retain or memorize. It can also do the trick in busting off sleepiness.

 Thirty-three percent of honor students while out of six non-honor students with a percentage of 66% use the study method of repeating words or phrases. According to McGaugh (1973), the role of repetition leads to good retention.

The least used method by the respondents is through making diagrams and charts. Thirty-three of honor students while only small percentage of 16% of non-honor students make diagrams/charts in studying. Using diagrams and charts as an aid in learning requires greater comprehension on the lesson to be learned. This is the main reason why this studying technique is practiced less often since making diagrams and charts may take more time.

b.) Activities during studying

            Some students do other things even while they study. Table 5.3 will show whether or not students do other activities while they study.

Table 5.3

Frequency and percentage of respondents who

do other activities while studying

Other activities while studying	Honor students		Non-honor students
	Frequency	Percentage	Frequency	Percentage
Yes	10	100%	10	100%
No	0	0%	0	0%

Positive results show that 100% of honor and non-honor students of the University of the Philippines do other activities while they are studying.

From the survey results, students stated that the activities they do would greatly keep them from being too accented and bored.  The possible activities that students do while studying are eating, watching TV, relaxing, using the internet and listening to music.

Table 5.4

Frequency and percentage on the other activities

practiced while studying

Honor students		Activity	Non-honor students
Frequency	Percentage		Frequency	Percentage
9	90%	Eating	8	80%
3	30%	Watch TV	6	60%
8	80%	Just relax	5	50%
5	50%	Use the internet	4	40%
6	60%	Listen to music	6	60%

From the table, 90% of honor students while 80% of non-honor students eat while studying. Biswas (2010) quoted that eating keeps a person alert while studying. On the results gathered, eating while studying helps students in studying because the physical needs of student (food) affects their efficiency in learning.

Eighty percent of honor students while 50% of non-honor students do not put pressure while studying. This shows that it is more preferable for honor students to stay calm and just relax because according to the respondent’s explanation from the survey, putting pressure while studying causes them to feel stressed.

The same percentage of 60% honor and non-honor students listens to music while studying. According to the results of the survey, listening to music keeps them on focus from their environment’s external noises while 40% of them prefer to study in dead silence.

Fifty percent of honor students while 40% of non-honor students use the internet while studying. Almost half of both respondents from honor and non-honor use the internet. They stated that the web could be a good reference when they wanted to search something related to their lesson. The other half respondents rely on their books and notes while studying.

The least type of activity that the honor students prefer is watching television while studying. Only 30% watch TV while they study while the other 70% stated that watching TV while studying would distract their focus. In contrast 60% of non-honor students watch TV while they study and the other 40% do not. This shows that this activity may affect their efficiency in studying since this activity could bring them distractions while studying.

For many high school students who study long into the midnight hours, tiredness and boredom can result in inefficient use of study-time and effort.  To keep them from tediousness, students do other activities either before/after studying to stay awake, alert and focused whenever they start or end their studying sessions (Drgurjeet, 2010). On Table5.5, the other activities either before/after studying of the respondents are shown.

c.) Activities either before or after studying

Table 5.5

Frequency and percentage of respondents who

do activities either before or after studying

Activities before/after studying	Honor students		Non-honor students
	Frequency	Percentage	Frequency	Percentage
Yes	9	90%	9	90%
No	1	10%	1	10%

The same large percentage of 90% of honor and non-honor students do activities before studying to make certain preparations and to retain the lessons learned after. The other 10% stated that there is no need for them to do other activities because their time in studying might possibly be wasted for doing unnecessary things rather than to study right away.

Other activities that a student may do before/after studying were enumerated in Table 5.6.

The possible activities that the respondents may do are seeking the Lord’s help through a prayer, cleaning the study environment, drinking water/milk, going the bathroom and sleeping.

Table 5.6

Frequency and percentage of the type of activities

 practiced either before/after studying

Honor students		Type of activities	Non-honor students
Frequency	Percentage		Frequency	Percentage
4	44%	Pray	2	22%
2	22%	Clean the study environment	4	44%
2	22%	Drink milk/water	2	22%
1	11%	Go to the bathroom	1	11%
8	89%	Sleep	3	33%

Great percentage of 89% of honor students take a rest to refresh themselves before or after a study session. However, if students feel guilty about taking a rest when the time is allocated for study, then their precious rest period has been used to create more stress. The brain will not absorb new data if it is stressed (Richman, 1998). This explains why the other 11% of honor students and more than half of the non-honor students with a percentage of 67% do not sleep before/after studying.

Among the 9 honor respondents, 44% seek the Lord’s help before or after studying while only 22% of non-honor students pray. Saying a prayer before studying help lessen anxieties and pressures experienced by students. Irvine (2009) stated that a prayer could help students have inspiration and encouragement to endure their study processes. Among the 9 respondents of honor students and non-honor students, 5 honor and 7 non-honor students do not pray.

Twenty percent of honor students while 44% of non-honor students clean their study environment before/after studying. The results show that the honor students do not mind about their study environment as long as they could have time for studying and greater percentage of non-honor students clean their environment before they would start studying.

Drinking milk/water helps retain the things being studied more longer mainly because of its nutritional contents. The same percentage of 22% of honor students and non-honor students drink milk/water before/after studying.

The least activity done by the respondents before/after studying is going to the bathroom. The same percentage of 11% of honor students and non-honor students go to the bathroom for them not to squander away much time when they will soon start studying. After a study session, going to the bathroom may also help students refresh their minds through taking a shower (Jamie, 2007).

d.) Note-taking

           Another factor that can distinguish a student’s study habits is by knowing whether students take down their own notes or rely on the notes of others. Note-taking is a practice of recording information captured from a transient source, such as an oral discussion at a meeting, or a lecture. Note-taking is an important skill that a student should develop because it influences the academic success of the students. Table 5.7 shows whether or not the respondents practice taking down notes in class.

Table 5.7

Frequency and percentage of respondents who

 take down notes during class

Taking notes during class	Honor students		Non-honor students
	Frequency	Percentage	Frequency	Percentage
Yes	10	100%	8	80%
No	0	0%	2	20%

Positive results show that all the honor respondents take down their own notes during class. This only means that most efficient students practice note-taking since it can most aid them while they study. Eighty percent of non-honor students take down notes and 20% of them lack the skill of practicing note-taking.

Note-taking skills in class are important for a student to develop yet there are some students who rely on other’s notes. Copying notes from others is a strategy for some students who wanted to concentrate on what is being said in class. They might jot down a few important points but mostly, they would try to participate in class (Weening, nd). However, this strategy may not be applicable at all times. Table 5.8 show whether or not the students copy notes from their classmates.

Table 5.8

Frequency and percentage of respondent who

copy notes from their classmates

Copy notes from classmates	Honor students		Non-honor students
	Frequency	Percentage	Frequency	Percentage
Yes	9	90%	9	90%
No	1	10%	1	10%

            The same percentage of 90% from honor and non-honor students copy notes from their classmates, only 10% rely on their own notes. According to the respondents, their classmates’ notes may help add their own if some of the points being discussed were not noted by them.

e.) Study schedule

            Aside from the influence of the students’ note-taking skills, their time set in studying their lessons may also affect their efficiency as students. Making and following a study schedule is very important since it can help a student gauge and measure their progress on how long they will need to devote to study. Table 5.9 shows whether or not the respondents make a schedule time for studying.

Table 5.9

Frequency and percentage of respondents who

 make a time schedule for studying

Study schedule	Honor students		Non-honor students
	Frequency	Percentage	Frequency	Percentage
Yes	3	30%	4	40%
No	7	70%	6	60%

            From the table, it shows that 30% of honor students and 40% of non-honor students set a time schedule in studying while a large percentage of 70% of honor students and 60% of non-honor students did not set a study schedule. Based on the respondents’ answer, most of them did not make a time schedule in studying since everyday they will still have to study yet without following a specific schedule because their series of activities may change through time.

            A study schedule is important in determining the efficiency of the students as well as their time spent in studying. Tables 5.10, 5.11 & 5.12 show the number of hours spent by the respondents in studying during their free time, before sleeping and before an exam.

Table 5.10

Frequency and percentage on the number of studying hours

spent during free time

During free time	Honor students		Non-honor students
	Frequency	Percentage	Frequency	Percentage
More than 2 hours	1	10%	1	10%
2 hours at most	2	20%	1	10%
1 hour at most	2	20%	2	20%
Less than an hour	5	50%	6	60%
0 mins.	0	0%	0	0%
Average hours spent	2.2		1.8

During free time, most of the honor and non-honor students did not spent much time in studying. Half of them spent less than an hour to study when they have nothing else to do. The result shows that honors students spend more time having the mean of 2.2 while the non-honor students only have the average of 1.8 to spend in studying. The results also show that none of them did not spend time in studying during their break. It only means that the respondents will still be finding time during their break even for a minimal number of hours/minutes.

Table 5.11

Frequency and percentage on the number of studying hours

spent before sleeping

Before sleeping	Honor students		Non-honor students
	Frequency	Percentage	Frequency	Percentage
More than 2 hours	0	0%	0	0%
2 hours at most	1	10%	1	10%
1 hour at most	4	40%	3	30%
Less than an hour	4	40%	6	60%
0 mins.	1	10%	0	0%
Average hours spent	1.6		1.6

            The mean of hours spent by the students is 1.6. This shows that both honor and the non-honor students did not spend more than 2 hours to study before sleeping. Most of them study less than an hour before bed time because their time spent in studying will be more allocated together with their classmates and friends during class hours.

             

Table 5.12

Frequency and percentage on the number of studying hours

spent before an exam

Before an exam	Honor students		Non-honor students
	Frequency	Percentage	Frequency	Percentage
More than 2 hours	8	80%	7	70%
2 hours at most	0	0%	0	0%
1 hour at most	2	20%	0	0%
Less than an hour	0	0%	3	30%
0 mins.	0	0%	0	0%
Average hours spent	4.4		3.9

            From the table, we can see that 80% of the honor students and 70% of non-honor students spend more than 2 hours to study on the day before an examination. Twenty percent of honor student study for only an hour before an examination and 30% of the non-honor students study for only a very minimal time of less than an hour. The results show that the students will need more time to study especially before having an exam in order for them to assure of having good grades on their examination.

f.) Studying with others

Studying in a group may be helpful but it is not necessarily the best way to study unless one is able to tolerate distractions. Table 5.13 shows whether or not the respondents prefer to study in a group.

Table 5.13

Frequency and percentage of respondents who

prefer to study in a group

Study in a group	Honor students		Non-honor students
	Frequency	Percentage	Frequency	Percentage
Yes	3	30%	6	60%
No	7	70%	4	40%

            Data showed that most of the honor students prefer to study alone rather than in a group. Seventy percent of them testified that it is better to study alone to be able to concentrate and focus more on the things they need to learn than studying in a group because they might lose time and spend it with other unnecessary activities with their study group. Only a minimal percentage of 30% honor students prefer to study in a group. Opposite results show that 60% of non-honor students prefer to study in a group. According to their explanation from the survey, studying in a group can help them motivate to study and learn more since they can share ideas with their fellow studymates while 40% of them prefer to study alone.

Table 5.14 shows the type of people that the respondents will be preferring to study with. The group of people could be their family (parent & siblings), tutors, teachers, friends and classmates with honors.

Table 5.14

Frequency and percentage on the preferable

 group to study with

Honor students		Group of people	Non-honor students
Frequency	Percentage		Frequency	Percentage
1	10%	Family (parents, siblings)	0	0%
0	0%	Tutor	2	20%
2	20%	Teacher	1	10%
9	90%	Friends	7	70%
0	0%	Honor students	6	60%

            Table 5.14 shows the results on the most preferable group of people that 4thyear High school students prefer to study with if they won’t have a choice of studying alone. The group that the respondents most prefer to study with are their friends. A large percentage of 90% honor students while 70% of non-honor students that study with their friends. The reason why they mostly study with their friends is that most of their friends are their classmates and they would prefer to study with a group that have the same intellectual standard as them to be able to share and brainstorm their ideas. Twenty percent of honor students and only 10% of non-honor students prefer to with their teachers so that they could directly ask questions from them. More than half of the non-honor students wanted and would prefer to study with the honor students since they can also learn from them of the things they were quite unsure of.  While only 10% of honor students study with their family members.

A tutor is a person employed in the education of others, either individually or in groups. They can help develop students to improve their knowledge and skills far more rapidly than in a classroom setting since students with tutors are more guided and monitored. Table 5.15 shows whether or not the respondents have tutors to help them in studying their lessons.

Table 5.15

Frequency and percentage of respondents who

 have tutors

Do you have a tutor?	Honor students		Non-honor students
	Frequency	Percentage	Frequency	Percentage
Yes	0	0%	2	20%
No	10	100%	8	80%

            Among the results of the honor students, none of them claimed of having personal tutors. They pointed out that the motivation they get from their family, friends and peers are enough to be able to excel in class rather than to have a tutor. Eighty percent of non-honor students without tutors stated that they do not need tutors since they wanted to be independent in learning their lessons, only 20% are motivated more from their tutors.

II. Attitude towards studying

            Students often complain that learning is boring and because of this, they would mostly resist to do their school work. Student’s attitude towards studying is very important since their efficiency in learning is mostly based from their behavior.  Table 5.16 shows whether or not the respondents like to study.

Table 5.16

Frequency and percentage of respondents who

like studying

Like studying	Honor students		Non-honor students
	Frequency	Percentage	Frequency	Percentage
Yes	8	80%	8	80%
No	2	20%	2	20%

            The same percentage of 80% of honor and non-honor students has a good impression towards studying. They expressed that they like studying for the fact that they became a UP High student who have a nature of being studious. Also, most of them are explorative and wanted to learn more about the things that they are longing to know. Only 20% of the total respondents showed dislike in studying. They stated that studying causes them to feel bored and stressed especially when they don’t like the topic that they need to study.

Scruggs (2010) stated that studying is one of the necessities in life in order to achieve several things. Knowing the importance of studying is very essential for the students to have good attitude, excel in class and acquire a full and productive life. Table 5.17 show how the respondents regard studying.

Table 5.17

Frequency and percentage of the

respondents’ regard towards studying

Regard studying	Honor students		Non-honor students
	Frequency	Percentage	Frequency	Percentage
Not important	0	0%	0	0%
Less important	0	0%	0	0%
Very important	10	100%	10	100%

A positive result shows that 100% of honor and non-honor students have high regard for studying. None of the respondents regard studying of being not important since the nature of the respondent’s environment shows that most of the students have high regard in studying especially when the university only accepts students that have a high intellectual standard. This only means that most of the students already knew the importance of studying and what it can do to make their lives more productive.