Study Habits Enhancement Program Its Effectiveness
Keywords:
Study Habits, Enhancement, Program, EffectivenessAbstract
This study tested the effectiveness of the study habits enhancement program, which was formulated by the researcher on the basis of baseline data, which was gathered from the Survey of Study Habits and Attitudes (SSHA) of second year high school students of Samar State Polytechnic College, School Year, 2003-2004. The researcher made use of descriptive developmental and experimental methods of research. The control group’s study orientation showed a pre-test mean score of 108.25 while the post-test was 102.42. The computed t-value for dependent samples was 0.80, which was greater than 1.714, hence there was a significant difference between the pre-test and post-test. The same conclusion is reflected by the slight differences between the mean scores of the factors delay avoidance, work methods, teacher approval and educational acceptance on the pre-test and post-test. There was a significant difference in the study orientation displayed by the experimental group before (pre-test) and after (post-test) the SHEP. This depicted improved study habits and attitudes or study orientation of the students after the Study Habits Enhancement Program was administered. Factors such as delay avoidance techniques improved, work methods became effective and teacher approval became more positive. Thus, it can be said that the program is effective in developing the study habits and attitudes of the aforesaid group of students. The control group showed no improvement on their study orientation after the intervention was given to the experimental group. Therefore, similar study habits and attitudes were displayed by the group during the two grading periods.
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