Rethinking Academic Success: Study Habits and Academic Performance Among Working and Non-Working PE Students
DOI:
https://doi.org/10.5281/zenodo.19893832Keywords:
academic performance, study habits, working students, self-regulation, time management, higher education, physical educationAbstract
This study examined the study habits and academic performance of working and non-working college students in Zamboanga City during the School Year 2025–2026. Specifically, it investigated six dimensions of study habits: time management, study environment, note-taking, learning strategies, use of learning resources, and motivation/self-regulation, and analyzed their relationship with academic performance measured through General Weighted Average (GWA). A quantitative descriptive-correlational research design was employed, involving 200 respondents (100 working and 100 non-working students) selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using weighted mean, standard deviation, independent samples t-test, and Pearson correlation coefficient. Findings revealed that both working and non-working students demonstrated a moderate level of study habits, with working students showing slightly higher levels, particularly in time management and self-regulation. In terms of academic performance, working students achieved a Very Satisfactory rating, while non-working students obtained a Satisfactory rating. Despite these differences, results indicated no statistically significant relationship between study habits and academic performance for both groups. These findings suggest that study habits alone may not directly predict academic performance, and that other factors—such as motivation, self-regulation, and contextual conditions—may play a more influential role in shaping academic outcomes. The study highlights the importance of focusing on the quality and effectiveness of learning strategies rather than merely their frequency. The results provide valuable insights for educational institutions in designing targeted interventions and support systems for diverse student populations balancing academic and external responsibilities.
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