PARENTAL INVOLVEMENT AND STUDY HABITS AMONG SENIOR HIGH

SCHOOL STUDENTS IN PANABO CITY DIVISION

A Research Paper
Presented to the Senior High School Faculty
SOUTHERN DAVAO NATIONAL HIGH SCHOOL
Panabo City

In Partial Fulfilment
of the Applied Subject
PRACTICAL RESEARCH 2

RESEARCHERS
Aiza I. Podunas
Angela Joy A. Atog
Dandy Mark P. Gauzon
Eugene Y. Sanchez
Hannah C. Balunos
Joanna Mae R. Rojas

May 2024

1
 Table of Contents

​ ​ ​ ​ ​ ​ ​ Page

Title Page​ ​ ​ ​ ​ ​ ​ ​ ​ i

Table of Contents​ ​ ​ ​ ​ ​ ​ ​ ​ ii

List of Figure iv

Abstract ​ v

Acknowledgment ​ ​ ​ ​ ​ ​ ​ ​ vi

CHAPTER

​ 1​ The Problem and Its Setting 1

Review of the Related Literature​ ​ ​ 4

Theoretical/Conceptual Framework​ ​ ​ 20

Statement of the Problem​ ​ ​ 24

Hypothesis​ ​ ​ 25

​ ​ 2​ Method

Research Design​ ​ ​ ​ ​ 28

Research Respondents​ ​ ​ ​ 29

Research Instruments​ ​ ​ ​ ​ 30

Data Gathering Procedure​ ​ ​ ​ 32

Data Analysis ​​ ​ ​ ​ 33

3 Results and Discussions

34

4 Conclusions and Recommendations

Conclusions​ ​ 51
​ ​ ​ ​
Recommendations ​ 51

2
 References ​ ​ ​ ​ ​ 53

​ ​ Appendices 73

​ ​ A​ Letter of Endorsement to Conduct the Study​

​
B​ Letter of Approval from the Schools Division
​ ​ Superintendent

C​ Letter of Request to the School Principal​

​ ​ D​ ​ Questionnaire

​ ​ E ​ Validation Sheets
​ ​ ​ ​
Curriculum Vitae 65

3
 List of Figure

Figure​​ ​ ​ Title ​ ​ ​ ​ ​ ​ ​ Page

1 ​ Conceptual Framework of the Study​ ​ ​ ​ 23

4
 Abstract

Establishing a positive study habits is one of the responsibilities of parents

considering their parental involvement. However, this had never been explored

specifically in the local context. With this, the study determined the level of

parental involvement and study habits among senior high school students in

Panabo City Division. Also, it investigated the association of the involved

variables. With the use of probability sampling, 40 senior high school students in

the public schools were selected as the respondents. Utilizing the

descriptive-correlational survey method, the data collated were analyzed through

the use of Mean and Product-Moment correlation. Results revealed that there

was a moderately high parental involvement among senior high school students

and moderately high study habits. Furthermore, there was a significant

relationship between the two variables. Based on the findings, it was further

suggested that teachers and parents may work collaboratively to ensure a

positive study habits of the students by strengthening the parental involvement.

Keywords: Parental involvement, study habits, descriptive correlation, Davao del

Norte Division, Philippines

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 ACKNOWLEGEMENT

We would like to express our sincere appreciation to our research teacher,

ma'am Sarah Jane R. Omblero, whose guidance, expertise, and unwavering

support have been instrumental in shaping the direction and methodology of this

research project.

We extend our deepest gratitude to the validation committees ma'am Ana

Marie D. Dumas, ma'am Annie Lourde Shyrell S. Ando, and ma'am Gecel N.

Bohol for their thorough review and constructive feedback, which have

significantly strengthened the quality and rigor of our study.

Our heartfelt thanks also go to the respondents who graciously

participated in this study, sharing their time, experiences, and perspectives. Their

willingness to engage in meaningful dialogue and provide invaluable insights has

been essential in enriching our understanding of the subject matter.

Furthermore, we are indebted to ma'am Gecel N. Bohol, our statistician,

for their invaluable assistance in data analysis and interpretation. Her expertise

and meticulous attention to detail have ensured the accuracy and reliability of our

findings, enhancing the credibility of our research outcomes.

Lastly, we would like to acknowledge the support and encouragement of

our families, friends, and colleagues, whose unwavering belief in our abilities has

been a constant source of motivation and inspiration. To all, we are deeply

grateful for their dedication, expertise, and support, without which this project

would not have been possible.

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 CHAPTER 1

The Problem and Its Setting

​ Study habits are the most important predictor of academic performance

and global research has revealed that study habits affect academic performance

(Kyauta et al., 2017). Study habits include behaviors and skills that can increase

motivation and convert the study into an effective process with high returns,

which ultimately increases the learning (Hashemian, 2014). This skill is also

defined as any activity that facilitates the process of learning about a topic,

solving the problems or memorizing part or all of the presented materials (Arora,

2016). In this regard, students are faced with a large amount of information that

is difficult to organize and learn, and requires knowledge and application of study

skills. According to previous studies, good study habits include studying in quite

place, studying daily, turning off devices that interfere with study such as TV and

mobile phone, taking notes of important content, having regular rests and breaks,

listening to soft music, studying based on own learning style, and prioritizing the

difficult contents (Ebele & Olofu, 2017).

Today, many prestigious universities such a York University in Canada and

University of Berkeley in California teach study skills to newly-enrolled students

(Jafari et al., 2019). In different studies, study skills and habits have been studied

and different results have been reported (Lawrence, 2014). Also, various studies

have reported the study habits of students from weak to desirable levels

(Hashemian, 2014). In this regard, a study conducted on study habits of students

in 21 universities in Iran showed that 32% of the students suffered from a severe

1
lack of study skills and study habits (Rezaie et al., 2017). Learners who do not

have enough information about study strategies do not attain effective and stable

learning, and therefore will not have an appropriate level of academic

achievement (Arora, 2016).

​ The Philippines is one of the new implementers of senior high school

education program. Pangasinan, as one province in the country, abide by the law

and mandates of the Department of Education (Tucay, 2015). With regards to the

condition of the students in senior high school, some of them have the level of

below average in their academic performance in the first semester. There were

still students failing the quizzes and tests in spite of the remedial lessons the

teacher was doing. After that, it was seen that senior high school students did not

regularly study. A strong study habit is a must for high academic achievement

since students with bad study habits often obtain low grades in school, especially

those who come from low-income families, cannot afford to buy textbooks and

other study materials (Relucio, 2019).

​ According to a report of ABS-CBN news, many students in Mindanao,

particularly those in remote areas, lack access to quality education due to lack of

resources, infrastructure, and qualified of teachers. Many students struggle with

basic literacy and numeracy skills due to the poor quality of education in the

region. According to an article by ABS-CBN news, poverty is a major obstacle to

education in Mindanao and many students struggle to afford the resources they

need to study effectively, The academic success of students in Tagum City

depends on various factor such as their study habits, teachers’ quality, and

2
supportive learning environments at home and school. Poor exam results may be

caused by inadequate teaching, poor study habits, and an unsupportive learning

environment.

​ Several studies in recent years have shown that effective study habits are

positively associated with academic performance. Li and Lerner (2015) found

that students who use effective study strategies tend to have higher grades and

achieve academic success. Chen and Wang (2016) also found that consistent

study habits are linked to academic achievement. Despite this growing body of

research, there is a gap in the literature regarding the role of parental

involvement in shaping study habits. Therefore, there is a need for further

exploration into how parents can support their children in developing effective

study habits.

​ Conducting a study on the relationship between parental involvement and

study habits among senior high school students is important because effective

study habits are necessary for academic success during this critical stage of

education. Parental involvement has been found to play a significant role in

shaping study habits, but there is a lack of research on this topic among senior

high school students. Understanding the impact of parental involvement on study

habits could provide insights into how parents can support their children's

academic success. Additionally, this study could contribute to the development of

interventions aimed at improving study habits and academic performance among

senior high school students.

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 Review of Significance Literature

The related literature and studies of this study provide inputs about

parental involvement and study habits. The independent variable is the parental

involvement. It has two indicators namely; attitudes and behaviors (Rahman,

2001). Meanwhile, the dependent variable is study habits. It has three indicators,

namely; note taking, use of library, and time allocation to study (Sakirudeen,

2017).

Parental Involvement

​ Parental involvement is one of the potential external factors linked to

student accomplishment. It is important for parents to be engaged with their

children's growth (Sujarwo, Kusumawardani & Herwin, 2021). This is important

since the environment, including the family environment, has an impact on a

child's growth (Umek, 2021). Children also require the assistance of adults in the

development of their abilities (Batič & Kac, 2020). However, every parent wants

what's best for their child in a variety of ways, including schooling. Thus, it is only

normal for parents to constantly work to ensure that their kids learn and do well in

school.

An old-fashioned view of parental involvement frequently emphasizes how

parents help their children. Educate students and fulfill educational requirements.

Taking the parent-teacher conference as an example. A few days a month, they

volunteered in their student's classroom and attended meetings with the teachers

to help their children do their homework. The involvement of parents in

4
classroom activities or school events became a major area of research. Parental

involvement has been linked to increased academic attainment and performance

in students (Reinke, Smith & Sheridan, 2019), and it has been proposed that

initiatives to support parental involvement are required (Grace & Gerdes, 2019).

​ Parents should invest their time, energy, and resources in their kids'

education to improve their academic standing. They ought to take an active

interest in their kids' education. Spend extra time with their kids, pay attention to

what they're saying, and follow up with them. complete their schoolwork, tasks,

and notebooks, and by offering incentives to keep them motivated, address

school events, academic performance standards, and the significance of (Assefa

and Sintayehu, 2019; Grolnick, 2014) Getting good outcomes.

​ Parental involvement is favorably correlated with senior high school

children's academic achievement and well-being, finds a study by Liu, Yi & Chen

(2021). According to the study, parents who are actively involved in their kids'

education have a big impact on both their academic performance and mental

wellbeing. Some parents assist at school events and participate in parent-teacher

conferences. Others help their kids with their homework, go over their lessons,

and give them materials like books and stuff to use. Parents can assist senior

high school students by being involved in the educational and career preparation

of their kids.

​ The children of parents who are actively involved in their children's

education at home perform well in school. According to Akbar, Chisthi, and

Younes (2017), parental participation is discovered to be statistically significantly

5
influencing the outcome of student performance. The study makes it easier for us

to understand that there is a link between parents' involvement and their kids'

academic success. Additionally, research by Hussain, Javaid, Parveen, and Iqbal

(2018) as well as Ambachew, Amare, and Geleta (2018) showed a substantial

positive and significant correlation between parental participation and students'

academic success.

​ Attitude. Parental attitudes refer to a general model of child raising that

characterizes the parent behavior while raising their children (Yilmaz & Aktan,

2021). Parental styles that Baumrid (1966) conceptualized in four types as

authoritative (democratic), permissive, authoritarian, and uninvolved are directly

influential from the child table manners to academic performance. Parents with a

Democratic attitude, also called authoritative, are characterized as sensitive to

their children, participatory, relevant and supporting autonomy (Baumrid, 1991;

Yilmaz & Aktan, 2021).

​ Researches and literature show that the democratic attitude has a positive

relationship with the academic achievement (Bempechat & Shernoff, 2012;

Brown & Iyengar, 2008; Chen, 2015; Deslandes, 1997; Eccles, 2007; Matejevic,

Jovanovic, & Jovanoic, 2016; Reshvanloo & Hejazi, 2014; Rivers, Mullis, Fortner,

& Mullis, 2012; Turner, Chandler, & Heffer, 2009; Yilmaz & Aktan, 2021) and

social-emotional skills (El Nokali, Bachman & Votruba-Drzal, 2010; Roy &

Giraldo-Garcia, 2018) of the adolescent. Children of parents with a democratic

attitude are cognitively more motivated, socially responsible, success-oriented,

and have high self-efficacy (Mateyevic, Jovanovic, & Jovanic, 2016; Turner,

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Chandler & Heffer, 2009; Yilmaz & Aktan, 2021). Parents' positive approach to

education, science and talking about school at home increase children's interest

and success in these areas. Parents who help their children realize their

weaknesses and strengths contribute to the development of their

social-emotional skills and academic performance (Roy & Giraldo-Garcia, 2018).

While the democratic attitude increases the adolescents desire for success to

make their parents proud, reverse attitudes cause adolescents to resist any

suggestions given by their parents (Chen, 2015)

​ They direct their children behavior and decisions within a reasonable

discipline. They are open to communication and encourage children to take

initiative and make their own decisions (Yilmaz & Aktan, 2021; Turner, Chandler,

& Heffer, 2009). They know their children well and help them set goals for the

future based on their competencies and skills. Parents who do not set rules,

guide and control their children behavior are defined as Permissive Children

raised in the permissive parental style are uninterested in school and show

irresponsible and immature behaviors (Yilmaz et al., 2021). In the authoritarian

style, parents tend to have a restrictive, too much guiding, and punitive attitude

towards the children behavior. In the attitude where the expectation from the child

is high, children tend to be successful but have a sense of inadequacy and low

self-confidence (Yilmaz et al., 2021).

​ Studies in the literature show that there is a significant relationship

between parental attitudes and academic achievement (Ben-Tov & Romi, 2019;

Bempechat et al., 2012; Epstein, 2001; Eccles et al., 2007). However,

7
considering that the path to the result passes through the process, investigating

the effects of the parent attitudes in the process that leads the student to

success, such as motivation, self-efficacy, sense of responsibility, and studying

habits, may contribute to the quality of education. In Turkey, few studies

investigated the effect of parent attitudes on variables such as academic

motivation and social, personal responsibility levels, which are known to have a

positive relationship with student academic achievement.

​ Parent attitudes and the support that parents offer to students in the

context of these attitudes contribute positively to their academic success and

social and personal competencies, regardless of their age (Ben-Tov et al., 2019).

It is emphasized that how much schools let students’ parents involve into their

learning process and how much this involvement affects students are important

variables in the success of students (Edwards & Alldred, 2000; Grant & Ray,

2010; Henderson & Mapp, 2002; Jowett, 1990; Sanders & Sheldon, 2009; Yilmaz

& Aktan, 2021). Parents attitudes towards school and the learning process is a

wide-ranging factor that naturally affects the support they provide for students,

the relationship they establish with school management, and the nature of

their communication with teachers. These attitudes also play an important role in

student academic development as well as in their social and emotional

development (Dahl, 2016).

​ Behavior. A parent's behavior has a significant impact on how their child

develops and lives. Parents are the main socializing agents in their children's

lives, shaping their cognitive, emotional, and social development, according to

8
Smith and Johnson (2016). The literature has analyzed parental engagement in

great detail, covering both positive and negative behaviors. Anderson et al.

(2017) highlighted the value of a kind and encouraging parenting approach,

emphasizing the way it positively correlates with kids' mental health and

self-worth. On the other hand, children who experience harsh or inconsistent

parenting have been linked to emotional and behavioral issues (Jones & Brown,

2018).

One of the most common themes in the literature has been the effect of

parental behavior on academic attainment. In their meta-analysis, Wilson and

Davis (2019) found a substantial correlation between parental involvement in a

child's schooling and academic achievement. This involvement goes above and

beyond a sense of responsibility and encompasses things like keeping in touch

with educators, keeping an eye on assignments, and encouraging a love of

learning. In addition, Hughes and Garcia (2020) investigated the influence of

parental expectations and discovered that children of high-achieving parents

typically had higher goals and accomplishments in school.

In recent years, there has been an increasing awareness of the impact of

digital technology on parental conduct. In their study of the effects of screen time

on parent-child relationships, Johnson and Lee (2021) identified a number of

possible problems, including a decline in in-person interactions and disruptions to

family routines. On the positive side, other studies (Clark et al., 2022) emphasize

the necessity for a balanced approach and contend that wise use of technology

9
can improve parent-child communication and open up new possibilities for

interactive activities.

Parental behavior variances among cultures have also been investigated.

Chen and Wang (2017) looked into parenting practices that differ between

cultures and how that affects kids' development. They discovered that cultural

norms and beliefs have a major impact on parenting styles, which in turn affect

family dynamics, communication styles, and methods of discipline. Professionals

dealing with various populations must have a thorough understanding of these

cultural quirks in order to design interventions that are appropriate for the

particular cultural setting (Smith et al., 2018).

Study Habits

​ According to Kaur and Pathania (2017), age, family income, and

education were variables that had a major effect on college students' study

habits. The findings of their research revealed a significant association between

academic success and study patterns. It indicates that age, family wealth, and

schooling influence how students grow their learning behaviors and are linked to

their academic achievement. However, intelligence characteristics such as

intellectual capacity are used as predictors of academic performance. A

significant number of research studies have explored the function of

non-cognitive influences, such as study abilities, inspiration, study behaviors, and

attitudes towards academic achievement. The research concluded that healthy

study behaviors and optimistic research attitudes might significantly affect

student academic achievement (Sikhwari, 2016).

10
​ Dano (2017) cited that entering the world of work is through a college

education. Fitting education to nursing students' learning style and study habits

would help master students and greatly improve performance. This study looks

into the nursing students' academic performance, learning styles, and study

habits of Cebu Normal University during the school year 2001-2002, particularly

the first, second, and third-year nursing students. The total respondents were

159 from the different year levels. The study utilized the descriptive survey

method, and the grade sheets were the main instrument for the data gathering.

Also, the Learning Style Inventory, developed by David Kolb and the Study Habit

Inventory developed by Peter Edwards, were used to determine the outcome of

the study. Tus (2020) highlighted that students are still improving their learning

attitudes and study behaviors, showing mild teacher acceptance, welcoming

education, resisting hesitation, and working methods. These can be due to their

families' knowledge, the outstanding curriculum and procedures the college gave

them.

​ Any of the study habits, such as assignments, time distribution, reading

and note-taking, and instructor consultation, affect physics students' academic

success (Atsuwe & Moses, 2017). Their research was planned to examine the

effect of study patterns on Physics students' academic success at the Federal

University of Agriculture in Makurdi, Nigeria. Analysis of the data collected

showed that the research behaviors significantly impacted the respondents'

academic success. This research found that by cultivating study patterns,

students can enhance their academic results. Besides, Oladeni and Bimbo

11
(2017) investigated the relationship between secondary school students'

research variables in mathematics. The results also showed that note-taking,

student usage of the library, and time distribution have significant association

with student academic success in mathematics. This indicates that these

variables will help students boost the academic success of their studies.

​ Arieta, Gementiza, and Saco (2017) mentioned that study habits play a

very significant role in a student's life. The performance or loss of each student

depends on what kind of research patterns they have. Several students do not

study a lot but reach a higher standard, and some students look a lot but are

unable to achieve a higher level of results. They indicated that each student's

progress should not focus entirely on the study patterns but rather on the

students' skill and intellect. In general, all of the factors listed appear to influence

the academic success of students significantly.

​ Ebele and Olofu (2017) stated that study habits are the way one learns.

After having healthy academic habits, a student will not be able to excel in

education. It is stated that academic success is dependent on the student's study

habits. The results of the analysis show that there is a significant association

between the variables in the study. The research 'Changes in the Study Habits of

Chinese Adolescents and Reasons Supporting These Habits – Concentrating on

the Transfer Time from Elementary to Junior High School' performed by Okado,

Kida, and Sakai (2018) found a high association between student habits and

academic outcomes. Their research suggested that the study patterns are the

explanation for achieving academic performance.

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​ Note taking. As an essential component of learning, it has received a lot of

attention in educational research throughout the years. A thorough investigation

on how note-taking techniques affect learning during lectures was carried out by

Smith et al. (2016). The significance of organized note-taking in improving

students' understanding and retention of information was highlighted by their

research. Compared to those who did not use such strategies, those who took

notes in an organized manner showed better retention and comprehension of the

course content. This study highlights the pedagogical importance of teaching

students how to take effective notes in order to maximize learning results.

​ With the incorporation of technology into teaching methods, note-taking

has experienced significant changes. Johnson and Brown (2017) investigated

how students' information processing habits are shaped by digital note-taking

tools. Their research emphasized the ease of use and accessibility provided by

digital tools, but it also brought attention to the necessity of having an advanced

understanding of how technology interacts with different learning styles and the

type of content being given. Teachers and students alike must take into account

the dynamic interaction between traditional and digital note-taking methods as

technology continues to advance.

​ Chen and Wang (2018) examined the effects of note-taking on long-term

memory retention, offering a longitudinal viewpoint on the practice. Over the

course of an academic year, their research on a sample of students showed that

persistent information retention and regular, orderly note-taking practices were

positively correlated. This realization supports the idea that taking good notes is

13
an essential investment in students' long-term academic success rather than just

a temporary memory boost. According to the study, strategies for enhancing

note-taking habits may have a significant impact on learning results.

​ Martinez and Gomez (2019) continued the argument beyond education by

discussing the value of taking notes in professional contexts, especially during

meetings and decision-making procedures. In order to promote teamwork,

enhance communication, and record important information, their study

demonstrated the strategic value of note-taking. It has been established that

efficient note-taking techniques support organizational knowledge management

in addition to individual learning. This viewpoint emphasizes how note-taking

techniques are applicable across other disciplines, adding value to them outside

of the classroom and in a variety of professional settings. In a more

contemporary study on the topic, Lee et al. (2021) looked into how note-taking

affected various learning styles. Their study concentrated on how note-taking

techniques may be modified to suit different cognitive processing preferences.

According to the study, adjusting note-taking strategies to each student's unique

learning preferences could maximize instructional interventions. The results

highlight the significance of customized note-taking strategies for optimizing the

efficacy of educational methods, taking into account the intrinsic variability in how

people assimilate and comprehend information.

​ Use of the library. There are facilities other than lecture rooms in any

university system that contribute to the learning process. One of these facilities is

the library where students have access to vital information, academic materials

14
and resources which can enhance their study habits. These factors, according to

Muno, Adeoye & Popoola (2020) must have to interact to ensure some levels of

performance. The authors confirmed that one of the main sources of information

is the library. Library is therefore described as a building, an instructional and

self-development center which operates as an integral part of the entire school

environment. Going by this definition, the phase self-development center shows

that students can cultivate good study habits. This is achievable if the

environment is conducive as such.

​ In the words of Monu (2020) libraries play a crucial role in the

development of individuals. The quality of library resources according to the

author determines the quality of graduates produced and research development.

Monu also gives the primary purpose of setting up libraries as to acquire,

process, store, preserve and make available current and relevant print and

electronic materials that will meet the needs of its users at the appropriate

describe library resources as the raw materials that provide crucial services in

the teaching and learning process. In other words, it is both useful to lecturers

and students. While it is helpful and useful for the preparation of research work,

community service and lecture plans by lecturers, it is also helpful for students in

enhancing their study habits in general. All these are achievable when library

resources are accessible to lecturers and students as at when needed.

​ Time allocation to study. One of the most important components of good

study habits is time allocation, which affects both academic achievement and

learning objectives in general. In an effort to comprehend the complex variables

15
that lead to the best possible learning experiences, academics have recently

focused on the complex relationship between time management and study habits

(Smith et al., 2016). The direction of a student's academic career is significantly

influenced by their ability to manage their time wisely as they negotiate the

demands of academics.

A thorough investigation on the effects of time allocation on college

students' study habits was carried out by Smith et al. (2016). Their research

made it clear how important it is to have a balanced approach and how important

it is for students to strategically divide their time across a variety of assignments

and subjects. Effective time management, according to the study, not only

improved academic achievement but also encouraged the formation of

disciplined study habits, which are essential for long-term success.

​ The study of time management and its connection to study habits has

been a major focus of educational research, with researchers delving into a

variety of topics to improve our comprehension of efficient learning techniques. A

longitudinal study by Johnson et al. (2016) found that students who regularly set

aside time for studying had better study habits, which in turn led to higher

academic achievement. Their research highlights how crucial it is to create

reliable study schedules in order to promote effective study habits.

​ . Smith and Turner (2018) conducted a more thorough investigation of the

variations across individuals in how they use their time and how they study. Their

findings demonstrated that customized time management strategies that catered

to each student's individual learning preferences and styles were more

16
successful in encouraging long-term use of study materials. Understanding and

allowing for these variations in time management techniques can greatly improve

students' general study habits. Studies have also looked into how extracurricular

activities and study time interact. A meta-analysis by Brown and Williams (2019)

revealed that students' time management abilities and study habits were

enhanced when they participated in a well-balanced mix of extracurricular

activities and study time. This emphasizes how crucial it is to allocate time

holistically, taking into account all of the demands placed on students' schedules.

In addition, there has been attention paid to how parental participation

affects how students manage their time and develop study habits. Anderson and

Lee (2020) discovered that students' capacity to manage their study time

successfully was greatly impacted by a supportive home environment, which was

defined by parental direction and encouragement. This implies that encouraging

parents and students to work together can have a favorable impact on academic

performance.

Parental Involvement and Study Habits

​ Parental involvement is crucial for improving student study habits in

high-poverty urban schools, claim Peters et al. (2016). According to their

research, students whose parents are involved with their education are more

likely to be successful in school, attend class regularly, and behave well. The

study discovered regular teacher communication, school volunteering, keeping

track of their children's homework and academic progress, and setting high

standards for academic success are all effective ways for parents to get

17
engaged. The study also emphasizes how crucial it is for schools to actively

engage parents in their children's education in order to support student success.

​ Parental involvement is essential in promoting the academic achievement

and wellbeing of senior high school children, according to a study by Caruana

and Vassallo (2017). According to the study, parents who are actively involved in

their children's education have a beneficial effect on their study habits, academic

achievement, punctuality, and general growth. Parents' involvement in the

academic engagement and welfare of their teen children varies. Parents can

encourage their senior high school students in a number of ways. By listening to

their children's worries and offering direction and support, they can offer

emotional assistance. Parents can also encourage their kids to study more and

by showing up to their extracurricular activities, like sporting events, musical

concerts, and school groups. Senior high school students' academic engagement

and welfare have been found to be significantly impacted by parental

involvement According to studies, parents who actively participate in their child's

education by participating in school activities and meetings, keeping track of their

child's academic progress, and offering academic support tend to have students

who perform better academically and who are more motivated and have better

attitudes toward learning.

​ Numerous criteria are used to measure students' academic success.

Students demonstrate their knowledge for standard grading by passing written

and oral exams, completing presentations, finishing assignments, and taking part

in debates and activities in class. Teachers assess using letter or number grades

18
and provide comments to explain how well a student has performed or to support

the particular grade that was given. A written assignment may also include

feedback and suggestions for writing improvement from the teacher. At the state

level, children' performance on standardized examinations designed for particular

ages and based on a list of accomplishments students in each age group make

are assessed are anticipated to gather. The elements influencing students'

academic progress must be identified by all parties involved in the educational

system. Several attempts have been made by researchers to investigate the

determinants of student performance, but consensus has not yet been reached

regarding factors impacting student academic performance, and the findings of

these various studies are of a mixed nature (Athurupane, Nomura and Shojo,

2018). According to a study conducted by Damayanthi (2018), parental factors

and student self-studying are the most influential factors at the student level for

their academic performance.

​ Carried out research investigations by Jaiswal and Choudhuri (2017)

indicates that when parents are actively involved in their children's education,

when parents engage their kids in educational activities, show them love, attend

school functions, and maintain constructive educational expectations, students'

academic performance improves. According to studies by Parka and Holloway

(2017), there are considerable effects of school-based parental involvement on

children's academic progress in mathematics. As kids advance through the

grades, parental participation becomes more strongly correlated with math, study

habits and reading proficiency. Another strategy to entice parents to participate

19
more in school-based activities is to provide information on how schools operate,

how to support learning, and how to access educational resources.

​ According to a different study, parental involvement was primarily focused

on four key areas: the child's home learning environment, their social interactions

with others, their communication with others, and their support for their children's

academic success. As a result, parents recognize the need of creating a

conducive learning environment for their kids and take steps to do so, such as

setting up a study space and giving a library of books, talking to their kids, finding

out about their activities, and talking through any problems they may be having.

Conclusions are drawn from the fact that parental involvement and student

achievement are positively correlated (Ahmad, Chua & Othman, 2017).

Synthesis

​ The compiled and relevant literature and studies strongly support the

correlation between the variables under investigation in this study. Diverse

perspectives are presented for each variable, contributing a range of insights.

This section underscores the link between parental involvement and study habits,

a connection substantiated by multiple studies. The presentations and

discussions of relevant studies provide crucial information that will prove

beneficial in professionally analyzing the study's findings and forming sound

recommendations for the enhancement of parental involvement and study habits

within an educational context.

20
 Theoretical and Conceptual Framework

​ Several theories and models have been associated with parental

involvement and study habits. The theoretical frameworks for this study are

Theory of relationship between Parental Involvement by Rahman (2001), and

Study Habits by Sakirudeen (2017).

​ Jean Piaget's Cognitive Development Theory (1936) is an important

theory for understanding parental involvement and study habits. This theory

changed the understanding of how children actively construct knowledge as they

progress through distinct cognitive stages. Piaget's theory shows the importance

of interaction in cognitive development, with a focus on the dynamic interplay

between a child and their surroundings (Piaget, 1936). In the context of this

study, Piaget's insights become instrumental in comprehending how parental

involvement can be tailored to support a child's evolving cognitive abilities,

influencing the development of effective study habits. By integrating Piaget's

Cognitive Development Theory, the theoretical framework gains a solid

foundation for investigating the complex connections between parental

engagement, cognitive development, and the cultivation of beneficial study habits

in children.

​ Meanwhile, the 1960s saw the development of Albert Bandura's Social

Learning Theory, which emphasizes the influence of modeling and observational

learning on behavior, and is crucial to research on parental involvement and

study habits (Bandura, 1977). Children learn through observation and imitation of

their parents in addition to receiving direct teaching when it comes to study

21
habits. Bandura's focus on self-efficacy is particularly relevant since parents who

set a good example for their children and inspire confidence in them play a major

role in fostering the development of productive study habits. Through the

application of Bandura's theory to the investigation, researchers are able to

obtain important insights into the ways in which parental attitudes and behaviors

impact children's social learning process and shape their study habits through

mechanisms of imitation and observation.

​ On the other hand, building on the essential research of Deci and Ryan,

Grolnick's Self-Determination Theory emphasizes the underlying psychological

requirements of autonomy, competence, and relatedness that underlying human

motivation. This theory emphasizes the need to encourage a child's autonomy in

learning in connection with parental involvement and study habits (Grolnick,

Ryan, & Deci, 1991). Parents help children fulfill the need for individuality by

giving them choices, respecting their opinions, and encouraging self-directed

learning. By emphasizing the motivating factors derived from autonomy,

Grolnick's study is important due to how it explains the complex relationships

between study habits and parental involvement. This theory helps researcher

better understand the relationship between parental involvement and study

habits by enabling them to investigate how parental behaviors that are in line with

the principles of autonomy support help children develop effective study habits.

​ In the context of the study, internal practices as mentioned in the

contingency theory is relevant to achieve study habits. Hence, parental

22
involvement is considered as internal factors such as attitudes and behaviors

(Rahman, 2001) are then important in the attainment of study habits.

​ Figure 1 shows the conceptual model of the study. It focuses on the extent

of parental involvement and study habits. The independent variable is the

parental involvement. It has two indicators namely; attitudes and behaviors

(Rahman,2001). Attitudes refers to the level of interest, concern and support

INDEPENDENT VARIABLE​ ​ ​ DEPENDENT VARIABLE

23
 Figure 1. The Conceptual Framework of the Study

shown by parents towards their child’s academic performance. This can include

the degree of emphasis placed on education in the home, parental expectations

of academic achievement, and the willingness of parents to provide emotional

support and encouragement for their child’s learning. Behavior refers to the

actions taken by parents to support their child’s education. This can include

attending parent-teacher conferences, providing help with homework, creating a

conducive environment for learning at home and encouraging their child to

participate in extracurricular activities related to their academic interest.

​ Meanwhile, the dependent variable is study habits. It has three indicators,

namely; note taking, use of library, and time allocation to study (Sakirudeen,

2017).

In this study, note taking refers to the practice of recording important information

during lectures, discussion, and reading. The use of library refers to the extent to

which students utilize the resources available in the library to support their

learning. Time allocation to study refers to the amount of time students dedicate

to studying and completing academic tasks outside.

24
 Statement of the Problem

This study determined the relationship between parental involvement and

study habits among senior high school students in Panabo City Division. More

specifically, it seeks to answer the following questions.

1. What is the extent of parental involvement as perceived by senior high

school students in terms of:

1.1 attitudes; and

1.2 behavior?

2. What is the extent of study habits of senior high school students in

terms of:

​ 2.1 note taking;

​ 2.2 use of library; and

2.3 Time allocation to study?

​ 3. Is there a significant relationship between parental involvement and

study habits among senior high school students?

​ 4. Which domains of parental involvement significantly influence study

habits of senior high school students?

Hypothesis

​ The null hypotheses were tested at 0.05 level of significance:

25
​ Ho1. There is no significant relationship between parental involvement

and study habits among senior high school students in the Division of Panabo

City.

​ This research project may help people gain an in-depth understanding of

and insights regarding study habits, as it is essential for schools to adopt

strategies that promote success. It is deeply rooted in this academic path that

parental involvement and study habits are related. With this, it is essential that

educators and parents must learn how to enhance parental involvement to

cultivate effective study habits.

​ This study would be advantageous to relevant institutions such as

teachers, parents, students, and future researchers. This would help the

beneficiaries to create and implement effective strategies for improving student’s

academic performance, fostering a supportive learning environment, and

conducting further research to enhance educational practices and outcomes.

​ Teachers. The study's findings will provide insights into how parental

involvement impacts students' study habits and academic performance. This

knowledge can help them tailor their teaching methods and communication with

parents to better support their students.

Parents. The result of the study will assist parents to understand the

significance of their involvement in their children's education and how it can

positively influence their study habits. This study can provide guidance on how

parents can effectively support their children's learning.

26
 Students. From the study's findings, students can benefit from

understanding the importance of good study habits and the role of parental

involvement in their academic success. This study can motivate them to develop

effective study habits and seek support from their parents.

Future Researchers. This study can be used as a basis for further

research and exploration of the relationship between parental involvement and

student study habits. It can serve as a foundation for more in-depth studies in the

future.

​
In order to present a comprehensive overview of the study's content, it

was crucial to define important terms both conceptually and operationally.

​ Parental Involvement. It refers to an educational practice related to the

development of children, carried out through the action of their parents. This

study refers to the amount of participation a parent has when it comes to the

schooling of his/her children (Bartolome, 2017)

Study Habits. These are defined as the specific behavior and strategies

that students use to engage academic tasks, including time management, note

taking, and information process (Merriam, 2015). Study habits are the systematic

and organized ways in which students approach their learning tasks, including

motivation, goal setting, time management, and self-regulation (Kuo and Chen,

2015).

27
 CHAPTER 2

Method

The study's methodological components are presented in this chapter.

This includes the research design, research respondents, research instruments,

data gathering procedure and data analysis which were employed on this

investigation.

Research Design

This study is a quantitative research approach utilizing the descriptive

correlational approach. Quantitative research deals with quantifying and

analyzing variables in order to get results. It involves the utilization and analysis

of numerical data using specific statistical techniques to answer questions like

28
who, how much, what, where, when, how many, and how (Apuke, 2017).

Meanwhile, descriptive correlational, investigates relationships between variables

without the research controlling or manipulating any of them (Bhandari, 2021).

​ Descriptive research is a scientific method that entails observing and

describing a subject’s behavior without influencing it in any way (Shuttleworth,

2019). On the other hand, a correlational study seeks to ascertain relationships

between two or more variables. Simply put, it examines whether an increase or

decrease in one variable. Findings from a correlational study enable researchers

to determine whether or not and the degree to which two variables change

together (Tan, 2014).

​ This study is considered quantitative because it involves the use of

statistical data analysis to measure the relationship between two variables,

namely parental involvement and study habits. In addition, this study is

considered a descriptive correlational research because it aims to describe the

relationship between parental involvement and study habits among senior high

school students in Panabo City.

Research Respondents

​ This study catered to senior high school students in Panabo City and

aimed to investigate the relationship between parental involvement and study

habits. Following the methodology of Budiu (2021), a sample of 40 students was

deemed sufficient for conducting a Pearson Correlation Analysis. Therefore, the

40 respondents were deemed adequate to achieve the objectives of this study.

29
​ To identify the study’s sample, probability sampling was utilized,

specifically employing a simple random sampling method. This involved defining

the probability or likelihood of each element's inclusion in the sample ensuring

that every senior high school in Panabo City had an equal and independent

chance of being selected (Ragab & Arisha, 2018). Two-staged approach was

used, where the sample of elements was randomly chosen from the entire

population. This method enhances the internal and external validity of the

research, minimizing the biases such as sampling and selection bias (Thomas,

2020). For this study, all grade 11 senior high school students in Panabo City

were considered for inclusion in the sample.

​ The inclusion criteria for the study on parental involvement and study

habits among senior high school in Panabo City include students enrolled in one

of the schools in Panabo City with a specific focus on grade 11 students.

Participants must have parents or guardians, and a willingness to participate in

the study is a requirement. Conversely, the exclusion criteria entail students,

including those who do not have parents and junior high school students, as well

as individuals who are not willing to participate. These criteria are crucial to

maintain the study focus on the intended population, ensuring that the results are

valid and reliable by refining the participant pool to align closely with the study

objectives.

Research Instruments

30
​ To gather data, the study utilized a survey questionnaire as the primary

source of data. The questionnaire consisted of two sets of questions: the first set

focused on parental involvement, while the second set focused on study habits.

Parental Involvement. The parental involvement questionnaire was

adapted from Rahman (2001). The instrument consisted of 25 items. It had the

following indicators, namely: attitudes (1-10); and behaviors (1-15). The

questionnaire will be subjected to a pilot testing having a result of ___ suggesting

that the items have relatively high internal consistency.

Mean Interval Descriptive Level Descriptive

Interpretation

4.20-5.00 Very Extensive The parental

involvement is always
evident

3.40-4.19 Extensive The parental

involvement
is oftentimes evident

2.60-3.39 Moderately Extensive The parental

involvement
is occasionally evident

1.80-2.59 Less Extensive The parental

involvement is seldom
evident
1.00-1.79 Not Extensive The parental
involvement is never
evident

Study Habits. The study habits questionnaire is adapted from the study of

Sakirudeen (2017). It was also subjected to pilot testing which revealed a result

31
of ___ suggesting that the items have relatively high internal consistency. The

tool has a total of 15 items. It has three variables, namely; note taking (1-5); Use

of library (6-10); and Time allocation to study (11-15). Below is the rating scale of

study habits.

Mean Interval Descriptive Level Descriptive

Interpretation

4.20-5.00 Very Extensive The study habits are

always evident

3.40-4.19 Extensive The study habits are

oftentimes evident

2.60-3.39 Moderately Extensive The study habits are

occasionally evident

1.80-2.59 Less Extensive The study habits are

seldom evident

1.00-1.79 Not Extensive The study habits are

never evident

To ensure that the study’s objectives were met the instruments used were

tailored to the study’s context. The researcher took into account the feedback

and recommendations of the adviser, panel members, and expert validators to

refine the tools and ensure that they had construct validity.

Data Gathering Procedure

The researcher followed a strict procedure and protocol in collecting the

data. The procedure consisted of three main steps.

32
 1. Approval was sought from the principal, followed by permission and

endorsement from the school. A request letter was then submitted to the relevant

advisers and teachers.

2. A schedule was created for the distortion of the survey questionnaire

which were personally handed to the respondents in compliance with health and

safety protocols. The students were given one hour to complete the survey and

retrieval of their responses was automatically recorded and generated.

3. All the data collected from the grade 11 senior high student

respondents were confidentially collated, tallied, tabulated, analyzed, and

interpreted.

Data Analysis

​ To provide a more comprehensive analysis of the data analysis

gathered for the study on parental involvement and study habits among senior

high school students, the researcher utilized statistical tools.

​ Mean. This was used to measure the extent of parental

involvement and study habits.

​ Pearson r. This was employed to determine the correlations

between parental involvement and study habits.

33
 CHAPTER 3

Results and Discussion

This chapter presents the results of the study. These are the findings of

the problems raised in the previous chapter. They are presented both in the

textual and tabular forms.

​ ​ ​ ​ ​ ​

Extent of Parental Involvement

in terms of Attitude

34
Table 1 reflects the parental involvement in terms of attitude. It shows that the

overall mean is 3.71, in extensive level. This means that the parental involvement

in terms of attitude is oftentimes evident.​​ ​ ​ ​ ​

It can be gleaned from the data that all 10 statements reveal extensive

result. Of which, the two (2) items which have the highest mean score are as

follows: expecting me to finish high school (4.63), and thinking that my education

is very meaningful. (4.20). These items prove that the parental involvement in

terms of attitude is oftentimes evident.

The findings of this study imply that parents engage actively in the

parental involvement specifically in exemplifying attitude. This parental

involvement has been evident since parents are involve when it comes to

student’s education.

Table 1. Extent of Parental Involvement

in terms of Attitude

No Attitude Mean Descriptive

Equivalent
1 expecting me to finish high school. 4.63 Very Extensive
2 getting upset when I don’t get good grades. 3.45 Extensive
3 suspecting that I didn't learn anything useful in 2.83 Moderately
school. Extensive
4 assuming that it’s useful to encourage me so that I 3.73 Extensive
can succeed by simply working on my homework.
5 suggesting that helping me with homework is 3.60 Extensive
essential.
6 considering monitoring my homework to be a vital 3.60 Extensive
part of my education.
7 believing that it’s crucial to be active in school 3.63 Extensive
organizations, like PTA or booster club.
8 feeling that grades are substantial. 3.60 Extensive

9 thinking that my education is very meaningful. 4.20 Very Extensive

10 saying that it’s important for me to see them 3.83 Extensive
involved in school functions.
Overall 3.71 Extensive
​ ​ ​ ​ ​ ​

35
 The result is aligned to the statement of Ben-Tov et al., (2019) highlighting

that the parent attitudes and the support that parents offer to students in the

context of these attitudes contribute positively to their academic success and

social and personal competencies, regardless of their age. It is emphasized that

how much schools let students’ parents involve into their learning process and

how much this involvement affects students are important variables in the

success of students (Yilmaz & Aktan et al., 2021).

According to Akbar, Chisthi, and Younes (2017) parental participation is

discovered to be statistically significantly influencing the outcome of student

performance. The study makes it easier for us to understand that there is a link

between parents' involvement and their kids' academic success.

With the results it substantiates the notion of Dahl (2016) stating that

parents’ attitudes towards school and the learning process is a wide-ranging

factor that naturally affects the support they provide for students, the relationship

they establish with school management, and the nature of their communication

with teachers. These attitudes also play an important role in student academic

development as well as in their social and emotional development.

Extent of Parental Involvement

in terms of Behavior

Table 2 reflects the extent of parental involvement in terms of behavior. It

shows that the overall mean is 3.55, in extensive level. This means that the

parental involvement in terms of behavior is oftentimes evident.

Table 2. Extent of Parental Involvement

36
 in terms of Behavior

No Behavior Mean Descriptive

Equivalent
1 attending the school activities, I’m involved in. 4.00 Extensive
2 making sure that I do my homework. 3.83 Extensive
3 communicating with my teacher regularly. 3.73 Extensive
4 volunteering to participate in school activities 3.53 Extensive
involving their presence.
5 going to plays, museums, historical sites etc. with 3.23 Moderately
me as a family. Extensive
6 contacting the teacher if I seem to be having a 3.43 Extensive
problem.
7 allowing me to skip homework to participate in 3.20 Moderately
extracurricular activities. Extensive
8 attending parent-teacher conferences. 3.75 Extensive
9 talking with me about jobs/professions that interest 3.48 Extensive
me.
10 rewarding me for earning good grades. 3.38 Moderately
Extensive
Overall 3.55 Extensive
​ ​ ​ ​ ​ ​ ​
As can be gleaned from the data, all 10 statements reveal extensive

result. Of which, the items which have the highest mean score are as follows:

attending the school activities, I’m involved in (4.00), making sure that I do my

homework (3.83), attending parent-teacher conferences (3.75), communicating

with my teacher regularly (3.73) and volunteering to participate in school

activities involving their presence (3.53). These items prove that the parental

involvement in terms of behavior is oftentimes evident.

The findings of the study simply imply that parents exhibit proactive

behavior in various aspects of their children's education. Parental actions,

attitudes, and interactions serve as powerful models for their children, shaping

their attitudes and academic achievement. They initiate the direction of family

dynamics. Their take is always considered on the things that need to be

addressed. Also, their guidance is final when it comes to student achievement.

37
 With the results, it substantiates the notion of Smith and Johnson (2016) a

parent's behavior has a significant impact on how their child develops and lives.

Parents are the main socializing agents in their children's lives, shaping their

cognitive, emotional, and social development. The literature has analyzed

parental engagement in great detail, covering both positive and negative

behaviors. Anderson et al. (2017) highlighted the value of a kind and

encouraging parenting approach, emphasizing the way it positively correlates

with kids' mental health and self-worth. In addition, Jones and Brown (2018)

stressed that children who experience harsh or inconsistent parenting have been

linked to emotional and behavioral issues.

Moreover, Wilson and Davis (2019) indicated that this involvement goes

above and beyond a sense of responsibility and encompasses things like

keeping in touch with educators, keeping an eye on assignments, and

encouraging a love of learning. In addition, Hughes and Garcia (2020)

investigated the influence of parental expectations and discovered that children

of high-achieving parents typically had higher goals and accomplishments in

school.

Summary on the Extent of Parental Involvement

Table 3 provides the summary on the extent of parental involvement. It is

exhibited that the overall mean of parental involvement is 3.63, which is in

extensive level. This means that parental involvement is oftentimes evident.​

38
 Data show that all six (2) indicators are in extensive level. As arranged

chronologically, attitude have the highest mean score (3.71). This is followed by

behavior (3.55).​ ​

With the extensive parental involvement, this reaffirms the widely held

belief of Ebele and Olofu (2017) mentioning that study habits are the way one

learns. After having healthy academic habits, a student will not be able to excel in

education. It is stated that academic success is dependent on the student's study

habits. The results of the analysis show that there is a significant association

between the variables in the study. The research 'Changes in the Study Habits of

Chinese Adolescents and Reasons Supporting These Habits – Concentrating on

the Transfer Time from Elementary to Junior High School' performed by Okado,

Kida, and Sakai (2018) found a high association between student habits and

academic outcomes​

Table 3. Summary on the Extent of Parental Involvement

Indicators Mean Standard Descriptive Interpretation

Deviation Equivalence
Attitude 3.71 0.07 Agree Indicators are observed
by the learner
Behavior 3.55 0.10 Agree Indicators are observed
by the learner
Overall Mean 3.63 0.08 Agree Indicators are observed
by the learner
Note: 1.00-1.80 Strongly Disagree; 1.81-2.60 Disagree; 2.61-3.40 Moderately Agree; 3.41-4.20 Agree; 4.21-5.00 Strongly
Agree

Tus (2020) highlighted that students are still improving their learning

attitudes and study behaviors, showing mild teacher acceptance, welcoming

education, resisting hesitation, and working methods. These can be due to their

39
families' knowledge, the outstanding curriculum and procedures the college gave

them.

According to Sujarwo, Kusumawardani and Herwin (2021) parental

involvement is one of the potential external factors linked to student

accomplishment. It is important for parents to be engaged with their children's

growth. Umek (2021) mentioned that this is important since the environment,

including the family environment, has an impact on a child's growth. Batič & Kac

(2020) emphasized that children also require the assistance of adults in the

development of their abilities However, every parent wants what's best for their

child in a variety of ways, including schooling. Thus, it is only normal for parents

to constantly work to ensure that their kids learn and do well in school.

Extent of Study Habits

in terms of Note Taking

Table 4 exhibits the extent of study habits in terms of note taking. It shows

that the overall mean is 4.00, in extensive level. This means that the study habits

of note taking is oftentimes evident.​

As revealed from the data that all 5 statements reveal extensive result. Of

which, the one (1) item which have the highest mean score this is paying

attention in class in order to take important notes (4.23). This item proves that the

study habits in terms of note taking is oftentimes evident.

The findings of the study suggest that, from the students' perspective, the

school effectively communicates expectations to teachers regarding students'

40
note-taking habits and skills. Furthermore, individual goals, including those

related to teachers' instruction on note-taking, are expected to align with both the

school and district objectives in this area.

Table 4. Extent of Study Habits

in terms of Note Taking

No Note Taking Mean Descriptive

Equivalent
1 listening attentively while taking down notes in 4.13 Extensive
class.
2 paying attention in class in order to take important 4.23 Very Extensive
notes.
3 having developed skills for effective note taking 4.05 Extensive
during every lesson.
4 taking down notes to preserve new knowledge. 4.00 Extensive
5 using symbols most of the time to express what my 3.58 Extensive
teacher says in the class.
Overall 4.00 Extensive

This confirms the contention Johnson and Brown (2017) citing how

students' information processing habits are shaped by digital note-taking tools.

Their research emphasized the ease of use and accessibility provided by digital

tools, but it also brought attention to the necessity of having an advanced

understanding of how technology interacts with different learning styles and the

type of content being given. Teachers and students alike must take into account

the dynamic interaction between traditional and digital note-taking methods as

technology continues to advance.

Chen and Wang (2018) emphasized that the effects of note-taking on

long-term memory retention, offering a longitudinal viewpoint on the practice.

Over the course of an academic year, their research on a sample of students

showed that persistent information retention and regular, orderly note-taking

41
practices were positively correlated. This realization supports the idea that taking

good notes is an essential investment in students' long-term academic success

rather than just a temporary memory boost.

Extent of Study Habits

in terms of Use of Library

Table 5 exhibits the extent of study habits in terms of use of library. It

shows that the overall mean is 3.16, in a moderately extensive level. This means

that the study habits in terms of use of library are occasionally evident.

It can be gleaned from the data that all 5 statements reveal a very

extensive result. Of which, the one (1) item which have the highest mean score

is having devoted interest in library resources utilization (3.70). This item proves

that the study habits in terms of use of library is occasionally evident.

The findings of the study imply that students' active engagement with

library resources positively influences their academic performance. These library

uses are fostered through the participation of all students. The students ensure

that their academic progress is supported by effectively utilizing the resources

available in the library.

Table 5. Extent of Study habits

in terms of Use of Library

No Use of Library Mean Descriptive

Equivalent
1 having devoted interest in library resources 3.70 Extensive
utilization.
2 studying in the library every day. 3.05 Moderately
Extensive
3 doing my assignment in the school library. 2.95 Moderately
Extensive

42
 4 having access to a variety of resources in the 3.05 Moderately
library. Extensive
5 making sure to expand the scope of my study by 3.05 Moderately
visiting the library. Extensive
Overall 3.16 Moderately
Extensive

In the words of Monu (2020) libraries play a crucial role in the

development of individuals. The quality of library resources according to the

author determines the quality of graduates produced and research development.

Monu also gives the primary purpose of setting up libraries as to acquire,

process, store, preserve and make available current and relevant print and

electronic materials that will meet the needs of its users at the appropriate

describe library resources as the raw materials that provide crucial services in

the teaching and learning process. In other words, it is both useful to lecturers

and students. While it is helpful and useful for the preparation of research work,

community service and lecture plans by lecturers, it is also helpful for students in

enhancing their study habits in general. All these are achievable when library

resources are accessible to lecturers and students as at when needed.

Similarly, Muno, Adeoye and Popoola (2020) must have to interact to ensure

some levels of performance. The authors confirmed that one of the main sources

of information is the library. Library is therefore described as a building, an

instructional and self-development center which operates as an integral part of

the entire school environment. Going by this definition, the phase

self-development center shows that students can cultivate good study habits.

This is achievable if the environment is conducive as such.

Extent of Study Habits

43
 in terms of Time Allocation to Study

Table 6 showcases the study habits in terms of time allocation to study. It

shows that the overall mean is 3.57, in extensive level. This means that the study

habits in terms of time allocation to study is oftentimes evident​

As shown from the data that all 5 statements reveal extensive result. Of

which, the four (4) items which have the highest mean score are as follows:

scheduling my time to cover all subjects (3.85), having a private study time table

(3.70), devoting extra-time to thoroughly learn a certain subject like mathematics

(3.53), and setting up time for other social activities so that they won’t interfere

with my studies (3.53). These items serve as proofs that study habits in terms of

time allocation to study is oftentimes evident.

Table 6. Extent of Study Habits

in terms of Time Allocation to Study

No Time Allocation to Study Mean Descriptive

Equivalent
1 having a private study time table. 3.70 Extensive
2 scheduling my time to cover all subjects. 3.85 Extensive
3 devoting extra-time to thoroughly learn a certain 3.53 Extensive
subject like mathematics.
4 using an alarm clock to alert me for night reading. 3.23 Moderately
Extensive
5 setting up time for other social activities so that they 3.53 Extensive
won’t interfere with my studies.
Overall 3.57 Extensive

The findings of this study reinforce the argument posited by Smith (2018),

suggesting that students who effectively allocate their time to studying exhibit

improved academic performance consistently. Moreover, these students

demonstrate a profound comprehension of their own learning styles and tailor

44
their study habits accordingly. They adeptly apply this knowledge to optimize

their study schedules and maximize learning outcomes.

In addition, one of the most important components of good study habits is

time allocation, which affects both academic achievement and learning objectives

in general. In an effort to comprehend the complex variables that lead to the best

possible learning experiences, academics have recently focused on the complex

relationship between time management and study habits (Smith et al., 2016).

The direction of a student's academic career is significantly influenced by their

ability to manage their time wisely as they negotiate the demands of academics.

A longitudinal study by Johnson et al. (2016) found that students who

regularly set aside time for studying had better study habits, which in turn led to

higher academic achievement. Their research highlights how crucial it is to

create reliable study schedules in order to promote effective study habits.

Summary on the Extent of Study Habits​ ​ ​ ​ ​

Table 7 provides the summary on the extent of study habits. It is exhibited

that the overall mean of study habits is 3.57, which is in extensive level. This

means that the study habits are oftentimes evident

Data show that all seven (3) indicators are in a very extensive level. As

arranged chronologically, note taking (4.00). This is followed by use of library

(3.16), and time allocation to study (3.57).

Table 7. Summary on the Extent of Study Habits

Indicator Mean Standard Descriptive Interpretation

Deviation Equivalence

45
 Note Taking 3.99 0.11 Agree Indicators are
observed by the
learner
Use of Library 3.16 0.17 Moderately Agree Indicators are less
observed by the
learner
Time Allocation to 3.56 0.13 Agree Indicators are
Study observed by the
learner
Overall Mean 3.57 0.12 Agree Indicators are
observed by the
learner
Note: 1.00-1.80 Strongly Disagree; 1.81-2.60 Disagree; 2.61-3.40 Moderately Agree; 3.41-4.20 Agree; 4.21-5.00 Strongly
Agree

The result implies that students has been extensively in shaping their

academic success through their study habit. Effective study habits encompass

note taking, use of library, and time allocation to study. Moreover, students who

engage in regular self-assessment and adapt their study strategies accordingly

are more likely to excel academically. Additionally, creating an environment

conducive to learning, fostering positive relationships with peers and teachers,

and seeking parental support when needed are all vital aspects of effective study

habits. Ultimately, consistent monitoring and reflection on one's academic

progress contribute to the cultivation of effective study habits.

Dano (2017) cited that entering the world of work is through education.

Fitting education to nursing students' learning style and study habits would help

master students and greatly improve performance. This study looks into the

nursing students' academic performance, learning styles, and study habits of

Cebu Normal University during the school year 2001-2002. Also, the Learning

Style Inventory, developed by David Kolb and the Study Habit Inventory

developed by Peter Edwards, were used to determine the outcome of the study.

Tus (2020) highlighted that students are still improving their learning attitudes

46
and study behaviors, showing mild teacher acceptance, welcoming education,

resisting hesitation, and working methods. These can be due to their families'

knowledge, the outstanding curriculum and procedures the college gave them.

Furthermore, Kaur and Pathania (2017) indicates a significant association

between academic success and study patterns. It indicates that age, family

wealth, and schooling influence how students grow their learning behaviors and

are linked to their academic achievement. However, intelligence characteristics

such as intellectual capacity are used as predictors of academic performance.

In addition, Atsuwe & Moses (2017) cited that such as assignments, time

distribution, reading and note-taking, and instructor consultation, affect physics

students' academic success. Their research was planned to examine the effect of

study patterns on Physics students' academic success at the Federal University

of Agriculture in Makurdi, Nigeria. Analysis of the data collected showed that the

research behaviors significantly impacted the respondents' academic success.

Significance of the Relationship Between the Extent of

Parental Involvement and Study Habits

Presented in Table 8 shows that the relationship between the parental

involvement and study habits among senior high school students. It is observed

that parental involvement and study habits has a p-value = 0.000 which means

that the null hypothesis shall be rejected at 0.01 level of significance. This implies

that parental involvement and study habits is significantly correlated.

47
 Moreover, it has an r-value of 0.623 which can be interpreted as moderate

correlation. This means that parental involvement moderately affects students’

study habits.

The result is in consonance to the ideas of Peters et al. (2016) claiming

that students whose parents are involved with their education are more likely to

be successful in school, attend class regularly, and behave well. The study

discovered regular teacher communication, school volunteering, keeping track of

their children's homework and academic progress, and setting high standards for

academic success are all effective ways for parents to get engaged. The study

also emphasizes how crucial it is for schools to actively engage parents in their

children's education in order to support student success.

Caruana and Vassallo (2017) parents who are actively involved in their

children's education have a beneficial effect on their study habits, academic

achievement, punctuality, and general growth. Parents' involvement in the

academic engagement and welfare of their teen children varies. Parents can

encourage their senior high school students in a number of ways. By listening to

their children's worries and offering direction and support, they can offer

emotional assistance. Parents can also encourage their kids to study more and

by showing up to their extracurricular activities, like sporting events, musical

concerts, and school groups. Senior high school students' academic engagement

and welfare have been found to be significantly impacted by parental

involvement According to studies, parents who actively participate in their child's

education by participating in school activities and meetings, keeping track of their

48
child's academic progress, and offering academic support tend to have students

who perform better academically and who are more motivated and have better

attitudes toward learning.

Table 8. Significance of the Relationship Between Parental Involvement

and Study Habits

Correlations

Parental
Involvement Study Habits
Parental Involvement Pearson Correlation 1 .623**

Sig. (2-tailed) .000

N 40 40
Study Habits Pearson Correlation .623** 1
Sig. (2-tailed) .000
N 40 40
**. Correlation is significant at the 0.01 level (2-tailed).

According to Jaiswal and Choudhuri (2017), when parents are actively

involved in their children's education, when parents engage their kids in

educational activities, show them love, attend school functions, and maintain

constructive educational expectations, students' academic performance

improves.

Park and Holloway (2017) mention that there are considerable effects of

school-based parental involvement on children's academic progress in

mathematics. As kids advance through the grades, parental participation

becomes more strongly correlated with math, study habits and reading

proficiency. Another strategy to entice parents to participate more in

49
school-based activities is to provide information on how schools operate, how to

support learning, and how to access educational resources.

Similarly, according to Ahmad, Chua & Othman (2017) parental

involvement was primarily focused on four key areas: the child's home learning

environment, their social interactions with others, their communication with

others, and their support for their children's academic success. As a result,

parents recognize the need of creating a conducive learning environment for their

kids and take steps to do so, such as setting up a study space and giving a

library of books, talking to their kids, finding out about their activities, and talking

through any problems they may be having.

CHAPTER 4

Conclusion and Recommendations

50
​ Presented in this chapter are the findings based on the results of data

gathered, the conclusions drawn from the findings and the recommendations for

consideration.

Findings

​ The main focus of the study was to determine the significance of the

relationship between parental involvement and study habits. The study was

conducted in the selected public senior high school in Panabo City Division.

There were forty (40) senior high school who participated in this study.

Descriptive correlational method of research was used in this study utilizing

adopted research instruments. The said instruments were validated by the panel

of experts and subjected to pilot testing before it was made ready for

administration. Mean, Pearson Product Correlation of Coefficient and Regression

Analysis were the statistical tools used in analyzing the data. The hypothesis

raised in this study was tested at 0.05 level of significance.

​ The major findings of the study were the following: the extent of parental

involvement is extensive. Meanwhile, the extent of study habits among the

respondents is extensive. It was found out that there is a significant relationship

between parental involvement and study habits. The hypothesis of no significant

relationship between parental involvement and study habits was rejected.

Conclusions

51
 Based on the findings of this study, the following conclusions were offered:

The extent of parental involvement implies that it is oftentimes evident in the

school. Meanwhile, the extent of study habits is oftentimes evident in the schools.

​ Based on the findings, parental involvement and study habits are

correlated. Also, parental involvement significantly influences study habits. In

fact, all domains of parental involvement, namely, attitude, and behavior

significantly influence study habits by registering a p-value of .000 which is less

than .05 in the level of significance. This leads to the rejection of the null

hypothesis. Further, the result indicates that for every unit increase in the 2

domains of parental involvement, the study habits senior high school students

will increase.

Recommendations

The following suggestions were offered based on the conclusions of the

study:​​ ​ ​ ​ ​ ​ ​ ​ ​

The higher officials in the Department of Education may craft effective

policies, programs, projects, interventions and activities which may motivate all

internal and external stakeholders to achieve study habits.

In addition, school principals may find means in enhancing their leadership.

They may also assess the status of their leadership and how does it affect the

parental involvement and study habits. Moreover, they may also craft new

interventions or parental activities leading to the attainment of study habits by

diligently reinforcing parental involvement.​

52
 Meanwhile, students can take an active role in enhancing parental

involvement and improving their study habits. By communicating openly with their

parents about their academic goals and seeking their support, students can

develop effective study habits that lead to academic success. Additionally,

students can participate in workshops or webinars focused on study skills and

time management to further enhance their study habits. By actively engaging in

their education and involving their parents, students can play a significant role in

their academic achievement and overall success.

Furthermore, future researchers may explore relevant information about

parental involvement and study habits. Also, other means of research approach

may be utilized to further explore the involved variables in this study.

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responsibility. International Journal on Social and Education Sciences
(IJonSES), 3(4), 636-655. https://doi.org/10.46328/ijonses.187

62
 SURVEY QUESTIONNAIRE ON PARENTAL INVOLVEMENT AS A
CONSTRUCT OF STUDY HABITS OF SENIOR HIGH SCHOOL
STUDENTS IN PANABO CITY DIVISION

Dear Respondents,

Praised be Jesus and Mary!

We, the senior high school students of Southern Davao National High School,
are currently conducting our research paper entitled “Parental Involvement as a
construct of Study Habits among Senior High School Students in Panabo
City Division”. In line with this, may we humbly request for your cooperation in
our study by answering the questionnaire.

We assure you that whatever data we will learn from your participation will be
kept in utmost secrecy. As a researcher, we are obliged to protect you by keeping
your identity and your answers confidentially. We are hoping for your kindness,
as our intention is clean.

Very truly yours,

AIZA I. PODUNAS EUGENE Y. SANCHEZ

ANGELA JOY A. ATOG HANNAH C.
BALUNOS
DANDY MARK P. GAUZON JOANNA MAE R.
ROJAS

Directions: This questionnaire has two (2) parts. Part I focuses on parental
involvement. Part II is all about study habits. Please put a check (√) mark on your
chosen answer which best describes the degree of agreement or disagreement.
The following scoring responses are used:

5 Strongly Agree - This means that the statement is observed at all times.
4 Agree - This means that the statement is observed most of the time.
3 Moderately agree - This means that the statement is observed occasionally.
2 Disagree - This means that the statement is observed on rare occasions.
1 Strongly Disagree - This means that the statement is not observed.

I.​ PARENTAL INVOLVEMENT

A.​ Attitude 5 4 3 2 1
My parents...

63
1.​ expect me to finish high school.
2.​ become upset when I don’t get good grades.
3.​ suspect that I didn't learn anything useful in
school.
4.​ assume that it’s useful to encourage me so that I
can succeed by simply working on my homework.
5.​ suggest that helping me with homework is essential.
6.​ consider monitoring my homework to be a vital part
of my education.
7.​ believe that it’s crucial to be active in school
organizations, like PTA or booster club.
8.​ feel that grades are substantial.
9.​ think that my education is very meaningful.
10.​ say that it’s important for me to see them involved
in school functions.
B.​ Behavior
My parents…
1.​ attend the school activities I’m involved in.
2.​ make sure that I do my homework.
3.​ communicate with my teacher regularly.
4.​ volunteer to participate in school activities involving
their presence.
5.​ go to plays, museums, historical sites etc. with me
as a family.
6.​ would contact the teacher if I seem to be having a
problem.
7.​ allow me to skip homework to participate in
extracurricular activities.
8.​ attend parent-teacher conferences.
9.​ talk with me about jobs/professions that interest me.
10.​ reward me for earning good grades.

64
 II.​ STUDY HABITS
A.​ Note Taking 5 4 3 2 1
As a student, I…
SA A MA D SD
1.​ listen attentively while taking down notes in class.
2.​ pay attention in class in order to take important
notes.
3.​ have developed skills for effective note taking during
every lesson.
4.​ take down notes to preserve new knowledge.
5.​ use symbols most of the time to express what my
teacher says in the class.
B.​ Use Library
As a student, I…
6.​ have devoted interest in library resources utilization.
7.​ study in the library every day.
8.​ do my assignment in the school library.
9.​ have access to a variety of resources in the library.
10.​ make sure to expand the scope of my study by
visiting the library.
C.​ Time Allocation to Study
As a student, I…
11.​ have a private study time table.
12.​ schedule my time to cover all subjects.
13.​ devote extra-time to thoroughly learn a certain
subject like mathematics.
14.​ use an alarm clock to alert me for night reading.
15.​ set up time for other social activities so that they
won’t interfere with my studies.

AIZA I. PODUNAS EUGENE Y.

SANCHEZ

65
 ANGELA JOY A. ATOG HANNAH C.
BALUNOS
DANDY MARK P. GAUZON JOANNA MAE R.
ROJAS

Curriculum Vitae

AIZA I. PODUNAS
PRK. KATURAY NANYO PANABO CITY
Mobile: 09518466000
Email: podunasaiza30@gmail.com

PERSONAL BACKGROUND
Date of Birth​ ​ : July 21, 2006
Age ​ ​ ​ : 17
Place of Birth​ ​ : Panabo City
Province Address​ : Davao del Norte
Civil Status​ ​ : Single
Sex​ ​ ​ : Female
Citizenship​ ​ : Filipino
Height​ ​ ​ : 5’0
Weight​ ​ ​ : 45
Father​ ​ ​ : Mr. Conrado M. Podunas
Mother​ ​ ​ : Mrs. Mrs.Nelita I.Podunas
EDUCATIONAL BACKGROUND
ELEMENTARY: Nanyo Central Elementary School
JUNIOR HIGH: Southern Davao National High School

66
SENIOR HIGH: Southern Davao National High School
Undergraduate Thesis: “Parental Involvement and Study Habits among
Senior High School Students in Panabo City Division”

ELIGIBILITY & CERTIFICATIONS

TRAININGS / SEMINARS / CONFERENCES

A.​ WORK IMMERSION
Southern Davao National High School
B.​ CAREER GUIDANCE
Southern Davao National High School

67
 Curriculum Vitae

ANGELA JOY AVERGONZADO ATOG

Prk.8, Sharon Faith Subd., New Visayas, Panabo City
Mobile: 09097963728
Email: angelaatog@gmail.com
PERSONAL BACKGROUND
Date of Birth​ ​ : December 28,2005
Age ​ ​ ​ : 18
Place of Birth​ ​ : Panabo City
Province Address​ : Davao del Norte
Civil Status​ ​ : Single
Sex​ ​ ​ : Female
Citizenship​ ​ : Filipino
Height​ ​ ​ : 5’0
Weight​ ​ ​ : 40
Father​ ​ ​ : Mr. Arroyo Cuda Atog
Mother​ ​ ​ : Mrs. Lanie Avergonzado Atog
EDUCATIONAL BACKGROUND
Southern Davao Elementary School
Elementary School

Southern Davao National High School

Junior High School

Southern Davao National High School

Senior High School

68
 Undergraduate Thesis: “Parental Involvement and Study Habits among
Senior High School Students in Panabo City Division”

ELIGIBILITY & CERTIFICATIONS

TRAININGS / SEMINARS / CONFERENCES

A.​ Career Guidance Seminar
A.​ Work Immersion Training
B.​ HILOT (WELLNESS MASSAGE)
C.​ Fire Drill Symposium Seminar
________________________________________________________________
TEACHING EXPERIENCE
Southern Davao National High School​ ​ ​ September 2022​
Little Teacher (English)

Southern Davao National High School​ ​ ​ September 2023

Little Teacher (T.L.E)

RELATED EXPERIENCE

TRAINING

Work Immersion Training in Southern Davao National High School, ICT

Laboratory Junior High School
(March 11-April 11,2023)

69
 Curriculum Vitae

DANDY MARK GAUZON, PENPILLO

Prk. 11, Quilisadio Subd., Brgy. New Visayas, Panabo City
Mobile: 09922001298
Email: gauzondandy14@gmail.com
PERSONAL BACKGROUND
Date of Birth. : August 10,2005
Age ​ ​ : 18
Place of Birth​ : Municipality of Carmen
Province Address : Davao Del Norte
Civil Status​ : Single
Sex​ ​ : Male
Citizenship. : Filipino
Height​ ​ : 5’10
Weight​ ​ : 76kls.
Father​ ​ :Mr. Danilo Mondia Gauzon
Mother​ ​ : Mrs. Merma Penpillo Gauzon
EDUCATIONAL BACKGROUND
School Of (PSDALC) Panabo Seventh Day Adventist Learning Center inc.
Nursery-Grade 3

School of (NDC) Northern Davao Colleges inc.

Grade 4 - Grade 6

School of (SDNHS) Southern Davao National High School

70
 Grade 7 - 10 JHS
Grade 11- 12 SHS
Undergraduate Thesis: “Parental Involvement and Study Habits among
Senior High School Students in Panabo City Division”

Curriculum Vitae

EUGENE YBAÑEZ SANCHEZ

Prk, 5 Southern Davao, Panabo city
Mobile: 0935-656-8125
Email: eugenesanchez0905@gmail.com
PERSONAL BACKGROUND
Date of Birth​ ​ : September 05, 2006
Age ​ ​ ​ : 17
Place of Birth​ ​ : New Visayas Panabo City
Province Address ​ : Davao Del Norte
Civil Status​ ​ : Single
Sex​ ​ ​ : Male
Citizenship​ ​ : Filipino
Height​ ​ ​ : 5'6
Weight​ ​ ​ : 49
Father​ ​ ​ : Rabby Fernandez Sanchez
Mother​ ​ ​ : Glenda Ramos Ybañez
EDUCATIONAL BACKGROUND
New Visayas Elementary School
Kinder to grade 6
Southern Davao National High School
Grade 7 - Grade 10 JHS
Grade 11-12 SHS
Undergraduate Thesis: “Parental Involvement and Study Habits among
Senior High School Students in Panabo City Division”
71
 Curriculum Vitae

JOANNA MAE REFERENTE ROJAS

Purok 6 Southern Davao Panabo City
Mobile:09486719294
Email: joannamaerojas35@gmail.com
PERSONAL BACKGROUND
Date of Birth​ ​ : June 24, 2006
Age ​ ​ ​ : 17
Place of Birth​ ​ : Panabo City
Province Address​ : Davao del Norte
Civil Status​ ​ : Single
Sex​ ​ ​ : Female
Citizenship​ ​ : Filipino
Height​ ​ ​ : 4’11
Weight​ ​ ​ : 45
Father​ ​ ​ : Mr. Edwin Naquila Rojas
Mother​ ​ ​ : Mrs. Emma Referente Rojas
EDUCATIONAL BACKGROUND
Southern Davao Elementary School

Southern Davao National High School

Junior High School

Southern Davao National High School

72
 Senior High School
Undergraduate Thesis: “Parental Involvement and Study Habits among
Senior High School Students in Panabo City Division”

ELIGIBILITY & CERTIFICATIONS

TRAININGS / SEMINARS / CONFERENCES

A.​ Career Guidance Seminar
B.​ Work Immersion Training
C.​ HILOT (WELLNESS MASSAGE)
D.​ Fire Drill Symposium Seminar
________________________________________________________________
TEACHING EXPERIENCE
Southern Davao National High School​ ​ ​ September 2023
Little Teacher

RELATED EXPERIENCE

TRAINING

Work Immersion Training in Southern Davao National High School, ICT Comlab
(March 11-April 11,2023)

73
 APPENDICES

Descriptive Statistics

Attitude Behavior MEAN

Mean 3.7075 Mean 3.5525 Mean 3.63

0.07218 0.10445
Standard Error 1 Standard Error 1 Standard Error 0.08137
Median 3.8 Median 3.6 Median 3.675
Mode 4 Mode 3.7 Mode 3.25
Standard 0.45651 Standard 0.66060 Standard 0.51463
Deviation 3 Deviation 9 Deviation 2
0.20840 0.43640 0.26484
Sample Variance 4 Sample Variance 4 Sample Variance 6
1.36542
Kurtosis -0.46243 Kurtosis 8 Kurtosis -0.30456
Skewness -0.00337 Skewness -0.5922 Skewness -0.23613
Range 1.9 Range 3.3 Range 2.25
Minimum 2.8 Minimum 1.5 Minimum 2.45
Maximum 4.7 Maximum 4.8 Maximum 4.7
Sum 148.3 Sum 142.1 Sum 145.2
Count 40 Count 40 Count 40

Time
Use Allocation
Note Taking Library to Study MEAN

3.57333
Mean 3.995 Mean 3.16 Mean 3.565 Mean 3
Standard 0.13828 Standard 0.11576
Standard Error 0.112201 Error 0.165669 Standard Error 4 Error 1
3.66666
Median 4 Median 3.2 Median 3.6 Median 7

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 3.93333
Mode 4.2 Mode 3.2 Mode 3.6 Mode 3
Standard Standard 0.87458 Standard 0.73213
Standard Deviation 0.709623 Deviation 1.047782 Deviation 4 Deviation 6
Sample Sample 0.76489 Sample 0.53602
Sample Variance 0.503564 Variance 1.097846 Variance 7 Variance 3
Kurtosis -0.8731 Kurtosis -0.10388 Kurtosis -0.23216 Kurtosis -0.41211
Skewness -0.08712 Skewness -0.39784 Skewness -0.33092 Skewness -0.22271
3.06666
Range 2.6 Range 4 Range 3.6 Range 7
1.93333
Minimum 2.4 Minimum 1 Minimum 1.4 Minimum 3
Maximum 5 Maximum 5 Maximum 5 Maximum 5
142.933
Sum 159.8 Sum 126.4 Sum 142.6 Sum 3
Count 40 Count 40 Count 40 Count 40

75