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Jul 12, 2022
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Abstract
Learning styles and study habits are essential in developing knowledge and perception. Study habits reveal how much a person will learn, how far he wants to go, and how much money he wants to make. All these things can be determined throughout one's life by studying habits. As a result, it's considered that study habits are linked to learning style or academic success. This descriptive-correlational study investigates the relationship between the learners' study habits, learning styles, and academic achievement, considering 64 randomly chosen participants. The researchers applied descriptive statistics to describe the participants' study habits, learning style, and academic success and Pearson's r to determine the relationship among the variables. The findings revealed that the learners favored feelings and doing. They have adaptors as their primary learning styles, and they have a modest level of study habits. They also have a high academic achievement level. Finally, there were substantial connections between the variables. The study's findings can help instructors design and deliver effective instructional interventions.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Pentang, J., Muhat, J. P., & Bentor, G. D. (2022). COVID-19 and New Normal Education: Modular Learning Styles, Study Hab-its, and Performance of Grade I Learners. International Journal of Multidisciplinary: Applied Business and Education Research, 3(7), 1274-1283. https://doi.org/10.11594/ijmaber.03.07.07
References
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Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). Longman. https://www.scirp.org/reference/referencespapers.aspx?referenceid=2703834
Brunton, B. (2015). Learning styles and student perfor-mance in introductory economics. Journal of Edu-cation for Business, 90(2), 89-95. https://doi.org/10.1080/08832323.2014.980716
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Chilca, L. (2017). Self-Esteem, Study Habits and Academ-ic Performance among University Stu-dents. Journal of Educational Psychology-Propósitos Y Representaciones, 5(1), 101-127. https://eric.ed.gov/?id=EJ1139345
Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychologi-cal Science, 3(6), 425-453. https://doi.org/10.1111/j.1745-6924.2008.00089.x
Dziuban, D., Moskal, P., & Hartman J. (2004). Higher edu-cation, blended learning, and the generations: Knowledge is power - no more. Research Initiative for Teaching Effectiveness, LIB 118, University of Central Florida. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=sDCbIZAAAAAJ&citation_for_view=sDCbIZAAAAAJ:ufrVoPGSRksC
Elevera, S. E. M. L., Digueño, C. M. V., Dipon, R. J. C., Isi-dro, H. B. N. A., Jaculba, K. L. B., Mislang, J. K. G., Salvador, B. G. M., Villarin, K. J. D., Villatema, A. J., & Francisco, C. DC. (2021). The learning style of students and its effect on their metacognitive awareness during COVID-19 pandemic. Interna-tional Journal of Academic Multidisciplinary Re-search, 5(1), 123-129. http://ijeais.org/wp-content/uploads/2021/1/IJAMR210126.pdf
Fouché, J. P. (2017). The reported study habits and time-management trends of post-graduate students in accountancy. South African Journal of Higher Edu-cation, 31(6), 197-217. https://doi.org/10.20853/31-6-1356
Gokalp, M. (2013). The effect of students learning styles to their academic success. Educational Research and Reviews, 8(17), 1634-1641. https://academicjournals.org/journal/ERR/article-abstract/03A29196227
Hamora, L. A., Rabaya, M. B., Pentang, J. T., Pizaña, A. D., & Gamozo, M. J. D. (2022). Students' evaluation of faculty-prepared instructional modules: Infer-ences for instructional materials review and revi-sion. Journal of Education, Management and Devel-opment Studies, 2(2).
Hsieh, S. W., Jang, Y. R., Hwang, G. J., & Chen, N. S. (2011). Effects of teaching and learning styles on students' reflection levels for ubiquitous learning. Comput-ers & Education, 57(1), 1194-1201. https://doi.org/10.1016/j.compedu.2011.01.004
Igun, S. E., & Adogbeji, O. B. (2007). Study habits of post-graduate students in selected Nigerian universi-ties. Library Philosophy and Practice, 9(2), 1-5. https://digitalcommons.unl.edu/libphilprac/153
Kaur, A., & Pathania, R. (2015). Study habits and academ-ic performance among late adolescents. Studies on Home and Community Science, 9(1), 33-35. https://doi.org/10.1080/09737189.2015.11885430
Kolb, A. Y., & Kolb, D. A (2005). The Kolb learning style inventory-version 3.1: 2005 technical specifica-tions. Experience Based Learning Systems, Inc. https://www.researchgate.net/publication/241157771
Looyeh, H. R., Fazelpour, S. F. S., Masoule, S. R., Chehr-zad, M. M., & Leili K. N. (2017). The relationship between the study habits and the academic per-formance of medical sciences students. Journal of Holistic Nursing and Midwifery, 27(2), 65-73. http://dx.doi.org/10.18869/acadpub.hnmj.27.2.65
Madison, S. K. (1995). A study of college students' con-struct of parameter passing implications for in-struction. https://eric.ed.gov/?id=ED390378
Magulod, Jr., G. C. (2019). Learning styles, study habits and academic performance of Filipino university students in applied science courses: Implications for instruction. Journal of Technology and Science Education, 9(2), 184-198. https://doi.org/10.3926/jotse.504
Manochehr, N. N. (2006). The influence of learning styles on learners in e-learning environments: An empir-ical study. Computers in Higher Education Econom-ics Review, 18(1), 10-14. https://ideas.repec.org/a/che/chepap/v18y2006i1p10-14.html
Nasrullah, S., & Khan, M. S. (2015). The impact of time management on the students' academic achieve-ments. Journal of Literature, Languages and Lin-guistics, 11, 66-71. https://iiste.org/Journals/index.php/JLLL/article/viewFile/23538/23819
Pentang, J. T. (2021a). Impact assessment and clients' feedback towards MATHEMATICS project imple-mentation. International Journal of Educational Management and Development Studies, 2(2), 90-103. https://doi.org/10.53378/346107
Pentang, J. T. (2021b). Technological dimensions of globalization across organizations: Inferences for instruction and research. International Education-al Scientific Research Journal, 7(7), 28-32. https://dx.doi.org/10.2139/ssrn.3896459
Pentang, J. T. (2021c). The concept of curriculum and its foundation. The Educator's Link, 1(6), 9. https://www.researchgate.net/publication/355953574_The_Concept_of_Curriculum_and_its_Foundation
Pentang, J. T. (2021d). Quantitative data analysis. Holy Angel University Graduate School of Education: Research and academic writing. http://dx.doi.org/10.13140/RG.2.2.23906.45764/1
Proctor, B. E., Prevatt, F. F., Adams, K. S. S., Reaser, A., & Petscher, Y. (2006). Study skills profiles of normal-achieving and academically-struggling college students. Journal of College Student Development 47(1), 37-51. https://doi.org/10.1353/csd.2006.0011
Rabia, M., Mubarak, N., Tallat, H., & Nasir, W. (2017). A study on study habits and academic performance of students. International Journal of Asian Social Science, 7(10), 891-897. https://doi.org/10.18488/journal.1.2017.710.891.897
Rohland-Heinrich, N. L. (2016). Transitioning from lec-tern to laptop: Faculty experiences in online in-struction [Doctoral dissertation, University of Cali-fornia]. http://hdl.handle.net/10211.3/177307
Sadler-Smith, E. (2001). The relationship between learning style and cognitive style. Personality and Individual Differences, 30(4), 609-616. https://psycnet.apa.org/record/2001-14641-007
Slate, J. R., Jones, C. H., & Harlan, E. J. (1998). Study skills of students at a post-secondary vocational-technical institute. https://scholar.lib.vt.edu/ejournals/JITE/v35n2/slate.html
Steinmayr R., Meißner A., Weidinger A. F., & Wirthwein L. (2014). Academic achievement. Oxford Bibliog-raphies Online. https://doi.org/10.1093/OBO/9780199756810-0108
Teevan, C. J., Li, M., & Schlesselman, L. S. (2011). Index of learning styles in a US school of pharma-cy. Pharmacy Practice, 9(2), 82. https://doi.org/10.4321/s1886-36552011000200004
Agayon, A. J. D., Agayon, A. K. R., & Pentang, J. T. (2022). Teachers in the new normal: Challenges and coping mechanisms in secondary schools. In-ternational Journal of Humanities and Education Development, 4(1), 67-75. https://doi.org/10.22161/jhed.4.1.8
Alsalem, W. S. Y., Alamodi, L. A., Hazazi, A. T. M., Shibah, A. M., Jabri, S. A., & Albosruor, Z. A. (2017). The ef-fect of time management on academic perfor-mance among students of Jazan University. The Egyptian Journal of Hospital Medicine, 69(8), 3042-3049. https://doi.org/10.12816/0042853
Bacomo, A. P. C., Daculap, L. P., Ocampo, M. G. O., Paguia, C. D., Pentang, J. T., Bautista, M. B. (2022). Modular learning efficiency: Learner's attitude and perfor-mance towards self-learning modules. IOER Inter-national Multidisciplinary Research Journal, 4(2), 60-72. https://doi.org/10.54476/s149512
Barrass, R. (2002). Study!: A guide to effective learning, revision and examination techniques (2nd ed.). Routledge. https://doi.org/10.4324/9780203995174
Bonilla, M. T., Camo, J. G., Lanzaderas, R. A., Lanzaderas, R. A., & Bonilla, A. H. (2022). Parental involvement on child's education at home during COVID-19 pandemic. International Journal of Humanities and Education Development, 4(3), 6-13. https://doi.org/10.22161/jhed.4.3.2
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). Longman. https://www.scirp.org/reference/referencespapers.aspx?referenceid=2703834
Brunton, B. (2015). Learning styles and student perfor-mance in introductory economics. Journal of Edu-cation for Business, 90(2), 89-95. https://doi.org/10.1080/08832323.2014.980716
Cerna, M. A., & Pavliushchenko, K. (2015). Influence of Study Habits on Academic Performance of Interna-tional College Students in Shanghai. Higher Educa-tion Studies, 5(4), 42-55. https://eric.ed.gov/?id=EJ1075118
Chilca, L. (2017). Self-Esteem, Study Habits and Academ-ic Performance among University Stu-dents. Journal of Educational Psychology-Propósitos Y Representaciones, 5(1), 101-127. https://eric.ed.gov/?id=EJ1139345
Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychologi-cal Science, 3(6), 425-453. https://doi.org/10.1111/j.1745-6924.2008.00089.x
Dziuban, D., Moskal, P., & Hartman J. (2004). Higher edu-cation, blended learning, and the generations: Knowledge is power - no more. Research Initiative for Teaching Effectiveness, LIB 118, University of Central Florida. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=sDCbIZAAAAAJ&citation_for_view=sDCbIZAAAAAJ:ufrVoPGSRksC
Elevera, S. E. M. L., Digueño, C. M. V., Dipon, R. J. C., Isi-dro, H. B. N. A., Jaculba, K. L. B., Mislang, J. K. G., Salvador, B. G. M., Villarin, K. J. D., Villatema, A. J., & Francisco, C. DC. (2021). The learning style of students and its effect on their metacognitive awareness during COVID-19 pandemic. Interna-tional Journal of Academic Multidisciplinary Re-search, 5(1), 123-129. http://ijeais.org/wp-content/uploads/2021/1/IJAMR210126.pdf
Fouché, J. P. (2017). The reported study habits and time-management trends of post-graduate students in accountancy. South African Journal of Higher Edu-cation, 31(6), 197-217. https://doi.org/10.20853/31-6-1356
Gokalp, M. (2013). The effect of students learning styles to their academic success. Educational Research and Reviews, 8(17), 1634-1641. https://academicjournals.org/journal/ERR/article-abstract/03A29196227
Hamora, L. A., Rabaya, M. B., Pentang, J. T., Pizaña, A. D., & Gamozo, M. J. D. (2022). Students' evaluation of faculty-prepared instructional modules: Infer-ences for instructional materials review and revi-sion. Journal of Education, Management and Devel-opment Studies, 2(2).
Hsieh, S. W., Jang, Y. R., Hwang, G. J., & Chen, N. S. (2011). Effects of teaching and learning styles on students' reflection levels for ubiquitous learning. Comput-ers & Education, 57(1), 1194-1201. https://doi.org/10.1016/j.compedu.2011.01.004
Igun, S. E., & Adogbeji, O. B. (2007). Study habits of post-graduate students in selected Nigerian universi-ties. Library Philosophy and Practice, 9(2), 1-5. https://digitalcommons.unl.edu/libphilprac/153
Kaur, A., & Pathania, R. (2015). Study habits and academ-ic performance among late adolescents. Studies on Home and Community Science, 9(1), 33-35. https://doi.org/10.1080/09737189.2015.11885430
Kolb, A. Y., & Kolb, D. A (2005). The Kolb learning style inventory-version 3.1: 2005 technical specifica-tions. Experience Based Learning Systems, Inc. https://www.researchgate.net/publication/241157771
Looyeh, H. R., Fazelpour, S. F. S., Masoule, S. R., Chehr-zad, M. M., & Leili K. N. (2017). The relationship between the study habits and the academic per-formance of medical sciences students. Journal of Holistic Nursing and Midwifery, 27(2), 65-73. http://dx.doi.org/10.18869/acadpub.hnmj.27.2.65
Madison, S. K. (1995). A study of college students' con-struct of parameter passing implications for in-struction. https://eric.ed.gov/?id=ED390378
Magulod, Jr., G. C. (2019). Learning styles, study habits and academic performance of Filipino university students in applied science courses: Implications for instruction. Journal of Technology and Science Education, 9(2), 184-198. https://doi.org/10.3926/jotse.504
Manochehr, N. N. (2006). The influence of learning styles on learners in e-learning environments: An empir-ical study. Computers in Higher Education Econom-ics Review, 18(1), 10-14. https://ideas.repec.org/a/che/chepap/v18y2006i1p10-14.html
Nasrullah, S., & Khan, M. S. (2015). The impact of time management on the students' academic achieve-ments. Journal of Literature, Languages and Lin-guistics, 11, 66-71. https://iiste.org/Journals/index.php/JLLL/article/viewFile/23538/23819
Pentang, J. T. (2021a). Impact assessment and clients' feedback towards MATHEMATICS project imple-mentation. International Journal of Educational Management and Development Studies, 2(2), 90-103. https://doi.org/10.53378/346107
Pentang, J. T. (2021b). Technological dimensions of globalization across organizations: Inferences for instruction and research. International Education-al Scientific Research Journal, 7(7), 28-32. https://dx.doi.org/10.2139/ssrn.3896459
Pentang, J. T. (2021c). The concept of curriculum and its foundation. The Educator's Link, 1(6), 9. https://www.researchgate.net/publication/355953574_The_Concept_of_Curriculum_and_its_Foundation
Pentang, J. T. (2021d). Quantitative data analysis. Holy Angel University Graduate School of Education: Research and academic writing. http://dx.doi.org/10.13140/RG.2.2.23906.45764/1
Proctor, B. E., Prevatt, F. F., Adams, K. S. S., Reaser, A., & Petscher, Y. (2006). Study skills profiles of normal-achieving and academically-struggling college students. Journal of College Student Development 47(1), 37-51. https://doi.org/10.1353/csd.2006.0011
Rabia, M., Mubarak, N., Tallat, H., & Nasir, W. (2017). A study on study habits and academic performance of students. International Journal of Asian Social Science, 7(10), 891-897. https://doi.org/10.18488/journal.1.2017.710.891.897
Rohland-Heinrich, N. L. (2016). Transitioning from lec-tern to laptop: Faculty experiences in online in-struction [Doctoral dissertation, University of Cali-fornia]. http://hdl.handle.net/10211.3/177307
Sadler-Smith, E. (2001). The relationship between learning style and cognitive style. Personality and Individual Differences, 30(4), 609-616. https://psycnet.apa.org/record/2001-14641-007
Slate, J. R., Jones, C. H., & Harlan, E. J. (1998). Study skills of students at a post-secondary vocational-technical institute. https://scholar.lib.vt.edu/ejournals/JITE/v35n2/slate.html
Steinmayr R., Meißner A., Weidinger A. F., & Wirthwein L. (2014). Academic achievement. Oxford Bibliog-raphies Online. https://doi.org/10.1093/OBO/9780199756810-0108
Teevan, C. J., Li, M., & Schlesselman, L. S. (2011). Index of learning styles in a US school of pharma-cy. Pharmacy Practice, 9(2), 82. https://doi.org/10.4321/s1886-36552011000200004