Thestudyskillsoffirstyeareducationstudents.final.sg.docx

1 The Study Skills of First Year Education Students and Their Academic Performance MARIA NANCY QUINCO-CADOSALES, PhD [email protected] College of Education and Graduate Studies La Salle University Ozamiz City, Philippines Presented during the Global Conference on Education, Business, Engineering and Sciences (GCEBES 2012) Marina Bay Sands Expo and Convention Centre, Singapore October 24-26, 2012 Awards Received: First Place, Best in Oral Presentation and First Place, Best in Powerpoint Presentation Abstract First year students take time to adjust to college life. A number of priorities are considered in order to survive in the tertiary level. One of which is complying with the academic requirements. This present study describes the study skills of the first year students in the College of Education, La Salle University, Ozamiz City, Philippines. The framework used in identifying the study skills of the first year students was adopted from Lucas and Corpuz (2007:4). These study skills were correlated to the students’ academic performance using Kendall’s Tau B, Chi-square, and Multiple Regression tests. There were one hundred twenty eight (128) first year students who were taken as respondents of the study. The study reveals that the first year students have the skills in organizing and planning their work, preparing assignments or projects, and note-taking and reading. The students’ skills in organizing and planning one’s work; working with others and utilizing resources and feedback; note-taking and reading; and preparing an assignment/project correlate with their grades. The best predictor of students’ academic performance is note-taking and reading. First year college students need to develop the habit of studying their lessons, reading, and taking down notes to improve their academic performance.

INTRODUCTION College life entails a lot of hard work, perseverance, and adjustments. Enrolling in the first year of tertiary academic level requires a lot of adjustments for the entering students. This is the transition from high school life to a more challenging and independent learning endeavors. Performance in the tertiary level is affected by many factors, one of which is the students’ study skills. Students need to use their metacognition and cognitive strategies in order to survive in college life. Lefrancois (2000) defines metacognition as the knowledge about knowing. As one grows and learn,

2 s/he develops motives of him/herself as learner. S/he develops strategies to recognize one’s limitations and allows him/her to monitor progress and take advantage of his/her efforts. Further, he says that cognitive strategy is a process involved in learning and remembering. Cognitive strategies include identifying problems, selecting approaches, and using feedback. No two people study the same way, and there is little doubt that what works for one person may not work for another. However, there are some general techniques that seem to produce good results. Every subject that a student is going to enroll would be so interesting that studying it is not work but pleasure. Everyone is different, and for some students, studying and being motivated to learn comes naturally. Success in high school and college is dependent on one’s ability to study effectively and efficiently. The results of poor study skills are wasted time, frustration, and low or failing grades. Effective study skills must be practiced in order for one to improve. It is not enough to simply "think about" studying but one has to actually do it, and in the process use information to get better performance. Success in school requires effective studying. Effective studying results in learning (Kizlik, 2011). This study is anchored on the framework of study skills introduced by Lucas and Corpuz (2007:4) that pertain to the following aspects: motivation, organizing and planning one’s work, working with others and utilizing resources and feedback, managing school work stress, note-taking and reading, and preparing an assignment/project. Motivation. It refers to an internal state of arousal that often precedes behavior (Epstein and Rogers, 2001 in Aquino, 2009). Students’ beliefs about themselves as learners and the nature of learning have a marked influence on motivation. Motivational and emotional factors also influence both the quality of thinking and information processing as well as individual’s motivation to learn. Thus, acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking (APA, 1997). Organizing and planning one’s work. Schedules are really plans for how one intends to use his/her time productively. If the schedule does not work, revise it. One must understand that a schedule helps him/her to develop good study habits. Once a study habit is developed, schedule building becomes easier (Kizlik, 2011). Moreover, planning involved determining what one wants to achieve and how he/she intends to go about it These wants can be stated as written goals. Then time management skill can be used to schedule activities that help meet the written goals (Ellis, 2006). Working with others and utilizing resources and feedback. Working with others is shown when one is able to work harmoniously with the other members in a group. Working with others is made possible when one is able to trust others. As McCallum and

3 Leinster (2008) mention that building trust is about improving the way one communicates with everyone, being more open and seeking to work together. Managing school work stress. Stress in the workplace comes from a combination of both internal and external stressors. Stress results in decreased job satisfaction, reduced production, and increased conflicts. One of the functions of education is to challenge the learner and in so doing, prepare him/her for the challenges of life after school. Learning to be effective in managing student stress will carry one a long way towards managing stress over a lifetime (Stress Management Tips, 2011). Note-taking and reading. Taking good notes from either a lecture or a text benefit learning (Kiewra, 1989 in Santrock, 2006). There are some strategies in note-taking that Santrock (2006) suggests such as: summarizing which requires the learners to use summary method of listening for a few minutes and then write down the main idea of the speaker; outlining the main topics; and concept maps which learners draw or illustrate. These note-taking strategies help the learners evaluate which ideas are important to remember. Outline and concept maps help them arrange the material hierarchically, which underscore an important theme of learning. It works best when it is organized. Further, Ellis (2006) mentions that effective note taking consists of three parts: observing, recording, and reviewing. Each part of the process is essential, and each depends on the others. Preparing an assignment/project. One has to plan and write his/her assignments as well as find ways to manage the stresses assignments can bring. Plan ones’ work and work the plan. Schedule time for homework and stick to the schedule unless a real emergency (fire, flood, famine) gets in the way. If you need a break after school, take it and schedule homework time later in the evening (Stress Management Tips, 2011). These study skills are hoped to influence the academic performance of the first year students. As Amonte (in Quinco, 2000) cited that students’ performance refers to outcomes or results of the learning process of the students with all the imposing factors around him/her. One of the outcomes is the students’ academic performance which refers to the accomplishment or proficiency in a given skill or body of knowledge usually designated by test scores or marks assigned by teachers (Diansay, as cited by Amigable, 2009). OBJECTIVES OF THE STUDY This study sought to assess the levels of the first year students’ study skills such as motivation, organizing and planning one’s work, working with others and utilizing resources and feedback, managing school work stress, note-taking and reading, and preparing an assignment/project. Further, the study sought to find out if there is significant relationship between the students’ study skills and their academic performance. Finally, it aims to find which of the study skills best predict students’ academic performance.

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MATERIALS AND METHODS The descriptive - correlational method of research was used in this study. It attempted to describe, correlate, analyze, and interpret data concerning the study skills of the first year students enrolled during the second semester of AY 2010-2011. There were one hundred twenty eight (128) first year students who responded to the study. This study adopted the questionnaire of Lucas and Corpuz (2007). The questionnaire has six parts pertaining to the following aspects: motivation, organizing and planning one’s work, working with others and utilizing resources and feedback; managing school work stress; note-taking and reading; and preparing an assignment/project. The total score computed and was analyzed using the following scoring guide: Motivation: 55 - 80

-

35 - 50 30 and below -

do not appear to have many problems in getting down to work and keeping to it sometimes get down to work but can be distracted do have problems in getting down to work

Organizing and Planning Work 70 - 100 well-organized and plan ahead work 40 – 65 not as well-organized as could be 35 and below have litter organization Working with Others, Utilizing Resources and Feedback 55 – 85 make full use of resources available 35 – 50 probably collect resources 30 and below important resources around are ignored Managing School Work Stress 65 – 80 have the skills of knowing how minimize problems and look after oneself 40 – 60 handle anxieties and concerns moderately well 35 and below get overwhelmed with problems Note-taking and reading 75 – 110 45 – 70 40 and below -

prepare well and read efficiently reading and note taking skills are adequate notes are likely to be of little use

Preparing an Assignment/Project 70 – 100 essays are well thought out, researched and clearly written 40 – 65 need to demonstrate some skills 35 and below essays always get low marks

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The students’ general average grade for the whole semester is categorized as follows: 97 – 100 94 – 96 91 – 93 88 – 90 85 – 87 82 – 84 80 – 81 78 – 79 75 – 77 74 and below

-

1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 5.00 (Failed)

The statistical tools in this study include the frequency and percentage distribution to identify the levels of the students’ study skills; Kendall’s Tau-B Test Statistic for finding the significant relationship between students’ study skills and their academic performance; Chi-square Test to determine the independence between per variables, and Multiple Regression to determine the best predictor of students’ academic performance. RESULTS AND DISCUSSION This section presents, analyzes and interprets the data gathered on the study habits of the first year education students. The succeeding Tables show the data of the present study. Table 1: Levels of Students’ Motivation Range 55 – 80 35 – 50 30 and below TOTAL

Frequency 39 80 9 128

Percent 30.46 62.50 7.04 100

More than half of the first year students in the College of Education sometimes get down to work but can be distracted. This signifies that these first year students could start the work at hand but are distracted by other factors while studying. This could result to lack of focus in studying. There are 30.46% of them who do not appear to have many problems in getting down to work and keeping to it. This means that they can sustain their interests in studying and form the study habit. Few of the first year students have problems in getting down to work. Table 2: Levels of Students’ Skills in Organizing and Planning Work Range 70 - 100 40 – 65 35 and below

Frequency 93 34 1

Percent 72.66 26.56 0.78

6 TOTAL

128

100

Majority (72.66%) of the first year students have the skills in organizing and planning work. This signifies that they are well-organized and plan ahead their work. Only a few of them are not well-organized. These students tend to do things at the last minute, often not getting work completed. These could be the students who have problems in getting down to work as shown in Table 1. Table 3: Levels of Students’ Skills in Working with Others, Utilizing Resources and Feedback Range 55 – 85 35 – 50 30 and below TOTAL

Frequency 53 70 5 128

Percent 41.41 54.68 3.91 100

More than half of the first year students probably collect resources but need to ask oneself on how to use the resources more effectively. While, there are 41.41% of them make full use of resources available, listen to discussion and take an active part of it. These are the students who made use of the available resources around and know how to use them effectively. There are few students who ignored important resources around. It could be attributed to lack of knowledge on what resources to use and how to use them. Table 4: Levels of Students’ Skills in Managing School Work Stress Range 65 – 80 40 – 60 35 and below TOTAL

Frequency 3 71 54 128

Percent 2.34 55.47 42.19 100

More than half of the first year students handle anxieties and concerns moderately well but could develop skills to manage work stress more effectively. A good number (42.19%) of the first year students are likely to get overwhelmed with his/her problems which make him/her much less effective as a student. Table 5: Levels of Students’ Skills in Note-taking and reading Range 75 – 110 45 – 70 40 and below TOTAL

Frequency 65 60 3 128

Percent 50.78 46.88 2.34 100

Half of the first year students prepare well and read efficiently. They waste little time reading irrelevant materials. There are 46.88% of them whose reading and note taking skills are adequate and could still be improved.

7 Table 6: Levels of Students’ Skills in Preparing an Assignment/Project Range 70 – 100 40 – 65 35 and below TOTAL

Frequency 83 41 4 128

Percent 64.84 32.03 3.13 100

Majority (64.84%) of the first year students prepares well-thought out, researched, and clearly written assignments and projects. While, a good number (32.03%) of the first year students needs to demonstrate some skills in preparing assignments and projects. If given adequate assistance, these students could still improve. Table 7. Levels of the Students’ General Weighted Average Grades Range 1.51 – 1.00 2.01 – 1.50 2.51 – 2.00 3.01 – 2.50 5.00 – 3.00 TOTAL

Frequency 4 41 53 20 10 128

Percent 3.12 32.03 41.41 15.63 7.81 100

As indicated in the data, many of the students obtained an average grade ranging from 2.51 – 2.00 (80 – 87) comprising 41.41% . Moreover, a good number of the first year students obtained an average grade ranging from 2.01 – 1.00 (88 – 100) summing up to 35.15%, while a minimal number of them (15.63%) had an average grade ranging from 3.01 – 2.50 (75 – 79). The relationship between students’ study skills and their academic performance is displayed in Table 7. Table 7. Relationship Between Students’ Study Skills and Their Academic Performance Pair of Variables Motivation

Organizing and Planning One’s Work Working with Others and Utilizing Resources and Feedback Managing School Work Stress Note-taking and Reading Preparing an Assignment/Project

Correlation Coefficient 0.200**

p-value

Interpretation

0.003

0.343**

0.000

There is a significant relationship. There is a significant relationship.

0.120

0.076

0.223**

0.001

0.082

0.221

There is NO significant relationship. There is a significant relationship. There is NO significant

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Organizing and Planning One’s Work

Working with Others and Utilizing Resources and Feedback

Managing School Work Stress

relationship. There is NO significant relationship.

GRADE

-0.058

0.365

Motivation

0.200

0.003

Working with Others and Utilizing Resources and Feedback Managing School Work Stress

.0334

0.000

0.030

0.651

Note-taking and Reading

0.314

0.000

Preparing an Assignment/Project

0.213

0.001

GRADE

0.189

0.003

Motivation

0.343

0.000

There is a significant relationship.

Organizing and Planning One’s Work Managing School Work Stress

0.334

0.000

0.112

0.095

Note-taking and Reading

0.324

0.000

Preparing an Assignment/Project

0.225

0.001

GRADE

-0.202

0.001

There is a significant relationship. There is NO significant relationship. There is a significant relationship. There is a significant relationship. There is a significant relationship.

Motivation

0.120

0.076

There is a significant relationship. There is a significant relationship.

There is NO significant relationship. There is a significant relationship. There is a significant relationship. There is a significant relationship.

There is NO significant relationship.

9 Organizing and Planning One’s Work Working with Others and Utilizing Resources and Feedback Note-taking and Reading

Note-taking and Reading

0.030

0.651

0.112

0.095

-0.008

0.901

Preparing an Assignment/Project

-0.075

0.260

GRADE

-0.093

0.144

Motivation

0.223

0.001

Organizing and Planning One’s Work Working with Others and Utilizing Resources and Feedback Managing School Work Stress

0.314

0.000

0.324

0.000

-0.008

0.901

Preparing an Assignment/Project

0.375

0.000

GRADE

-0.221

0.000

0.082

0.221

0.213

0.001

0.225

0.001

Preparing an Motivation Assignment/Project Organizing and Planning One’s Work Working with Others and Utilizing Resources and Feedback

There is NO significant relationship. There is NO significant relationship.

There is NO significant relationship. There is NO significant relationship. There is NO significant relationship. There is a significant relationship. There is a significant relationship. There is a significant relationship.

There is NO significant relationship. There is a significant relationship. There is a significant relationship. There is NO significant relationship. There is a significant relationship. There is a significant relationship.

10 Managing School Work Stress

-0.075

0.0.260

Note-taking and Reading

0.375

0.000

GRADE

-0.157

0.012

Level of Significance

-

There is NO significant relationship. There is a significant relationship. There is a significant relationship.

0.05

It can be gleaned from the data that the students’ motivational skills are correlated with organizing and planning one’s work; working with others and utilizing resources and feedback; and note-taking and reading. Students’ skills in organizing and planning one’s work is correlated with motivation, working with others and utilizing resources and feedback; note-taking and reading; and preparing an assignment / project. Further, the students’ skills in working with others and utilizing resources and feedback are correlated with motivation; organizing and planning one’s work; note-taking and reading; and preparing an assignment / project. The students’ note-taking and reading skills are correlated with motivation; organizing and planning one’s work; working with others and utilizing resources and feedback; and preparing an assignment / project. Students’ skills in preparing assignments/projects are correlated with organizing and planning one’s work; working with others and utilizing resources and feedback; and note-taking and reading. Of the six study skills included in this study, organizing and planning one’s work; working with others and utilizing resources and feedback; note-taking and reading; and preparing assignments/projects correlate with students’ academic grade. This result implies that students need to develop the skills in organizing and planning their work, working with others and utilizing resources and feedback; note-taking and reading; and preparing assignments/projects in order to get high grades. When the study skills were correlated with the students’ academic performance using the Chi-square Test, it was noted that the note-taking and reading skills affect students’ grades as shown in Table 8. Variables Note-taking reading skills grades

x-value (Chi-square) 23.747

and and

Level of significance

-

p-value 0.022

Interpretation There is a significant relationship.

0.05

The data reveals that the p-value of 0.022 is lower than the level of significance (0.05) which signifies that the there is a significant relationship between the students’ note-taking and reading skills and their academic performance. It can be inferred that the students’ grades is dependent on their ability to take down important notes and read.

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To determine which of the study skills best predict the students’ academic performance, the multiple regression test was utilized. The result is displayed in Table 9. Variables Motivation Organizing and Planning One’s Work Working with Others and Utilizing Resources and Feedback Managing School Work Stress Note-taking and Reading Preparing an Assignment/Project Level of significance

-

t-value (Multiple Regression) 8.092 -0.364

Significance

Interpretation

0.177 0.716

Not a predictor Not a predictor

-1.696

0.093

Not a predictor

-0.512

0.610

Not a predictor

-2.343

0.21

Best predictor

-0.419

0.676

Not a predictor

0.05

The study skills are the predictors of the students’ academic performance. The best predictor is the students’ skills in note-taking and reading. The result further implies that students’ skills to take down important points during the discussion and their reading ability greatly influence their grades.

CONCLUSION AND RECOMMENDATIONS The present study reveals that the first year students have the skills in organizing and planning their work, preparing assignments or projects, and note-taking and reading. However, they need enrichment activities in enhancing their motivation, managing school work stress, and working with others, utilizing resources and feedback. When the study skills were correlated with the students’ academic performance, it was found that the organizing and planning one’s work; working with others and utilizing resources and feedback; note-taking and reading; and preparing an assignment/project have a significant relationship with grades. When the multiple regression test was used to identify the best predictor of students’ academic performance, it was found that note-taking and reading is best predict students’ grade. Higher education requires student a lot of challenging works. Making the transitions from high school to college schooling is not that easy. First year college students are faced with new situations especially their academic endeavors. They need to have profound skills to form a habit in studying their lessons. To improve their academic performance, they need to follow their study schedules religiously.

12 Based on the findings of the present study, the following recommendations are given: 1. The first year students need to avail the suggested enhancement activities to develop more their study habits. 2. The result of the study could be utilized by the Guidance Center for them to follow up the first year students. 3. Other factors that influence the performance of the first year students must be explored to better understand them.

LITERATURE CITED APA Work Group of the Board of Educational Affairs (1997, November). Learnercentered psychological principles: Guidelines for school reform and redesign. Washington, DC: American Psychological Association. Available: http://www.jodypaul.com/lct/LCT.PsychPrinc.html Retrieved: January 20, 2011 Amigable, M. F. (2009). Determinants of First Year Students’ Science Performance in the Public Schools in Ozamiz City: Basis for Enrichment Activities. Unpublished Thesis. La Salle University, Ozamiz City, Philippines. Aquino, A. M. (2009). Facilitating Human Learning. Philippines: Rex Book Store. Ellis, D. (2006). Becoming a Master Student 11th Ed. Boston: Houghton Mifflin Company. Kizlik, B. Dr. (2011). Effective Study Skills Available: http://www.adprima.com/studyout.htm Retrieved: June 22, 2011 Lucas, M. R. D. and B.B. Corpuz (2007). Facilitating Learning. Metro Manila: Lorimar Publishing, Inc. Lefrancois, G. R. (2000). Psychology for teaching 10th Ed. Australia: Wadsworth McCallum H. and P. Leinster (2008) Working with Others: Building Trust with Communities Available: http://www.ncl.ac.uk/ihs/research/environment/rehmarc/pdfs/workingwithothers.p df Retrieved: August 17, 2010 Quinco, M. N. T. (2000). Correlates of College Students’ Academic Performance. Unpublished Thesis. Immaculate Conception College – La Salle, Ozamiz City, Philippines.

13 Santrock, J. W. (2006). Educational Psychology 2nd Ed. Boston: McGrawHill Stress Management Tips (2011). Managing School Stress Available: http://www.stressmanagementtips.com/school.htm Retrieved: March 8, 2011