EXAMINING THE ASSOCIATION BETWEEN

EFFECTIVE STUDY STRATEGIES AND ACADEMIC

PERFORMANCE AMONG GRADE 12 STUDENTS
AT SUAWAN HIGH SCHOOL

A Research Paper in Senior High School

submitted as partial fulfillment of the requirements
in Practical Research 2 and Inquiries, Investigations, and Immersion

Ambot, John C.
Buang, John C.
Charing, John C.
Danghag, John C.
Ewan, John C.
Fifa, John C.
Gorabells, John C.
Halo, John C.
_________________________
Researchers

Vincent J. Ramirez, LPT

Secondary School Teacher - II
Adviser

March 2025
 CERTIFICATE OF APPROVAL

This research attached hereto, titled “ASSESSING THE RELATIONSHIP

BETWEEN INTERACTIVE CLASS ACTIVITIES AND COGNITIVE
ENGAGEMENT AMONG GRADE 8 STUDENTS AT SUAWAN HIGH SCHOOL”,
prepared and submitted by AERON JAMES ORTIGA et al. as his/her/their partial
requirement for Practical research 2 and Inquiries, Investigations, and Immersion.

VINCENT J. RAMIREZ, LPT

Research Adviser

Approved as his/her/their research project for Practical Research 2 and Inquiries,

Investigations, and Immersion by the Faculty of Suawan High School.

SITTIE MARSHERIN M. ALAGENIO, LPT MARK ANTHONY G. DUMASIG, LPT

Research Panelist Research Panelist

DONALD JAKE U. LOPEZ, LPT LARA MELISSA D. TOMAS, LPT

Research Panelist Research Panelist

Accepted as his/her research project for Practical Research 2 and Inquiries,

Investigations, and Immersion by the School Head/Principal.

March 31, 2025 VANESSA AMOR J. ALEJANDRINO

Date Head Teacher III / School Head

i
 ABSTRACT

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ii
 ACKNOWLEDGMENT

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 DEDICATION

It should be one-page dedication, and the word DEDICATION need not

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corner same format with the previous pages. Double spacing with no space before and

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The Researchers

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 TABLE OF CONTENTS

Title Page
Approval Sheet i
Abstract ii
Acknowledgements iii
Dedication iv
Table of Contents v
List of Tables vi
List of Figures vi
List of Appendices vii

Chapter 1. THE PROBLEM & ITS BACKGROUD

1.1 Introduction ix
1.2 Conceptual Framework ix
1.3 Statement of the Problem ix
1.4 Significance of the Study ix
1.5 Scope and Delimitation of the Study ix
1.6 Definition of Terms ix

Chapter 2. REVIEW OF RELATED LITERATURE

2.1 Related Literature ix
2.2 Related Study ix

Chapter 3. RESEARCH METHODS

3.1 Research Design ix
3.2 Participants of the Study ix
3.3 Setting of the Study ix
3.4 Research Instrument ix
3.5 Data Gathering Procedureix
3.6 Data Analysis ix

Chapter 4. PRESENTATION, ANALYSIS & INTERPRETATION OF DATA

4.1 Data Presentation, Analysis, and Interpretation ix

Chapter 5. SUMMARY, CONCLUSIONS & RECOMMENDATIONS ix

5.1 Summary of Findings ix
5.2 Conclusion ix
5.3 Recommendationsix

References
Appendix

v
 LIST OF TABLES

Table 3.2.1 Sample Distribution ix

Table 3.4.1 Reliability Test (Cronbach’s Alpha) ix
Table 3.6.1 Likert Scale Table of Interpretation ix
Table 3.6.2 Pearson Correlation Table of Interpretation ix
Table 4.1.1 Demographic Profile of Respondents ix
Table 4.1.2 Descriptive Statistics for Classroom Engagement and Technical Skills ix
Table 4.1.3 Pearson Correlation Analysis Between Classroom Engagement and Technical
Skills in Electrical Installation ix
Table 4.1.4 Regression Analysis ix
Table 4.1.5 Statistical Summary ix

LIST OF FIGURES
Figure 1.2.1 Conceptual Framework ix
Figure 3.3.1 Google Map Location of Suawan High School ix

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 LIST OF APPENDICES

Appendix A: Survey Questionnaire

Appendix B: Research Assessment Tool Validation Sheet
Appendix C: Raw Data from Survey
Appendix D: Approval Letter to Conduct Survey

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 Chapter 1

THE PROBLEM AND ITS BACKGROUND

1.1 Introduction

The pursuit of academic excellence has long been recognized as a fundamental

aspect of student development, with effective study strategies playing a crucial role in

achieving desired educational outcomes. In the context of senior high school

education, the implementation of appropriate study techniques becomes particularly

vital as students prepare for higher education and future careers. This research aimed

to examine the association between effective study strategies and academic

performance among Grade 12 students at Suawan High School.

Globally, numerous studies have highlighted the significant impact of study

strategies on academic achievement. Research conducted by Carpenter, Pan, and

Butler (2022) in the United States revealed that students who employed spaced

practice and retrieval-based learning techniques demonstrated 35% higher retention

rates and overall academic performance compared to those using passive learning

methods. Similarly, a longitudinal study in Finland by Mykkänen, Perry, and Järvelä

(2017) found that self-regulated learning strategies were strongly associated with

improved grade point averages among secondary school students, with metacognitive

awareness being a particularly powerful predictor of academic success.

In the Philippine context, several studies have explored the relationship

between study habits and academic performance. Research conducted by Barcenas

and Bibon (2022) among high school students in Cagraray Island revealed a

significant positive correlation (r=0.68) between structured study approaches and

academic achievement across core subject areas. Furthermore, Tus et. al (2020)

conducted a study in Cebu City that demonstrated how time management skills and

organized note-taking techniques were associated with higher quarterly assessment

1
scores among senior high school students, with those utilizing systematic study plans

showing an average of 15% higher academic performance.

At Suawan High School in Marilog District, Davao City, there was a limited

number of formalized studies regarding the relationship between study strategies and

academic outcomes. However, teachers consistently observed varying levels of

academic performance among students that appeared to correlate with their study

approaches. Subject coordinators noted that students who demonstrated organized

notetaking, consistent review practices, and active engagement techniques typically

performed better in assessments compared to peers who utilized less structured

approaches. These observations suggested a potential relationship that warranted

formal investigation.

The research gap regarding the specific impact of study strategies on academic

performance at Suawan High School necessitated this study. The inconsistent

academic achievement patterns observed among Grade 12 students raised concerns

about their preparedness for tertiary education and future careers. This study aimed to

address this gap by examining the correlation between effective study strategies and

academic performance, potentially informing educational interventions that could

enhance student learning outcomes. Additionally, while previous studies established

correlations in various contexts, there was a need to determine whether these findings

were applicable to the unique socio-educational environment of Suawan High School,

particularly considering the cultural and socioeconomic factors specific to students in

Marilog District.

1.2 Conceptual Framework

This study was grounded in the understanding that effective study strategies

and academic performance are interconnected variables that influence student

educational outcomes. The independent variable, effective study strategies,

2
encompassed the various techniques, approaches, and habits that students employ to

enhance their learning processes. These strategies were conceptualized as deliberate

actions and methods that students utilize to organize, process, retain, and retrieve

academic information.

The dependent variable, academic performance, represented the measurable

educational outcomes that result from the learning process. This was understood as

the demonstrated knowledge, skills, and competencies that students exhibit through

various assessment methods. The research framework proposed that variations in

study strategies employed by students would correlate with differences in their

academic performance levels. The study sought to determine not only the existence of

a relationship between these variables but also the potential predictive power of

effective study strategies on academic performance among Grade 12 students at

Suawan High School.

Figure 1.2.1
Conceptual Framework

Independent Variable Dependent Variable


EFFECTIVE STUDY ACADEMIC
STRATEGIES PERFORMANCE

1.3 Statement of the Problem

This study aimed to examine the association between effective study strategies

and academic performance among Grade 12 students at Suawan High School for the

School Year 2024-2025.

Specifically, this study seeks to answer the following questions:

 What is the level of effective study strategies employed by Grade 12

students at Suawan High School?

 What is the level of academic performance among Grade 12 students at

Suawan High School?

3
  Is there a significant relationship between effective study strategies and

academic performance among Grade 12 students at Suawan High

School?

 To what extent do effective study strategies predict academic

performance among Grade 12 students at Suawan High School?

Null Hypotheses:

 There is no significant relationship between effective study strategies and

academic performance among Grade 12 students at Suawan High School.

 Effective study strategies do not significantly predict academic performance

among Grade 12 students at Suawan High School.

Alternative Hypotheses:

 There is a significant relationship between effective study strategies and

academic performance among Grade 12 students at Suawan High School.

 Effective study strategies significantly predict academic performance among

Grade 12 students at Suawan High School.

1.4 Significance of the Study

The findings of this study could provide valuable insights for various

stakeholders in the educational community of Suawan High School.

 For teachers, the results would potentially offer empirical evidence regarding

which study strategies were most strongly associated with academic success,

thereby informing instructional approaches and student guidance practices.

This knowledge could lead to more targeted interventions and support

mechanisms for students struggling academically.

 For students, particularly those in Grade 12 and incoming senior high school

students, the study would potentially offer evidence-based guidance on

effective study techniques that could enhance their learning outcomes.

4
 Understanding the relationship between specific study strategies and academic

performance would empower students to make more informed choices about

their learning approaches.

 School administrators at Suawan High School would benefit from the findings

as they could inform policy decisions and program implementations. The

results could guide the development of academic support initiatives,

orientation programs for new students, and professional development activities

for teachers focused on promoting effective study strategies.

 Parents and guardians would gain insights that could help them better support

their children's academic endeavors. Understanding which study approaches

were most strongly associated with academic success would allow them to

provide more targeted guidance and support at home.

 Finally, the education research community would benefit from this study as it

would contribute to the growing body of literature on effective learning

strategies in the Philippine context, particularly in rural and semi-urban school

settings. The findings could serve as a foundation for future research exploring

related aspects of academic performance and study habits in similar

educational contexts.

1.5 Scope and Limitation of the Study

This research focused specifically on examining the association between

effective study strategies and academic performance among Grade 12 students

enrolled at Suawan High School for the School Year 2024-2025. The study included

82 respondents from three sections: 12-Glorious, 12-Righteous, and 12-Victorious,

representing approximately 94% of the total Grade 12 population.

The study was delimited to investigating effective study strategies as self-

reported by students through a survey instrument. It did not involve direct observation

5
of actual study behaviors or controlled experimental conditions. Academic

performance was measured through students' self-assessment of their performance

rather than through objective measures such as grade point averages or standardized

test scores.

The research was conducted within the geographical context of Suawan,

Marilog District, Davao City, and its findings may not be generalizable to other

schools or regions with different socioeconomic and cultural characteristics.

Furthermore, the study was cross-sectional in nature, capturing data at a specific point

in time rather than tracking changes in study strategies and academic performance

over an extended period.

While the research examined the relationship and potential predictive power of

study strategies on academic performance, it did not explore the influence of other

potential variables such as socioeconomic status, family background, learning

disabilities, or teaching methodologies. Additionally, the study did not investigate the

effectiveness of specific interventions designed to improve study strategies or

academic performance.

1.6 Definition of Terms

The following terms are operationally defined to provide clarity and context

for the research:

 Academic Performance - Refers to the self-reported measure of students'

educational achievement, including their perceived success in examinations,

assignments, projects, and overall academic standing as measured by items 11-

20 in the survey instrument.

 Effective Study Strategies - Denotes the various techniques, methods, and

approaches that students employ to enhance their learning processes, including

6
 planning, organization, time management, focus, and review practices as

measured by items 1-10 in the survey instrument.

 Grade 12 Students - Refers to senior high school students in their final year of

basic education at Suawan High School, enrolled in the academic year 2024-

2025.

 Relationship - Pertains to the statistical correlation between effective study

strategies and academic performance, indicating the strength and direction of

their association.

 Predictability - Refers to the extent to which effective study strategies can

forecast or explain variations in academic performance among the participants.

 Suawan High School - A secondary educational institution located in Suawan,

Marilog District, Davao City, serving as the research setting.

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 Chapter 2

REVIEW OF RELATED LITERATURE

2.1 Related Literature

2.2 Related Studies

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 Chapter 3

RESEARCH METHODS

3.1 Research Design

The study employed a correlational research design to examine the

relationship between effective study strategies and academic performance among

Grade 12 students at Suawan High School. This approach was selected because it

allowed the researchers to determine the existence, strength, and direction of the

association between the two variables without manipulating them. The correlational

design facilitated the exploration of naturally occurring patterns within the

educational setting, providing insights into how students' study approaches related to

their perceived academic outcomes.

In addition to correlation analysis, the study incorporated regression analysis

to determine the predictive relationship between effective study strategies and

academic performance. This analytical approach enabled the researchers to assess the

extent to which variations in academic performance could be explained by differences

in study strategies employed by students. The regression analysis provided

quantitative evidence regarding whether effective study strategies could serve as a

reliable predictor of academic performance among the Grade 12 student population at

Suawan High School.

3.2 Participants of the Study

The participants of the study comprised Grade 12 students enrolled at Suawan

High School for the academic year 2024-2025. From a total population of 87 students

officially enrolled across three sections (12-Glorious, 12-Righteous, and 12-

Victorious), 82 students participated in the study, representing approximately 94% of

the entire Grade 12 student body. The slight difference between the total enrolled

9
population and actual respondents was attributed to student absences during the data

collection period.

The distribution of participants across the three sections was as follows: 23

students from 12-Glorious (representing 88.5% of the section's enrollment), 34

students from 12-Righteous (representing 94.4% of the section's enrollment), and 25

students from 12-Victorious (representing 100% of the section's enrollment). This

comprehensive representation ensured that the findings accurately reflected the

experiences and perspectives of the Grade 12 student population at Suawan High

School. Participation in the study was voluntary, and appropriate consent procedures

were followed in accordance with established research ethics protocols.

Table 3.2.1. Number of Students Officially Enrolled for the SY 2024-2025

Grade/ No. of Actual
Section Students Respondents
12-Glorious 26 23
12-Righteous 36 34
12-Victorious 25 25
Total 87 82
Source: Suawan HS Faculty, DepEd Learning Information System

3.3 Setting of the Study

The research was conducted at Suawan High School, a public secondary

educational institution located in Suawan, Marilog District, Davao City, Philippines.

Situated approximately 55 kilometers from the city center, the school serves students

primarily from rural and semi-urban communities in the surrounding areas. The

geographical location of the school within Marilog District presented a unique

educational context characterized by diverse socioeconomic backgrounds and cultural

influences that potentially shaped students' approaches to learning and academic

performance.

Suawan High School was selected as the research setting due to its

representative nature as a rural public high school and the observed variations in

academic performance among its Grade 12 student population. The school's

10
administration identified the need to better understand factors influencing academic

outcomes, particularly as students prepared for graduation and potential tertiary

education. The physical data collection took place within classroom settings at

Suawan High School during regular school hours, providing a familiar environment

for participants while ensuring minimal disruption to their educational activities.

Figure 3.3.1 Google Map Location of Suawan High School

3.4 Research Instrument

The researchers developed a survey instrument consisting of 20 items

designed to measure the two primary variables of the study. The first section of the

instrument comprised 10 items (items 1-10) focused on assessing effective study

strategies employed by students, exploring aspects such as planning, organization,

review techniques, goal setting, and management of the learning environment. The

second section contained 10 items (items 11-20) aimed at measuring students'

perceived academic performance, including their assessment of how their study

approaches influenced their academic outcomes.

The survey instrument utilized a 5-point Likert scale for response options,

ranging from 5 (Strongly Agree) to 1 (Strongly Disagree). To determine the reliability

of the research instrument, a Cronbach's Alpha test was conducted. The results

indicated coefficient values of 0.700 for the effective study strategies variable (10

11
items) and 0.748 for the academic performance variable (10 items). These values

exceeded the threshold of 0.7, confirming that the instrument possessed acceptable

internal consistency and reliability for the purposes of the study. The research

instrument underwent review by subject matter experts and was pilot tested to ensure

clarity, appropriateness, and effectiveness in capturing the intended data.

Table 3.4.1 Reliability Test (Cronbach’s Alpha)

No. of No. of Cronbach's
Variables
Respondents Items Alpha
Effective Study Strategies 10 10 0.700
Academic Performance 10 10 0.748

3.5 Data Gathering Procedure

The data gathering process followed a systematic procedure to ensure ethical

compliance, reliability, and comprehensiveness.

1. First, the researchers secured formal permission from the school principal of

Suawan High School through an official letter detailing the research

objectives, methodology, and potential benefits to the school community.

Upon receiving administrative approval, the researchers coordinated with

Grade 12 advisers to schedule data collection sessions that would minimize

disruption to regular academic activities.

2. Second, prior to administering the survey, the researchers conducted a brief

orientation session with potential participants to explain the purpose of the

study, assure them of confidentiality and anonymity, and emphasize the

voluntary nature of their participation. Informed consent forms were

distributed and collected from willing participants, with particular attention

given to securing appropriate permissions for minors in accordance with

ethical research standards.

3. Third, the survey instrument was administered to the participants during

designated class periods under the supervision of both researchers and class

12
 advisers. Clear instructions were provided regarding how to complete the

survey, and researchers remained available to address any questions or

clarifications needed by participants. The administration of the survey took

approximately 20-25 minutes per class section.

4. Fourth, the completed survey forms were collected and underwent an initial

screening process to check for completeness and proper completion. Forms

with significant missing data or inconsistent response patterns were identified

for potential exclusion from the analysis, although such cases were minimal

due to the supervised nature of the data collection process.

5. Fifth, the collected data was organized, coded, and entered into a database

using the Statistical Package for Social Sciences (SPSS) software, with each

respondent assigned a unique identifier to maintain anonymity while allowing

for comprehensive data analysis. After data entry, a verification process was

conducted to ensure accuracy and completeness of the digital dataset prior to

statistical analysis.

3.6 Data Analysis

The study employed multiple statistical tools and techniques to analyze the

collected data and address the research questions.

1. A reliability test using Cronbach's Alpha was conducted to determine the

internal consistency of the survey instrument. The analysis yielded coefficients

of 0.700 for the effective study strategies variable (10 items) and 0.748 for the

academic performance variable (10 items), confirming that the instrument

possessed acceptable reliability for both research variables.

2. The Likert scale data was interpreted using a standardized table of

interpretation with five ranges: 1.00-1.80 (Strongly Disagree, interpreted as

negligible or absent presence), 1.81-2.60 (Disagree, interpreted as minimal or

13
 weak presence), 2.61-3.40 (Neutral, interpreted as moderate or uncertain

presence), 3.41-4.20 (Agree, interpreted as considerable or strong presence),

and 4.21-5.00 (Strongly Agree, interpreted as dominant or highly evident

presence). This framework provided a consistent basis for interpreting

students' responses regarding their study strategies and academic performance.

Table 3.6.1 Likert Scale Table of Interpretation

Scale
Response Interpretation
Range
1.00 - 1.80 Strongly Disagree Negligible or absent presence
1.81 - 2.60 Disagree Minimal or weak presence
2.61 - 3.40 Neutral Moderate or uncertain presence
3.41 - 4.20 Agree Considerable or strong presence
4.21 - 5.00 Strongly Agree Dominant or highly evident presence
Source: [Link]

3. Descriptive statistics, primarily mean scores, were calculated to determine the

levels of effective study strategies and academic performance among the

participants. Additionally, demographic profiles of the respondents were

compiled to provide context for the findings and ensure representative

sampling across the Grade 12 population at Suawan High School.

4. Pearson Correlation Coefficient analysis was employed to examine the

relationship between effective study strategies and academic performance. The

strength and direction of relationships were interpreted using a standardized

table with five ranges: 0.00-0.19 (very weak relationship), 0.20-0.39 (weak

relationship), 0.40-0.59 (moderate relationship), 0.60-0.79 (strong

relationship), and 0.80-1.00 (very strong relationship).

Table 3.6.2 Pearson Correlation Table of Interpretation

Range of r Strength of
Direction of Relationship
value Relationship
0.00 - 0.19 Very Weak No or negligible relationship
0.20 - 0.39 Weak Slight positive or negative relationship
0.40 - 0.59 Moderate Moderate positive or negative relationship
0.60 - 0.79 Strong Strong positive or negative relationship
0.80 - 1.00 Very Strong Very strong positive or negative relationship

5. Regression analysis was conducted to determine the predictive relationship

between effective study strategies and academic performance, allowing the

14
 researchers to quantify the extent to which variations in academic performance

could be explained by differences in study strategies. This analysis provided

insights into the potential causal relationship between the variables and the

practical significance of promoting effective study strategies.

6. All statistical analyses were performed using the Statistical Package for Social

Sciences (SPSS) software, which facilitated accurate, comprehensive, and

efficient processing of the collected data while minimizing potential for

human error in calculations and interpretations.

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 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4.1 Data Presentation, Analysis, and Interpretation

Demographic Distribution

Table 4.1.1 Demographic Profile of Respondents

Frequency Percen
Sex
Count t
F 42 51.2
M 40 48.8
Total 82 100.0

Frequency Percen
Gr/Sec
Count t
12-Glorious 23 28.0
12-Righteous 34 41.5
12-Victorious 25 30.5
Total 82 100.0

The demographic distribution of respondents presented in Table 4.1.1

illustrates a relatively balanced representation of both sexes, with female

students constituting 51.2% (n=42) and male students comprising 48.8%

(n=40) of the total sample. This nearly equal gender distribution ensures that

the findings reflect perspectives from both male and female Grade 12 students,

minimizing potential gender bias in the results. Regarding section distribution,

12-Righteous had the highest representation at 41.5% (n=34), followed by 12-

Victorious at 30.5% (n=25) and 12-Glorious at 28.0% (n=23). While

variations exist in the number of respondents per section, the proportional

representation aligns with the actual enrollment figures for each section as

indicated in the methodology chapter, confirming that the sample

appropriately represents the Grade 12 population at Suawan High School for

the School Year 2024-2025.

The balanced distribution across demographic variables strengthens the

validity of the study by ensuring comprehensive representation. The near-

equal gender distribution is particularly valuable as it allows for reliable

16
 analysis of study strategies and academic performance across the Grade 12

population without disproportionate influence from either gender. Similarly,

the section-wise distribution, while not perfectly equal, reflects the actual

enrollment patterns at Suawan High School, thereby enhancing the ecological

validity of the findings. This demographic profile provides essential context

for understanding the subsequent analyses and ensures that the results can be

meaningfully interpreted within the specific educational setting of Suawan

High School.

Descriptive Statistics

Table 4.1.2 Descriptive Statistics for Effective Study Strategies and Academic Performance
Mea
No. Effective Study Strategies SD Response
n
Q1 I use study strategies to help me understand my lessons better. 4.54 ± 0.76 Strongly Agree
Q2 I make a study plan before exams or projects. 4.32 ± 0.68 Strongly Agree
Q3 I review my notes regularly to keep information fresh in my mind. 4.24 ± 0.85 Strongly Agree
Q4 I break my study sessions into smaller parts to avoid getting tired. 3.98 ± 1.08 Agree
Q5 I find it helpful to study with classmates sometimes. 3.99 ± 1.02 Agree
Q6 I organize my study materials to make it easier to learn. 4.13 ± 0.98 Agree
Q7 I set specific goals for each study session. 4.21 ± 0.84 Strongly Agree
Q8 I use practice tests or quizzes to check my understanding of the lessons. 4.20 ± 0.79 Agree
Q9 I avoid distractions when I am studying. 4.40 ± 0.66 Strongly Agree
Q10 I make sure to get enough rest before studying or taking exams. 4.32 ± 0.77 Strongly Agree
Grand Mean 4.23 ± 0.44 Strongly Agree

Mea
No. Academic Performance SD Response
n
Q11 I get good grades because I use effective study strategies. 4.39 ± 0.80 Strongly Agree
Q12 I feel confident in my academic performance because of my study habits. 4.26 ± 0.93 Strongly Agree
Q13 My study strategies help me perform well on exams. 4.30 ± 0.78 Strongly Agree
Q14 I find that using study strategies improves my grades. 4.21 ± 0.91 Strongly Agree
Q15 I feel that my study strategies have helped me do well in school. 4.29 ± 0.92 Strongly Agree
Q16 I notice that I perform better in class when I use study strategies. 4.12 ± 0.88 Agree
Q17 I can remember more from lessons because of the study strategies I use. 4.16 ± 0.96 Agree
Q18 I feel that my academic performance has improved over time due to my study strategies. 4.01 ± 1.04 Agree
Q19 I do well in my assignments and projects because I use effective study strategies. 4.35 ± 0.74 Strongly Agree
Q20 I believe my study strategies are a major reason for my good academic performance. 4.24 ± 0.84 Strongly Agree
Grand Mean 4.23 ± 0.49 Strongly Agree

Effective Study Strategies (Independent Variable)

The overall average score for effective study strategies was 4.23 (SD =

±0.44), which falls under the "Strongly Agree" category (4.21-5.00) based on

the interpretation scale. This means that most Grade 12 students at Suawan

High School believe they use effective study strategies in their academic

routines. The small standard deviation (±0.44) suggests that responses were

generally similar, showing agreement among students from different sections.

17
 This result indicates that effective study strategies are commonly practiced and

valued within the student population.

The "Strongly Agree" rating suggests that students have developed

useful study habits as they progress through their education. It is possible that

their experiences in school have helped them find strategies that work well for

them. The high average score also reflects a supportive learning environment

at Suawan High School, where teachers and the school system may encourage

effective study practices. The consistency in responses suggests that these

strategies are widely accepted rather than limited to certain students.

Statement with the Highest Mean

Among all the statements about study strategies, the one with the

highest average score was: "I use study strategies to help me understand my

lessons better" (M = 4.54, SD = ±0.76). This score suggests that students

mainly use study strategies to improve their understanding rather than just

completing tasks or passing exams. Although there was some variation in

responses (SD = ±0.76), most students agreed on the importance of using

strategies for better comprehension.

This result indicates that students prioritize understanding their

lessons, which leads to better learning and retention. It also suggests that they

are aware of how their study habits affect their academic performance. The

strong agreement with this statement reflects a school culture that encourages

meaningful learning rather than memorization.

Statement with the Lowest Mean

The statement with the lowest average score was: "I break my study

sessions into smaller parts to avoid getting tired" (M = 3.98, SD = ±1.08).

Even though this score was lower than the others, it still falls under the

18
 "Agree" category (3.41-4.20). This means that many students use this strategy,

but not as consistently as others. The higher standard deviation (±1.08) shows

that students had more varied opinions about this practice.

This variation might be due to differences in how students prefer to

study. Some may focus on longer sessions, while others take breaks to avoid

fatigue. This result suggests that while students recognize the importance of

managing study time, they may use different methods depending on their

personal learning styles or schedules.

Academic Performance (Dependent Variable)

The overall average score for academic performance was 4.23 (SD =

±0.49), the same as the score for effective study strategies. This also falls

under the "Strongly Agree" category (4.21-5.00), meaning that most students

believe they perform well academically because of their study strategies. The

standard deviation (±0.49) shows that responses were fairly consistent across

students, though with slightly more variation compared to study strategies.

This result suggests that students feel confident about their academic

performance and believe their study habits contribute to their success. The fact

that the average scores for both effective study strategies and academic

performance are identical (4.23) may indicate that students see a strong

connection between the effort they put into studying and their academic

results. This suggests a positive mindset where students feel in control of their

learning and believe that their success depends on their own actions.

Statement with the Highest Mean

The statement with the highest average score was: "I get good grades

because I use effective study strategies" (M = 4.39, SD = ±0.80). This score

suggests that students strongly believe their study habits directly impact their

19
 academic success. While there was some variation in responses (SD = ±0.80),

most students agreed with this statement.

This finding shows that students have a strong sense of responsibility

for their academic performance. They likely have observed that using certain

study strategies helps them get better grades. This belief in their own ability to

improve through effort is important because it encourages them to keep using

effective learning strategies.

Statement with the Lowest Mean

The statement with the lowest average score was: "I feel that my

academic performance has improved over time due to my study strategies" (M

= 4.01, SD = ±1.04). While this was the lowest-rated statement, it still falls

under the "Agree" category (3.41-4.20), meaning that most students believe

their study habits have helped them improve. However, the higher standard

deviation (±1.04) suggests that students had different experiences regarding

how much they improved over time.

This variation may be due to different academic backgrounds. Some

students may have seen significant improvement, while others may feel their

performance has been stable. Another possibility is that some students may

have already developed effective study habits earlier, leading to less

noticeable change over time. Despite the variation, the score still indicates that

most students recognize the long-term benefits of effective study strategies.

Correlation Analysis

Table 4.1.3 Pearson Correlation Analysis between Effective Study Strategies and Academic Performance
Effective Study Strategies
Variables Remarks Decision
Pearson Correlation Sig. (2-tailed)
Academic
0.647 0.000 Significant Reject HO1
Performance

20
 The correlation analysis presented in Table 4.1.3 examines the

relationship between effective study strategies and academic performance

among Grade 12 students at Suawan High School. The Pearson correlation

coefficient (r = 0.647) indicates a strong positive relationship between these

two variables. The p-value of 0.000 (p < 0.001) demonstrates that this

correlation is statistically significant, meaning the relationship observed

between study strategies and academic performance is unlikely to have

occurred by chance. Based on the table of interpretation for Pearson

correlation coefficients provided in the methodology chapter, the value of

0.647 falls within the range of 0.60-0.79, which is interpreted as a strong

positive relationship. This finding leads to the rejection of the first null

hypothesis (HO1), which stated that there is no significant relationship

between effective study strategies and academic performance among Grade 12

students at Suawan High School.

The interpretation of this correlation suggests that students who

reported higher levels of effective study strategies also tended to report higher

levels of academic performance, establishing a substantial association between

these variables. The strength of this relationship underscores the potential

importance of study strategies in the academic lives of Grade 12 students at

Suawan High School. The positive direction of the correlation indicates that as

students' implementation of effective study strategies increases, their

perceived academic performance tends to increase as well. This finding aligns

with the framework of the study, which proposed an interconnection between

these variables. The statistical significance of this relationship provides

empirical support for the commonly held educational belief that how students

approach their studies meaningfully relates to their academic outcomes.

21
Regression Analysis

Table 4.1.4 Regression Analysis

Mode Variance Explained Adjusted Std. Error of the
Predictor(s)
l (R) (R2) Estimate
1 Effective Study Strategies 0.418 0.411 0.37529

The regression analysis presented in Table 4.1.4 examines the

predictive relationship between effective study strategies and academic

performance. The analysis reveals that effective study strategies explain

approximately 41.8% of the variance in academic performance, as indicated

by the R² value of 0.418. The adjusted R² value of 0.411 represents a more

conservative estimate that accounts for the sample size and number of

predictors, confirming that effective study strategies explain about 41.1% of

the variance in academic performance among Grade 12 students at Suawan

High School. The standard error of the estimate (0.37529) indicates a

relatively small deviation of observed values from the regression line,

suggesting good precision in the predictive model. The statistical significance

of this relationship (p = 0.000, as shown in Table 4.1.5) confirms that effective

study strategies serve as a significant predictor of academic performance,

leading to the rejection of the second null hypothesis (HO2).

The interpretation of this regression model indicates that effective

study strategies have substantial predictive power regarding academic

performance among the sampled students. The finding that over 40% of the

variance in academic performance can be explained by students' study

strategies highlights the practical significance of this relationship in

educational contexts. This suggests that improving study strategies could

potentially lead to meaningful improvements in academic performance for

many students. However, it is also important to note that approximately 59%

of the variance in academic performance remains unexplained by study

22
 strategies alone, indicating that other factors not measured in this study also

play important roles in determining academic outcomes. These might include

factors such as cognitive abilities, teacher effectiveness, family support,

socioeconomic status, or motivation. Nevertheless, the significant predictive

relationship identified in this analysis underscores the value of focusing on

effective study strategies as one important avenue for enhancing academic

performance among high school students.

Overall Statistical Analysis

Table 4.1.5 Statistical Summary

Pearson Regression
Mea Cronbach's
Variables SD Correlation Analysis
n Alpha
r p R2 p
Effective Study Strategies 4.23 0.44 0.700
0.647 0.000 0.418 0.000
Academic Performance 4.23 0.49 0.748

The comprehensive statistical analysis summarized in Table 4.1.5

presents an integrated view of all key statistical findings related to the

association between effective study strategies and academic performance.

Both variables demonstrated identical mean scores of 4.23, indicating that

students "Strongly Agree" with statements regarding both their use of effective

study strategies and their positive academic performance. The Cronbach's

Alpha values (0.700 for effective study strategies and 0.748 for academic

performance) confirm acceptable internal consistency reliability for both

measurement scales. The correlation analysis revealed a strong positive

relationship (r = 0.647, p = 0.000) between the variables, while the regression

analysis indicated that effective study strategies explain 41.8% of the variance

in academic performance (R² = 0.418, p = 0.000). These findings collectively

provide robust statistical evidence for rejecting both null hypotheses,

confirming both a significant relationship and a significant predictive

association between effective study strategies and academic performance.

23
 These combined findings reveal several important insights about the

educational dynamics among Grade 12 students at Suawan High School. First,

the identical mean scores for both variables suggest a coherent alignment

between students' perceptions of their study approaches and their academic

outcomes. Second, the strong correlation and significant predictive

relationships provide compelling evidence that effective study strategies play a

substantial role in students' academic performance. The magnitude of the R²

value (0.418) highlights the practical educational significance of this

relationship, suggesting that interventions focused on enhancing study

strategies could potentially yield meaningful improvements in academic

outcomes. However, the fact that approximately 58% of the variance in

academic performance remains unexplained by study strategies alone indicates

the multifaceted nature of academic achievement, with numerous additional

factors likely contributing to student performance. These findings provide

valuable empirical evidence that can inform educational practices at Suawan

High School, particularly regarding the potential benefits of explicitly teaching

and promoting effective study strategies among students.

24
 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary of Findings

This study aimed to examine the association between effective study

strategies and academic performance among Grade 12 students at Suawan

High School for the School Year 2024-2025. The research employed a

correlational research design to determine the relationship between the

independent variable (effective study strategies) and the dependent variable

(academic performance). The study utilized stratified random sampling to

select 82 Grade 12 students from three sections at Suawan High School. Data

were collected using a validated survey questionnaire, and the analysis

employed descriptive statistics, Pearson correlation, and regression analysis to

address the research questions.

Findings

The following findings are obtained based on the analysis and interpretation of data:

1. Grade 12 students at Suawan High School reported a high level of effective

study strategies with a grand mean of 4.23 (SD = ±0.44), which falls under the

"Strongly Agree" category based on the interpretation scale.

2. The statement "I use study strategies to help me understand my lessons better"

received the highest mean score (M = 4.54, SD = ±0.76) among the effective

study strategies items, indicating students prioritize comprehension in their

study approaches.

3. The statement "I break my study sessions into smaller parts to avoid getting

tired" received the lowest mean score (M = 3.98, SD = ±1.08) among the

effective study strategies items, though still falling within the "Agree"

category.

25
 4. Grade 12 students at Suawan High School reported a high level of academic

performance with a grand mean of 4.23 (SD = ±0.49), which falls under the

"Strongly Agree" category based on the interpretation scale.

5. The statement "I get good grades because I use effective study strategies"

received the highest mean score (M = 4.39, SD = ±0.80) among the academic

performance items.

6. The statement "I feel that my academic performance has improved over time

due to my study strategies" received the lowest mean score (M = 4.01, SD =

±1.04) among the academic performance items.

7. A strong positive correlation (r = 0.647, p < 0.001) exists between effective

study strategies and academic performance among Grade 12 students at

Suawan High School.

8. Effective study strategies significantly predict academic performance,

explaining 41.8% of the variance in academic performance (R² = 0.418, p <

0.001).

5.2 Conclusions

Based on the findings above, the following conclusions are drawn:

1. Grade 12 students at Suawan High School consistently employ effective study

strategies in their academic pursuits, demonstrating a mature approach to

learning that prioritizes comprehension over mere memorization.

2. Students value study strategies primarily as tools for enhancing their

understanding of lessons rather than simply as means to complete academic

requirements, indicating an intrinsic motivation for learning.

3. While students generally implement various study strategies, they are less

consistent in breaking study sessions into smaller, manageable parts,

suggesting potential areas for improvement in study habit structuring.

26
 4. Grade 12 students at Suawan High School perceive their academic

performance positively and attribute their success largely to the study

strategies they employ.

5. Students strongly believe that their study strategies directly contribute to their

good grades, indicating a well-developed sense of academic self-efficacy and

responsibility for their learning outcomes.

6. Students are less consistent in perceiving improvement in their academic

performance over time due to their study strategies, possibly reflecting varying

rates of development or differing baseline study habits.

7. The significant positive relationship between effective study strategies and

academic performance confirms the first alternative hypothesis, demonstrating

that how students approach their studies is meaningfully connected to their

academic achievements.

8. The substantial predictive power of effective study strategies on academic

performance confirms the second alternative hypothesis, establishing that

study strategies serve as a significant determinant of academic success among

Grade 12 students at Suawan High School.

5.3 Recommendations

As synthesized from the findings and conclusions, the following

recommendations were made:

1. For students: Develop more structured study schedules that incorporate regular

breaks to prevent fatigue, as this was identified as the least consistently

practiced strategy. Students should experiment with techniques such as the

Pomodoro method (25 minutes of focused study followed by a 5-minute

break) to find approaches that work best for their individual learning styles.

27
2. For teachers: Integrate explicit instruction on effective study techniques into

regular classroom activities, particularly emphasizing strategies for managing

study sessions through proper pacing and breaks. Teachers should consider

allocating brief periods at the end of lessons to demonstrate and practice

specific study strategies relevant to their subject matter.

3. For school administration: Implement a school-wide study skills program that

focuses on teaching students how to track their academic progress over time

and recognize improvements resulting from effective study habits. This could

include workshops, seminars, or dedicated periods within the school schedule

specifically for developing study skills.

4. For school counselors: Develop personalized study strategy consultations for

students who may be struggling academically, using the findings of this

research to target interventions that have proven effective among their peers at

Suawan High School.

5. For parents/guardians: Support students in creating conducive home study

environments and encourage regular study routines that incorporate

appropriate breaks and self-monitoring of progress. Parents can facilitate

reflection discussions with their children about which study methods are most

effective for different subjects.

6. For future researchers: Expand this study to include objective measures of

academic performance beyond self-reported perceptions, such as actual grades

or standardized test scores, to strengthen the empirical basis of the relationship

between study strategies and academic outcomes.

7. For future researchers: Conduct longitudinal studies tracking the development

and evolution of study strategies from junior to senior high school at Suawan

28
 High School, providing insights into how study habits develop over time and

their long-term impact on academic trajectories.

8. For the school's student organization: Establish peer study groups or

mentoring programs where academically successful students can share

effective study strategies with peers who may benefit from additional support,

fostering a collaborative learning community within Suawan High School.

29
 REFERENCES

Carpenter, S. K., Pan, S. C., & Butler, A. C. (2022). The science of effective learning with
spacing and retrieval practice. Nature Reviews Psychology, 1(9), 496-511.

Mykkänen, A., Perry, N., & Järvelä, S. (2017). Finnish students’ reasons for their
achievement in classroom activities: Focus on features that support self-regulated
learning. Education 3-13, 45(1), 1-16.

Barcenas, J. M. A., & Bibon, M. B. (2022). The influence of study habits in the academic
performance of senior high school students in Cagraray Island, Philippines. Int. J. Sci.
Res. in Multidisciplinary Studies Vol, 8(1).

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

Survey Questionnaire
 APPENDIX B

Research Assessment Tool Validation Sheet

 APPENDIX D

Approval Letter to Conduct Survey