The Intervention Activities of Teachers in Banilad National High School To Address the Poor Study Habits of Students

Abstract

INTRODUCTION

There are many factors that lead to low academic performance. Aside from, low intellectual capacity, poor study habits can also result in poor academic performance even to naturally bright students. Educational institutions and teachers have tried several interventions which are perceived to be Less Effective. The aim of this action research was to propose an intervention that will students such as scholarships and awards.

METHODS

Semi-structured interviews were used along with self-made survey questionnaires administered to 23 teachers from Banilad National High School to determine the main source of poor study habits in class. The intervention activities that were practiced by the teacher and their effectiveness on aspects related to improving of grades, enhancing class performance, and sustaining interest in study. The data collected were statistically treated using the frequency distribution, percentage, weighted mean, and ranking system.

RESULTS

The results revealed that most of the respondents viewed lack of interest as the main source of poor study habits in class with a composite mean of 30.43% out of 8 indicators. Among other possible intervention activities, it was revealed that giving of gifts and simple rewards are frequently used by teachers. In fact, the aforementioned aspect ranked first with a composite mean of 26.08% equivalent to six (6) responses out of 23. However, all intervention activities that were frequently practiced have been perceived Less Effective in all aspects related to improving of grades, enhancing class participation, and sustaining interest in study.

DISCUSSIONS

The results greatly suggested the need for enhancement of intervention activities and program that will build self-confidence and self-determination. This can be the key to enhance study habits and performance. The results clearly manifested that the interest of the students must be the main concern of the intervention activities or program applied inside the classroom.