STUDY HABITS OF

THE GRADE-V AND

GRADE-VI

STUDENTS
 ABSTRACT

There had been many studies conducted about the study habits of the
students and it’s implication on the student’s academic performance. However,
results varies in different settings whether urban or rural, the very reason why
researchers chose this study. The purpose of the study focused on the “Study
Habits of the Grade-V and Grade-VI pupils in Baluarte Elementary School for the
School Year 2012-2013”. This study was conducted to find out the factors affecting
the study habits of the students in that particular area. The study was anchored on
the Self-Determination Theory of Edward Deci and Richard M. Ryan because
internal and external factors wither in Inside the school or outside the school and
even in their homes can contribute to the respondent’s autonomy, competence and
relatedness which will form into their individual self determination to do well in
every task and even to their study habits. For the schema of the study the
researchers consider the following independent variables: Student’s Profile in
terms of their Parental Involvement, Family Monthly Income, Learning Styles and
Academic Performance getting the 3rd grading grades of the Major subjects such
as English, Math, Science and Filipino. For the Dependent variable which is the
Study Habits, the researchers chose to focus on the two variables: Time
Management and Study Techniques. The study sought to prove the formulated
null hypotheses that there are no study habits of the respondents in terms of their
time management and study techniques and there are no significant differences in
the respondents Study Habits when group according to their Parental Involvement,
Family Monthly Income, Learning Style, Academic Performance and their
Teachers’ Personality. The researchers formulated 38 self-developed survey
questionnaire validated by the panel of experts in the field of Educational
Research. The study used quantitative method mainly the descriptive Statistics
getting the Frequency and Percentage in organizing, describing, analyzing and
presenting the data. It used Purposive Sampling in choosing thirty four (34)
respondents that answered the 38-item questionnaire validated. Through the said
sampling technique, the researchers arrived with 11 respondents from Grade-V
and 23 respondents from the Grade-VI.
The results of the study that were gathered showed that there were high
significant differences in the respondents’ time management and study techniques
when grouped according to their Parental Involvement and Teachers Personality.
Parents and teachers plays important role in promoting autonomy, competence
and relatedness that will produced a more self-determined students. Results also
revealed that there were significant differences in the respondents’ study habit in
terms of their Family monthly Income and academic performance. Respondents’
will really spend ample amount for the school works and if lack of financial capacity,
it would really affect their academic performances. On the other hand learning
styles did not show any significance on the respondents’ study habit because
whether the learner was Visual, Auditory, Kinaesthetic or a combination of any
 were capable of managing their time efficiently and apply varied study techniques
regardless of what kind of learner he/she was. The principal conclusion formulated
was that there was a need to consider the family Monthly Income in all plans of the
school because it will affect the Academic performances of the respondents.

FINDINGS:

From the study conducted, the researchers arrived at the following findings:

1. Most of the students in Baluarte Elementary School are visual learners and are

approaching to proficiency in their academic performances and thus, have

good Parental Involvement though most of them have very low family monthly

income.

2. Almost all of the students have very good recognition of their teachers’

personality.

3. Most of the students are both good in their study habits when it comes to time

management and in study techniques.

4. At 0.05 level of significance the data collected provided a sufficient evidence to

prove that there is a HIGH SIGNIFICANT DIFFERENCE in the respondents

study habit in terms of their Parental Involvement and Teachers Personality.

5. At 0.05 level of significance the data collected provided a sufficient evidence to

prove that there is a SIGNIFICANT DIFFERENCE in the respondents’ study

habit in terms of their Family Monthly Income and Academic Performance.

6. At 0.05 level of significance the data collected provided a sufficient evidence to

prove that there is NO SIGNIFICANT DIFFERENCE the respondents’ study

habit when it comes to their Learning Styles.

CONCLUSIONS AND IMPLICATIONS:

Based on the findings of the study, the following conclusions were drawn:

1. There is a need to consider the family monthly Income in any School Works

that affect the Students’ Academic Performance.

2. There is a need to consider the full involvement of the Parents in the

student’s study habit.

3. There is a need to consider the teacher’s Personality to be practice

consistently.

In general, the results of the study implies that the factors that affects the

study habit of the students in Baluarte elementary School are the very low family

monthly income of the students that hinders to them to do well in School and not

so full Involvement of the Parents in monitoring their child in their Study habit in

terms of Managing their time to study.

Introduction

Education is commonly referred to as the process of learning and obtaining

knowledge at school, in a form of formal education. Generally, at the start of a very young

age, children learn to develop and use their mental, moral and physical powers, which

they acquire through various types of education. The process of education does not only

start when a child first attend school. Education begins at home when the parent started

to give knowledge to the child. This will be followed up by the education given by the

teachers. In almost all societies, receiving an education in school is extremely vital and

necessary if a person wants to achieve success in life. Thus, education is the key that

allows people to move up in the world, seek better jobs, and ultimately succeed fully in

life.

In education, it involves study habits and this is the ways that you study; the habits

that you have formed during your school years. Study habits can be good ones, or bad

ones. Good study habits include being organized, keeping good notes, reading your

textbook, listening in class, and working every day. Bad study habits include skipping

class, not doing your work, watching TV or playing video games instead of studying, and

losing your work.

In fact, many of the Filipino school have also encountered this kind of problem like

the Christ the King College and Gingoog City High School, in a study of Mercado (1999),

the third year and fourth year students in that particular year of the study revealed that

the students did not have a fixed study time and had poor and improper study habits. As

well as the Regional Science High School (RSHS), Gusa, Cagayan de Oro City in school

year 2009-2010 experienced also the same problem because according to the study of
Victoria Tan (2010), “the RSHS has the summary of the students that majority got 82

below in their minor subjects and 83-85 in their major subjects. Highlighting text and

memorizing are the most effective devices used for reviewing. These devices are the

effective instruments in studying lessons. Students only study their lessons 1 hour a day.

Almost half of the respondents nap after studying their lessons. Therefore, that chatting,

texting, on-line gaming, watching movies and outing affect the study habits of probies in

Regional Science High School”. This study shows the problem regarding study habits of

the mentioned school and it’s not only the problem of the high school but also to the

elementary school in Sitio Baluarte, Lumbia, Cagayan de Oro City. However, those are

the problems of the mentioned school considering their school location. When compared

to the schools located at the rural areas like the Baluarte Elementary School, they were

in a place that social networking and other technologies were not easily available or

accessible. Thus, the factors affecting the study habits between the school located at the

rural and urban areas differ.

The topic was chosen based on the concern raised by the school regarding the

poor study habit of the students in Baluarte Elementary School. The researchers had

chosen the grade V and grade VI students as the respondents for the reason that they

are ahead, mature, and responsible students among the six grade level. The grade V and

grade VI students already managed their study habits so in this case, if ever they need

an improvement they can probably develop it through the findings of this research study.

Upon the raised problem of the school, the researchers pursued this concern to let the

school know about what are the factors that really affect the students’ poor study habit

when grouped according to their time management, learning techniques, and study skills.
 As a result, the elementary school happened to experience the decreasing number

of students every now and then for the reason that the students were not eager to study

even at home or at their school. Even the teachers had already observed the decreasing

number of scores that their students got every quizzes and the increasing number of

absentee. According to the Principal, Mr. Legaspi, he stated that “these problems are

commonly happened every now and then; the teachers have observed that it was the

problem of student’s study habits that resulted to their decreasing number of scores

especially on their major subjects”. That was the problem that the school now was facing.

In sum, this study also helps us to analyze some recommendations that will benefit for

that certain concern.

Therefore, it has always been the presumption of many educators that students

will eventually develop good study habit as they grow and become more experienced in

school. But this is only partly true. It has been observed that not all students develop

effective study habits and learning strategies unless there is someone who will help them.

Conceptual Framework

Various researchers proved that there is a significant relationship between

students’ study habits towards their academic performance (Manchala, 2007). Whither

the study habit is systematic or unsystematic, efficient or otherwise there could always be

an impact to students’ academic performance. According to M.T.V. Nagaraju (2004) that

study habit serves as the vehicle of learning and poor study habits create anxiety in the

students. He also explained that if the students have a good study habit it make them to

have a good performance. However, behind this so called “study habit” either good or

bad there are factors or reasons behind of what kind of study habit the students produce.

This is a common concern among educators but they focused on the poor study habit of

the students, the cause of the students’ low academic performance.

The theoretical/conceptual framework of this study is anchored on the self-

determination theory by Edward L. Deci and Richard M. Ryan because the learner himself

and the independent variables have a great role in shaping the learner’s study habit. Self-

determination is innate to an individual and together with the psychological needs. This

theory emphasizes on the individual’s motivation and how external factors affects on the

individual performance. The term motivation as stated in the study of Rugesh

Raghuwanshi (2008) is the result of processes, internal or external to the individual, which

will arouse enthusiasm and persistence to pursue a certain course of action. Motivation

is important in an individual to do once task and if one is not motivated it is impossible to

come up a good result. This motivation could be possible if there is a positive stimulus

that would bring out the positive behaviour in the life of the learners. In such this paper

put into consideration the social environment that nurtures the learner’s inherent

potentials.

In connection with the self-motivation theory, the following independent variables

were considered: the students’ profile in terms of their parental involvement family

monthly income, learning styles, academic performances and their teachers’ personality.
These variables are because they are considered as the nurturing social environment

and in one way or other these may influence the study habit of the students.

It is important to consider the study habits of the students on how they manage

their time efficiently, and how to have effective varied study techniques to keep them

afloat. These things are important for them to form a good study habit. These things are

important in order to understand how these students respond to the demands of acquiring

good grades as expected by parents and school authorities. In such the cooperation of

the parents and teachers are needed because they are going to take another step in

learning process which is the secondary level or high school. In addition to that high

school is the training ground for college if students started a poor study habit they will

probably have a hard time to cope up in college.

There are books written of some authors that will help students how to have an

effective study habit. According to T.G. Dawood (2006) that time management skills are

very important as it helps to increase students’ productivity. Moreover students learn to

prioritize important task and balance their time efficiently. Study techniques are methods

which involve the application of a group of techniques to achieve a process result (Vijay

Sheth 2005). In addition it is one way of realizing the best method of performing a task

which can be effective in studying. According to the research study of Eun Chun Seul

(1999) she quoted from Morgan and Deese (1973) that studying is really an all-out effort

and learning, and it is only practiced successfully when one really learns. It means that

studying takes a lot of time to practice, it involves sacrifices for leisures in order to make

it a habit. Furthermore no one can learn for you, learning is solely controlled by the learner

itself. In addition with this the secret of effective study is found in the student’s firm
determination and desire to learn. In addition students must have a genuine interest to

learn and desire to study in the best possible way.

Independent Variables Dependent Variables

Student's Profile Study Habit

Parental Involvement
Time Management
Family Monthly Income
Study Techniques
Learning Styles

Academic Performance
3rd Grading Grades in:
Math
English
Science
Filipino

Teacher's Personality
Figure 1. The Schema of the Study

Statement of the Problem

This study will attempt to determine the causes of the students poor study habits

that lead to their low grades.

This study seeks to answer the following questions:

1. What are the profile of the respondents in terms of their:

1.1 Parental Involvement

1.2 Family Monthly Income

1.3 Learning Styles

1.3.1 Visual

1.3.2 Auditory

1.3.3 Kinesthetic

1.4 Academic Performance in their first grading grade:

1.4.1 Science

1.4.2 Math

1.4.3 English

1.4.4 Filipino

2. What are the respondents’ perceptions to their teacher’s personality?

3. What are the study habits of the respondents in terms of the following:

1.1 Time Management

1.2 Study techniques

4. Are there significant differences in their study habits when grouped according

to the following:
 4.1. Student’s Profile

4.1.1 Parental Involvement

4.1.2 Family Monthly Income

4.1.3 Learning Styles

4.1.4 Academic Performance

4.2 Teacher’s Personality

Null Hypotheses

Problem 1 and 2 are hypothesis-free. The following null hypothesis is

formulated on problem 3 and 4.

Ho1: There are no study habits of the respondents in terms to the following:

1.1 Time Management

1.2 Study techniques

Ho2: There are no significant differences in the respondents study habit when

grouped according to the following:

1.1 Student’s Profile

1.1.1 Parental Involvement

1.1.2 Family Monthly Income

1.1.3 Learning Style

1.1.4 Academic Performance

1.2 Teacher’s Personality

RESEARCH METHODOLOGY

The methodology utilized in this study. Included here were the discussions of the

subtopics; namely: (1) research design (2) research setting, (3) respondents and

sampling procedure, (4) data gathering and instrument procedure, (5) scoring guidelines

and (6) statistical instrument/procedure.

Research Design

The study used descriptive survey design in its attempt to determine, described

and analysed the study habit of the students at Baluarte Elementary School. This study

tried to find out the study habit of the Grade V and VI students in Baluarte Elementary

School according to their Parental Involvement, Learning Style, Parents Monthly Income

and Academic Performances.

Research Setting

This study was conducted among the Grade V and grade VI students of Baluarte

Elementary School. Presently, the KKP (Kristohanong Katilingbanon sa Pagpakabana)

collaborated with the Xavier University- School of Education that aimed to develop good

qualities of education of Baluarte Elementary School, which was a good thing to know.

Baluarte Elementary School was located at Sitio Baluarte, Barangay Lumbia,

Cagayan de Oro City. This was a public school consisted a total number of nine (9) rooms

including their school library and principal’s office having one (1) teacher in each year

level. The school environment has a wide garden and field fronting the school gate. Each

classroom can accommodate fifteen to fifty (15-50) students depending on the grade
level. Their rooms were well-ventilated and also have complete materials needed for the

students. As a matter of fact, the school came up with different concerns for their school

but the researchers chosen the problem regarding the poor study habit among grade five

(5) and grade six (6) students.

Respondents and Sampling Procedure

Thirty four (34) respondents were given a survey questionnaire having 38 items:

18 standard questions for the Learning Style, 5 for study techniques, 5 questions for time

management, 5 for parental involvement and 5 for teachers’ personality which are related

to the concerned topic. They were also asked by the researcher for the profiling of the

respondents; these questions are about their Family monthly income, and 3 questions for

time management on how they’ll going to manage their time in their study and to the 4

major subjects namely; Mathematics, Science, English, and Filipino.

This study had used the Purposive Sampling Method; this method purposively

gathered the profile information of all the students under grade V and grade VI in Baluarte

Elementary School.

Table 3. Students Population of Grade V and Grade VI in

Baluarte Elementary School

GRADE LEVEL GRADE V GRADE VI TOTAL

NUMBER OF RESPONDENTS
PRESENT/ TOTAL NUMBER OF 11/17 23/25 34/42
STUDENTS

Data Gathering Instruments and Procedure

 The researchers prepared a self-developed survey questionnaire composed of 38

questions that were used to determine the profile of the students regarding to their study

habits. The survey questionnaire contained questions that shows their kinds of study

techniques, learning style, and time management; as well as their profiles about their

economic status, teacher’s attitude or personality towards them, and their parent’s

involvement when comes to their school matters. Also, the researchers had read and

explained each question loudly in a vernacular dialect to the class and gave some specific

examples that let students understand fully the questions given and guided them upon

answering so they can answer it whole honestly. The gathered data was now then ready

for the data analysis.

Scoring Guidelines

The data that had been gathered by the researchers was analysed using the

following tool: Frequency and Percentage Distribution. These techniques will be used

to explain the study habits of Grade V and VI students in Baluarte Elementary School.

The Frequency and Percentage distribution is a display of data that specifies the

percentage observation that exist for each data parts. It is particularly useful method of

expressing the relative frequency survey responses and other data. Many times,

percentage frequency distributions are displayed as tables or as bar graphs or pie charts.

The process of creating a percentage frequency distribution involves first identifying the

total number of observations to be represented; then counting the total number of

observations within each data point or grouping of data points; and then dividing the

number of observations within each data point or grouping of data points. Thus, the
following were the guidelines used by the researchers upon computing the respondents’

frequency and percentage in answering the data.

1. Other Independent and Dependent Variables

Study Technique/ Time Management/ Parental Involvement/ Teachers

Personality
Code Range Description

At all times 4 3.25-4.00 Very Good

Most of the Time 3 2.50-3.24 Good

Sometimes 2 1.75-2.49 Fair

Never 1 1.00-1.74 Poor

2. Socio-Economic Status

Family Monthly Income

Code Description

Below 5,000Php 1 Very Low

5,000 - 9,999Php 2 Below Average

10,000 - 19,999Php 3 Average

20,000 - 29,999Php 4 Above Average

30,000 – Above 5 Very High

3. Academic Performance

Academic Performance
 Grade Interval Description

90-100 Advance

85-89 Proficient

80-84 Approaching-Proficiency

75-79 Developing

60-74 Beginning

4. Learning Styles

LEARNING STYLE CODE

Code Description
1 Visual (V)
2 Auditory (A)
3 Kinaesthetic (K)
4 Visual, Auditory (VA)
5 Visual, Kinaesthetic (VK)
6 Auditory, Kinaesthetic (AK)
7 V, A, K

5. Formula for the Pilot Testing (Reliability test)

Cronbach reliability coefficient alpha:

Where is the number of components (K-items or test lets),

the variance of the observed total test scores, and the variance of
component i for the current sample of persons.
PRESENTATION AND ANALYSIS OF DATA

This chapter presents how the gathered data was collected, organized, presented

and analyzed. The researcher’s final respondents were lowered into thirty four (34) from

the expected number of forty two (42) due to the absence of some respondents upon data

gathering.

The Table 1.1 presents the distribution of respondents’ profile according to their

characteristics when grouped according to their Family Monthly Income, Academic

Performance, and Learning Styles.

Problem 1: What are the Profile of the respondents in terms of their:

1.1 Parental Involvement

1.2 Family Monthly Income

1.3 Learning Styles

1.3.1 Visual

1.3.2 Auditory

1.3.3 Kinaesthetic

1.4 Academic Performance in their first grading grade:

1.4.1 Science

1.4.2 Math

1.4.3 English

1.4.4 Filipino
Table 1.1 Distributions of Respondents’ Profile According to their Characteristics

in Family Monthly Income, Learning Styles and Academic Performance.

CHARACTERISTICS FREQUENCY PERCENTAGE

FAMILY MONTHLY INCOME
Very High (30,000 - Above) 1 2.94
Above Average (20,000 - 29,999 Php) 1 2.94
Average (10,000 - 19,999 Php) 5 14.71
Below Average (5,000 - 9,999 Php) 6 17.65
Very Low (Below 5,000 Php) 21 61.76
TOTAL 34 100.00
ACADEMIC PERFORMANCE
Math
Advance (90-100) 1 2.94
Proficient (85-89) 4 11.76
Approaching (80-84) 10 29.41
Developing (75-79) 16 47.06
Beginning (60-74) 3 8.82
TOTAL 34 100.00
Math over all mean: 79.98 Description: Developing
English
Advance (90-100) 0 0
Proficient (85-89) 5 14.71
Approaching (80-84) 8 23.53
Developing (75-79) 14 41.18
Beginning (60-74) 7 20.59
TOTAL 34 100
English over all mean: 78.59 Description: Developing
Science
Advance (90-100) 2 5.88
Proficient (85-89) 10 29.41
Approaching (80-84) 10 29.41
Developing (75-79) 8 23.53
Beginning (60-74) 4 11.76
TOTAL 34 100.00
Science over all mean: 81.71 Description: Approaching Proficiency
Filipino
Advance (90-100) 1 2.94
Proficient (85-89) 7 20.59
Approaching (80-84) 13 38.24
Developing (75-79) 12 35.29
Beginning (60-74) 1 2.94
TOTAL 34 100.00
Filipino over all mean: 80.88 Description: Approaching Proficiency
A.P. Overall Mean: 80.14 Description: Approaching Proficiency
LEARNING STYLES
Visual 14 41.18
Auditory 11 32.35
Kinaesthetic 6 17.65
Visual and Auditory 1 2.94
Visual and Kinaesthetic 0 0.00
Auditory and Kinaesthethic 1 2.94
Visual, Auditory and Kinaesthetic 1 2.94
TOTAL 34 100.00
 These tables were illustrated as one for these are the variables which do not have

indicators in the study. Thus, in a Family Monthly Income group of Table 1.1, more than

half (61.75) of the respondents were said to belong in a family that have a monthly income

of 5,000Php and below. However, in an Academic Performance, the respondents are said

to have an APPROACHING-PROFIENCY average description which is consistent to the

overall mean of 80.14, to their four major subjects such as Mathematics, English, Science,

and Filipino. Lastly, regarding the respondents’ Learning Styles, nearly half of them

having a 41.18% (14) were said to be a VISUAL LEARNERS and next to it were the

32.35% (11) respondents were said to be an AUDITORY LEARNERS.

Respondents’ Family Monthly Income, different results were come up upon

gathering the data because there were also different statuses that a certain student has.

Others have a high income of the family while others have the opposite. In the area where

the Baluarte Elementary School was located, many of the respondents have a parents

working as farmers and earning a low income. With the ups and downs of the national

economy, everyone needs to manage their money carefully.

Though more than half of them belonged to a family who have a very low monthly income,

still many of them are sent to school by their parents for education; poverty is not a

hindrance for them actually. Moreover, those respondents who belonged to a VERY LOW

family income are said to have a low performance in school. That was supported by the

study of Eun Chul Seo (1999), that a student’s interest in studies and academic

performance are also affected by the family’s socio-economic status like the income that

the family is consuming a day, month, or year. Even on a low income, there are always a
way to survive economically. This may be true for many people, but current research

shows that a family's income affects all aspects of a child's life.

On the other hand, the respondents’ Academic Performance, the Table 1.1

summarizes the respondents’ frequency and percentage distributions to their four major

subjects. A description of APPROACHING-PROFICIENCY was resulted for the

respondents’ 4 major subjects in their 3rd Grading grade which was consistent to their

overall mean of 80.14. The students in Baluarte Elementary School resulted to have an

approaching-proficiency in terms of their academic performances because the students

need a little of teacher’s attention towards their academic aspects as well as the support

of their parents for their education. In fact, academic performance refers to how students

deal with their studies and how they cope with or accomplish different tasks given to them

by their teachers. Thus, this was supported in the study in Imus Institute that the Grading

system of K-12 Program of Department of Education, Approaching-Proficiency- the

students at this level have developed the fundamental knowledge and skills and core

understandings, and with little guidance from the teacher and/or with some assistance

from peers, can transfer these understandings through authentic performance tasks.

Another, on the respondents’ Learning Styles, the Table 1.1 shows nearly half of

the students resulted to be a VISUAL LEARNER. This is because the students are used

to learn by seeing the instructional materials used by their teachers and/or understanding

the lesson through writing or anything that involves vision. A study of

Richard M. Felder, a Professor in North Carolina State University, asserted that “Visual

learners remember best what they see--pictures, diagrams, flow charts, time lines, films,

and demonstrations. Verbal learners get more out of words--written and spoken
explanations. Everyone learns more when information is presented both visually and

verbally”. Thus, this was implicated by Terry Farwell on his study that was intended for

the teacher and he stated that “a teaching strategy for visual learners should include the

use of demonstrations and visually pleasing materials, and should make an effort to paint

mental pictures for learners”.

The Table 1.2 presents the distribution of respondents’ according to their parental

involvement. More than half of the respondents (76.48%) have a GOOD-FAIR parental

involvement and which are consistent to their overall mean of 2.75 that describes as a

Good parental involvement.

Table 1.2 Distributions of the Respondents According to their Parental

Involvement (n=34)

PARENTAL FREQUENCY PERCENTAGE

INVOLVEMENT
Very Good (3.25- 7 20.59
4.00)
Good (2.50-3.24) 13 38.24
Fair (1.75- 13 38.24
2.49)
Poor (1.00- 1 2.94
1.74)
TOTAL 34 100.00
Overall Mean: 2.75 Description: Good SD= 0.60
 INDICATORS Mean Description

Parental Involvement

1. My parents participate every time the 2.88 Good

school calls for a PTA meeting.
2. My parents pay attention to my questions 2.68 Good
if ever I have difficulties in making my
assignments.
3. My parents help me in my school works 2.62 Good
when I ask them to.
4. My parents set a strict time for me to study 2.56 Good
at home.
5. My parents give me positive advices that 3.00 Good
motivate me to study well.

OVERALL MEAN 2.75 Good

Majority of the parents there fairly involve their selves towards their children’s

activities in school especially in their study habits because there are some factors that

resulted for the good and/or parental involvement. It can be a problem in parents’

educational attainment, interest in child’s learning, or the status of the family. This was

supported in the study according to Wanat (1992, p.47), "Schools must understand that

lack of participation by parents does not necessarily mean they are neglecting their

responsibilities. They simply may not have the time, resources, or know-how to help out".

These are some of the few reasons why many of the parents do have a fair or just good

parental involvement.

In connection with the major table results, the indicators show the good parental

involvement which is consistent to the overall mean. This implies that despite the fact that

there are many factors that make a good/fair parental involvement, more than half of the

respondents do still have parents that supports them in any way. In such, Vandergrift and
Greene (1992, p.57) mentioned that there are two key elements that work together to

make up the concept of parental involvement. One of these is a level of commitment to

parental support. This includes such things as encouraging the student, being

sympathetic, reassuring, and understanding. The other element needed is a level of

parental activity and participation, such as doing something that is observable. This

combination of level of commitment and active participation is what makes an involved

parent.

Table 2.1 is hypothesis free and presents the Distribution of the Respondents’

According to their Teacher’s Personality with an overall mean result of (3.49) that falls

into the description of Very Good, which implies that the respondents have a good

recognition regarding in their Teacher’s Personality.

Problem 2: What are the respondents’ perceptions to their Teacher’s Personality?

Table 2.1 Distribution of the Respondents’ According to their Teacher’s

Personality (n=34)

TEACHER’S PERSONALITY FREQUENCY PERCENTAGE

Very Good (3.25-4.00) 25 73.53
Good (2.50-3.24) 8 23.53
Fair (1.75-2.49) 1 2.94
Poor (1.00-1.74) 0 0.00
TOTAL 34 100.00
Overall Mean: 3.49 Description: Very Good SD= 0.44
 INDICATORS Mean Description

Teacher’s Personality

1. My teacher uses varied instructional 3.71 Very Good

materials so that she can provide my
learning needs.
2. My teacher shares techniques and 3.35 Very Good
strategies how to do well in my studies.
3. My teacher gives us opportunities to 3.53 Very Good
experience success in our learning.
4. My teacher encourages me to do well in 3.29 Very Good
school.
5. My teacher is consistent in establishing 3.59 Very Good
good rapport with us.

OVERALL MEAN 3.49 Very Good

The indicator shows that the highest mean of (3.71) obtained the description of

Very Good which implies that the teacher uses varied instructional materials so that she

can provide the respondents’ learning needs. The respondents appreciate the

management of instruction of their teacher which shows in the result that turn out to be

very good. Using varied instructional materials in that area is very applicable to gain the

interest of the students along the discussion. Since student in rural area are not exposed

to different media, if teacher use different instructional materials, her student will really

pay attention to any interesting instructional aides she will use. Whether rural or urban

they have different learning needs to be cater this is supported by the study of McDavid

(2009) which states that “ The students usually have different abilities, skills task, and

learning styles, so teachers must modify instruction to fit each student’s need”. Moreover,

this applies to the self-determination theory of Edward Deci and Richard M. Ryan catering

the psychological needs of the individual will promote autonomy, competence, and
relatedness which will result into a well determined individual. The indicator’s lowest mean

of (3.29) though the description remains Very good however the least thing that the

respondents observed in their teacher which is the teacher’s encouragement on them to

do well in school. Respondents may think though the results are very good that their

teacher has lesser encouragement work because their parents do more than the teacher

encourages them. According to the study of Sheridan et. al. (2001) that there was a high

percentage of ratings among student when ask about how their parents encourage them

to do well in school.

Table 3.1 presents the distribution of the respondents’ study habit according

to their time management with an overall mean of (3.06) that falls into the description of

Good, which implies that the respondents are good in their Study Habits in terms of

managing their time.

Problem 3: What are the study habits of the respondents in terms:

3.1 Time Management

3.2 Study Techniques

 Table 3.1 Distribution of the Respondent’s Study Habit according to their Time

Management (n=34)

TIME MANAGEMENT FREQUENCY PERCENTAGE

Very Good (3.25-4.00) 12 35.29
Good (2.50-3.24) 20 58.82
Fair (1.75-2.49) 2 5.88
Poor (1.00-1.74) 0 0.00
TOTAL 34 100.00
Overall Mean: 3.06 Description: Good SD= 0.43

INDICATORS Mean Description

Time Management

1. I am spending enough time planning on 3.27 Very Good

academic matters.
2. I find time to study my lesson. 3.12 Good
3. I do task in order of their importance. 3.09 Good
4. I am making to do list on the things I’m 2.53 Good
going to do for a month, week or day.
5. I organize my time to meet deadline. 3.32 Very Good

OVERALL MEAN 3.06 Good

The indicator shows that the highest mean of (3.32) obtained the description of

Very Good which implies that the respondents agreed on the fifth statement that they

organize their time to meet deadline. The students were practiced to meet deadlines

because that is how their teacher wanted them to do when it comes to the submission of

their school works and assignments. The teacher’s creates a supporting relationship

between her students so that she can monitor the student’s overall progress this is

supported in the study of Ancess (2003) that says “Teacher advisors follow up on
assignments required for students help them organize their work and meet deadlines..”,

it shows that one factor for a very good ratings on the meeting of deadlines was the effort

of the teacher and thus promote relatedness. Furthermore, that relatedness eventually

will turn into more determined students according to the self-determination of Edward

Deci and Richard Ryan. The second higher mean is (3.27) with same description

mentioned above Very Good, which implies that the respondents also agreed that they

spend enough time planning on the academic matters. Since the respondents had a good

ratings towards their Teacher’s Personality and good in Parental involvement and these

two plays an important role in monitoring the respondents’ progress in school.

Furthermore both the parents and teachers encouragement to the respondents to give

importance to their studies serve as an encouragement to the respondents to plan more

on academic matters considering that most of them belong to low family monthly incomes.

They are motivated to give their best to their studies because that is one way they

believed that will alleviate their living in the near future. Furthermore students whether in

rural and urban setting could plan enough time for academic matters if their parents and

teachers put on emphasis on this by encouraging the students this is supported in the

study of Research & Education Association (2000) that says “teachers, parents and other

members of the community are playing an increasingly important role in setting school

policies and goals”. Meaning if lack of these goal setting there would be a possibility to

have poor result in the respondents’ spending of time planning on the academic matters.

The rest of the indicators were just Good such as finding time always to study, doing their

task according to their importance and making of to do list was due to their family situation,

although they are good in planning but not on executing what has been planned because
some parents allowed their children to help in finding their living the reason why results

showed a good description on mean.

Table 3.2 presents the distribution of the respondents’ study habit according to

their study techniques with an overall mean of (2.92) that falls into the description of Good,

which implies that the respondents have good study habits in terms of their study

techniques.

Table 3.2 Distribution of the Respondents’ Study Habit According to their Study

Techniques (n=34)

STUDY TECHNIQUES FREQUENCY PERCENTAGE

Very Good (3.25-4.00) 9 28.47
Good (2.50-3.24) 18 52.94
Fair (1.75-2.49) 7 20.59
Poor (1.00-1.74) 0 0.00
TOTAL 34 100.00
Overall Mean: 2.92 Description: Good SD= 0.44

INDICATORS Mean Description

Study Techniques

1. I take down note during the discussion. 3.38 Very Good

2. I use initials and acronyms when I am 2.62 Good
studying.
3. I make a list of what I intend to study. 3.09 Good
4. I highlight words that seem to be 3.09 Good
important.
5. I love to play rather than studying. 2.41 Fair

OVERALL MEAN 2.92 Good

 The indicator shows that the highest mean of (3.38) obtained the description of

Very Good which implies that the respondents always practices taking down notes during

their teacher’s discussion. However, respondents perhaps thought copying the teacher’s

writing on the board is the same as note taking since Elementary students are more on

copying the writings of the teacher’s on the board. According to Kuhlthau et.al (2007) that

many students have difficulty in deciding exactly what to take down in their notes and yes

this true to the researchers’ observations that most of the students in Baluarte Elementary

School will have a hard time what to take down notes for the very reason that even simple

spelling of the words they do not know, you need to write it on the board for them to get

the exact spelling. On the other hand the lowest mean among the indicator is (2.41) which

states that students love to study that playing because they know that studying is more

important that spending too much in playing. According to George Scarlett (2004) that “All

children want to perform and demonstrate their new skills during the elementary school

years. How they do so may vary depending on the values most cherished and encouraged

in their culture”. In such we cannot say that merely studying without playing is doing well

because it does not carry the same meaning in all families, in all communities and all

times. Even if there are various studies that proves that studying without playing is

imbalance because every individual has its own belief and principle in which they stand,

we cannot super impose what is the right thing to do however we can share the benefit

of playing in the respondents lives.

 The Table 4.1.1 shows the distribution of test of statistics of the significant

differences in the respondents’ study habits when grouped according to their Parental

Involvement.

Problem 4: Are there significant differences in their study habits when grouped according

to the following:

4.1 Student’s Profile

4.1.1 Parental Involvement

4.1.2 Family Monthly Income

4.1.3 Learning Styles

4.1.4 Academic Performance

4.2 Teacher’s Personality

Table 4.1.1 Test of Statistics on the Significant Differences in the Respondents’

Study Habits when grouped according to their Parental Involvement (n=34)

PARENTAL INVOLVEMENT
VERY GOOD GOOD FAIR-POOR
STUDY (3.25-4.00) (2.50-3.24) (1-1.75) F-value
HABITS
x desc. x desc. x desc.
Time Very 21.97
3.60 3.12 Good 2.74 Good
Management Good (**)
Study Very 6.31
3.29 2.98 Good 2.67 Good
Techniques Good (*)
OVERALL Very 17.70
3.44 3.05 Good 2.70 Good
RESULTS Good (**)
LEGEND: * -Significant **- Highly Significant

The table presented the very good description to the parental involvement of the

respondents towards their study habits of VERY GOOD group which is consistent to the
overall mean of 3.44 and a very good description. The same as to the respondents group

from GOOD-POOR, it resulted to have a good description towards their study habits that

is consistent to the overall mean and description illustrated above. It shows that the

respondents’ parental involvement reached the overall mean of 2.75 which indicates as

Good. Yet, still there’s a need for improvement because the highest is Very Good. The

table presents those students who have a very good parental involvement got the mean

of 3.60 which indicates very good time management. On the other hand, those students

who have good – poor parental involvement got only good time management as well as

their study techniques. Considering there is a highly significant difference on time

management and a significant difference on study techniques of the students when

grouped according to parental involvement. Parents’ positive attitude towards their

children shows positive outcome on a students’ achievement. A very good time

management depends from a very good parental involvement. The result was supported

by the study of Karen Smith Conway (2008); she found that parental involvement has a

strong, positive effect on students’ achievement. Therefore, students’ study habits do

depend on their parental involvement.

Therefore, those respondents who have very good parental involvement also do

have a very good overall result towards their study habits, in consistent to their mean.

This implies that with parents that give attention to their children’s need resulted to have

a very good study habits because since the parents are always there for them, they will

be guided upon the fulfilment of their goals, if ever. While those respondents who do have

a poor-good parental involvement resulted to have a good results towards their study

habits, that is consistent to their means. This implies that even that their parents fairly
involve their selves in their children’s school matters, still the parental spirit of a parent

prevails in the end. In result, a highly significant data was gathered. And this result to the

rejection of the null hypothesis stated in the first chapter of this study.

The Table 4.1.2 shows the distribution of test of statistics of the significant

differences in the respondents’ study habits when grouped according to their Family

Monthly Income.

Table 4.1.2 Test of Statistics on the significant difference on the respondent’s

Study Habits according to their Family Monthly Income (n=34)

FAMILY MONTHLY INCOME

STUDY 30,000 above 20,000-29,999 19,999 below
F-value
HABITS x desc. x desc. x desc.
Time 4.46
3.22 Good 2.80 Good 2.81 Good
Management (*)
Study 2.21
3.03 Good 2.63 Good 2.83 Good
Techniques (ns)
OVERALL 4.41
3.14 Good 2.72 Good 2.82 Good
RESULTS (*)
LEGEND: * -Significant **- Highly Significant

It shows that those students’ study habits in the aspect of time management when

group according to family monthly income: very high, above average, and average, below

average, very low have a good time management. Time management does not matter on

the students’ family class standing. Yet, study habit in the aspect of time management

has a significant difference when group according to family monthly income. The result

was supported by Duncan, et al (1998), according to them that the poor performance was

caused by financial resources to purchase educational materials. But these was

contradicted by the study of Conger et al 1992., Guo and Harris, 2000., they said that
economic hardship causes emotional distressed in parents which, in return, causes to be

less attentive and less interested in their children’s education. Therefore, the students

although they are eager to go to school they experience lacked of self- determination to

go to school, because their parents do not support them about their school matters. Those

students’ with parents who are emotionally distressed were discouraged.

Moreover, students’ study habits in the aspect of study technique when group

according to their family monthly income, the very high group, above average group, and

the average-low families monthly income has a good study technique. A study technique

does not matter of the students’ family class standing and there is no significant difference

in the students’ study habit in the aspects of study techniques when grouped according

to family monthly income, because student study techniques came only from how person

manipulate his own way of studying. It does not depend on what class does a student

belongs.

Therefore, those respondents who have whether a high or low family monthly

income resulted to have an overall description of good which is consistent to their means

towards their study habits. There is a significant difference of the respondents study

habits when grouped according to their family monthly income because a child’s

managing of time also differ like in the resources that he/she has if he/she can afford or

not, that means if he has the materials with him then he can go on to his school works

immediately; and also to its study techniques because though it has a not significant data

at first, still when looking in the overall, the study techniques placed an impact to the

students. This is because when he saw the financial capability of their parents to provide
chances, then the students will be encourage in doing his task (Eun Chul Seo, 1999).

This result rejected the null hypothesis stated in the first chapter of this study.

The Table 4.1.3 shows the distribution of test of statistics of the significant

differences in the respondents’ study habits when grouped according to their Learning

Styles.

Table 4.1.3. Test of Statistics on the significant difference on the respondent’s

Study Habits according to their Learning Styles (n=34)

LEARNING STYLES
Kinaesthetic,
audio-visual, kinea-
STUDY Visual Auditory visual, Audio-kinae, F-value
HABITS Kinae-audio-visual
x desc. x desc. x desc.
Time 0.56
2.98 Good 3.16 Good 3.07 Good
Management (ns)
Study 0.28
2.87 Good 3.00 Good 2.89 Good
Techniques (ns)
OVERALL 0.50
2.93 Good 3.08 Good 2.98 Good
RESULTS (ns)
LEGEND: * -Significant **- Highly Significant

Visual group, auditory group, and the group of kinaesthetic, audio-visual,

kinaesthetic-visual, audio-kinaesthetic, and audio-kinaesthetic-visual groups represent

the GOOD time management as well as study techniques. There is no significant

difference in their study habit when grouped according to learning style. Learning styles

are different approaches and ways of learning. The result was supported by the study of

Gordon (1998), he said that “to learn, we depend in our senses to process the information

around us”. Learning style shows how one particular individual will react to a specific

situation and how he will behave in a unique learning situation and depends on his
learning style, he also stated that “different interaction is obvious with the same learning

environment by different people and this matter on their learning styles”.

Therefore, the respondents’ learning styles have a not significant data in the overall

results which were consistent to their means towards their F-value and this implies that a

one’s learning style is innate for an individual and only a person himself can do his

management of time and the technique in studying. Generally, learning is central to all

behaviour. Each learner is unique individual with different abilities, and ways of thinking

and responding thus these characteristics have a significant influence on ones learning

style (Figueroa, 2008-2009). This result does not reject the null hypothesis stated in the

first chapter of this study.

The Table 4.1.4 shows the distribution of test of statistics of the significant

differences in the respondents’ study habits when grouped according to their Academic

Performance.

Table 4.1.4. Test of Statistics on the significant difference on the respondent’s

Study Habits according to their Academic Performance (n=34)

ACADEMIC PERFORMANCE
Advance Approaching- Developing
(90-100) and Proficiency (75-79) and
ST UDY Proficient (80-84) Beginning F-value
HABITS (85-89) (60-74)
x desc. x desc. x desc.
Time 1.16
2.85 Good 3.02 Good 3.15 Good
Management (ns)
Study 4.74
2.47 Fair 2.98 Good 3.04 Good
Techniques (*)
OVERALL 3.21
2.66 Good 3.02 Good 3.09 Good
RESULTS (*)
LEGEND: ns- Not Significant * -Significant
 Respondents with an average of 90-100 and/or 85-89 whose academic

performance is advance and proficient proficiency shows good time management, but fair

in their study techniques. There is no significant difference in study habits in the aspect

of time management when grouped according to academic performance. On the other

hand, study techniques show significant difference on study habit when group according

to academic performance.

The study was supported by an unknown author of English-test, said; “a child must

balance playing and studying because it could benefit children’s’ intelligence and

psychosocial development”. Fair study techniques may lead to poor academic

performance, but according to Annie Murphy Paul (2013), she said that highlighting and

underlining lead the authors list of ineffective learning strategies. She also emphasize the

techniques in studying offer no benefit beyond simply reading the text. If a learner is fond

of underlining and highlighting words or phrases while reading, it may hamper the process

of making connections and drawing inferences, and causes misunderstanding and

miscomprehending the text.

Therefore, there is a significant difference in the respondents’ study habits when

grouped according to their academic performance because intelligence accounts for little

variance in academic performance (Bakare, 1975). More emphasis had shifted from

intellectual factors to non-intellectual factors such as some personality variables like self-

concept and study habit. Me Comb et al (1990) said that the students learning

achievement depends on their attitude, motivation performance for success, and study

habits. This result rejected the null hypothesis stated in the first chapter of this study.
 The Table 4.1.2 shows the distribution of test of statistics of the significant

differences in the respondents’ study habits when grouped according to their Teacher’s

Personality.

Table 4.2.1 Test of Statistics on the significant difference on the respondent’s

Study Habits according to their Teacher’s Personality (n=34)

TEACHER’S PERSONALITY
Poor-Good
Very Good
(2.50-3.24; 1.75-2.49;
STUDY HABITS (3.25-4.00) T-stat value
1.00-1.74)
x desc. x desc.
2.49
Time Management 3.16 Good 2.78 Good
(*)
2.76
Study Techniques 3.03 Good 2.60 Good
(*)
OVERALL 3.07
3.10 Good 2.69 Good
RESULTS (**)
LEGEND: * -Significant **- Highly Significant

A range of 3.25-4.00 of a very good teacher’s personality shows good time

management and the ranges from 1.00-3.24 are the group for a good-poor teacher’s

personality shows also a good time management. Yet, there’s still a need for

improvement. Thus, there were significant differences in study habits in the aspect of time

management and study techniques. The result was supported by Hanbbel Meer of hub

pages.com, it was stated that, “a good teacher has a good personality”. Therefore,

students’ always get attracted to teachers with good personalities and characteristics

which leads to better communication, understanding and ultimately good results.

However, not all the time if the teacher has a very good personality means the student

performance is also good. We should also consider other factors that could help improve

and motivate student self-determination.

 Therefore, there is a highly significant difference of the respondents’ study habit

when grouped according to their Teacher’s Personality because a teacher is the one who

is in-charge of the learning of the students for their education inside the classroom. Both

the Very Good group and the poor-good group resulted to have a GOOD description

towards their study habits in consistent to their means. Moreover, enthusiastic teachers

can create a lively and energetic classroom. Students will be satisfied with whatever

teachers teach. Teacher can lead them in the learning process and they follow what

teachers perform as well. (Cruickshank et. al., 2003, p.332). This result rejected the null

hypothesis stated in the first chapter of this study.

 SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter will present the summary, the conclusion and recommendations

based on the findings of this study.

Summary

The study was conducted to find out the study habits of grade V and VI students

of Baluarte Elementary School SY: 2012-2013. Specifically, it sought to answer the

following problems:

The respondents consisted of 34 composed of grade V and VI students of Baluarte

Elementary School. These students were officially enrolled as elementary student of

Baluarte elementary school SY: 2012-2013. These students comprised the total number

of present during the survey was conducted.

The tool that was used to gather the data was a survey questionnaire devised by

the researchers to answer the question posed for this research work. One set of

questionnaire was a standard base question on how to determine a learning style, another

set of questionnaire are questions that helps to determine the respondents’ time

management, study techniques, teachers personality, and parents involvement. Aside

from the 38 item survey questionnaire is a set of questions that determines the profile of

the respondents’ socio-economic status and academic performances on their four major

subjects such as Mathematics, Science, English, and Filipino.

Another source of information used in this study was the record of the students’ 3 rd

grading grades of grade V and VI provided by the mentors of the two classes (grade V

and VI) of Baluarte Elementary school.

 In analysing the data, the researchers used the Frequency and Percentage

Distribution in order to understand and interpret these data correctly. The T-test and F-

test were also used in comparing various variables.

Findings

The data were classified in different tables and grouped together in relation to four

problems posed in this particular study; thus, the researchers came up with the following

findings:

1. It was found that out of the 34 respondents, there were more male students as

compared to female students.

2. There were 38.24% of the respondents population claimed that their parents

are good in any active school activities and also help them in their studies.

Another set of students composed of 38.24% of students population claimed

that their parents are fair enough in any active school activities and also help

them in their studies.

3. Many of the respondents belonged to the very low class with an income bracket

of below 5,000 family monthly incomes. Six of the respondents belonged to

Below Average Class with the family’s income from 5,001-9,999. Five students

belonged to Average class whose family monthly income is from 10,000-

19,999. Yet, there was only one student who belonged to a class of Above

Average whose family monthly income is 20,000-24,999, and one student who

belong to a Very High class whose monthly income reaches from 30,000 and

above.
4. Almost half of the respondents’ population are found to be visual learners. And

32.35% consisted of 11 students were classified as Auditory Learners.

5. Regarding their academic performance, half of the total number of the

respondents had a grade of 75-79. The highest rating is Mathematics, followed

by Science, Filipino, and English got the lowest rating.

6. Most of the respondents majority time spent in studying were 20-30mins.

7. It was found out that in mathematics; 64% of the total number of the

respondents spent their time in studying for this subject was 20-30 minutes,

50% in English, 47.06% in Science, and 58.82% in Filipino.

8. Majority of the respondents’ population that reached 73.53% considered that

their teachers’ personality was considered as Very Good.

9. In terms of the respondents’ time management, 58% of students who reached

2.50-3.24 which means Good. 12 students are at 35.29% was Very Good, and

2 students were Fair at 5.88%.

10. It can be gleaned from the study that 52.94% of the students’ have good study

techniques. It also indicated that they are good in making their own notes and

it can be seen also that they rather study at home than playing.

11. When grouped according to Parental Involvement, there was no significant

difference that was revealed in the students’ study habits in the aspects on

study techniques; on the other hand, in aspect of time management significant

difference was revealed.

12. When grouped according to Family monthly income, there was no significant

difference that was shown in the students’ study habits in the aspects on study
 techniques; however, in aspect of time management significant difference was

exposed.

13. When grouped according to learning styles, there were no significant

differences that were shown in the students’ study habits in the aspects of time

management and study techniques.

14. When grouped according to academic performance, there was no significant

difference in the students’ study habit in the aspect of time management;

however there was a significant difference in the students’ study habits in the

aspects of study techniques.

15. When grouped according to academic performance, there was no significant

difference that was revealed in the respondents’ study habits in the aspect of

time management; yet, there was a significant difference in their study habits

in the aspects of study techniques.

16. When grouped according to teachers’ personality, there were significant

differences that were revealed in the students’ study habits in the aspects of

time management and study techniques.

CONCLUSIONS:

Based on the findings of the study, the following conclusions were drawn:

There is need to consider the Learning Style to be assess by the teacher so that

Students will know what kind of learner he/she to fit what kind of Study Techniques is best

for each type of learner.

There is also a need to consider the appropriate study techniques of each type of

learner in order to keep students afloat in their studies.

There is a need to consider the family monthly income in any school works.

Teachers’ personality may be the factor to a good time management but the

students’ academic performances varies. Teachers’ personality could also be the factor

of a good study technique.

There is a need to consider full parental involvement whether in School or in home

this may improve the academic performance of the students.

There is a need to consider the consistent teacher personality and full parental

involvement as it show high significant effect in the study habit of the respondents.

In general, the results of the study implies that the factors that affects the study

habit of the students in Baluarte elementary School are the very low family monthly

income of the students that hinders to them to do well in School and not so full

Involvement of the Parents in monitoring their child in their Study habit in terms of

Managing their time to study.

RECOMMENDATIONS

Based on the findings of this study, the following recommendations are given:

To the parents, whose still need for improvement on how involve they are on their

children’s’ school matters, it may be helpful to continue monitoring their children’s’

academic performance considering right time management to support the students study

techniques.

To the teachers, it may be helpful to give projects that do not involve financial

matters considering family monthly income. Teachers may also give projects using

indigenous materials considering the different learning styles of the students; this may be

helpful to enhance students’ creativity.

To the administrators to continue motivating students in their studies to make them

appreciate the value of good study habit, peer acceptance, and guidance towards

academic performance. It may be helpful to schedule remedial classes to assess low

performing students and will encourage self-awareness in order to help the students

improve their academic performance considering their time management and study

techniques.

To the future researchers you may considered the factors that affect poor study

habits towards academic performance of Baluarte Elementary School, you may also use

Random Sampling Method for your data gathering.

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Journals

Andrew J. Houtenville and Karen Smith Conway. Parental Effort, School Resources,
and Student Achievement. J. Human Resources, XLIII(2): 437-453