Study Behavior of Intermediate Pupils

Abstract

This study was conducted to determine the study behavior of intermediate pupils in William Joyce Sr. Elementary School during the school year 2023-2024. The study also aimed to determine the significant difference between study behavior when grouped according to gender. The study used a descriptive-comparative correlational research design and utilized purposive random sampling technique corresponding to the percentage of the total population. There were 80 intermediate pupils’ respondents who were chosen using complete enumeration. The data gathered was tabulated, analyzed, and interpreted using descriptive tools namely; percentage, mean, and ANOVA. Results revealed that in terms of gender of the intermediate pupils, show that the gender were at the same percentage of 48.75 or 39 of them for both male and female respondents. Also, in terms of age, majority of the respondents were at the age range of 11-12 years old. Furthermore, the study behavior in terms of strategies, behavior and achievements discovered that behavior got the highest mean score of 3.29 this means that this behavior is likely the most effective among the three domains. Followed by achievements with a mean score of 2.78, this means that there is potential to enhance these achievements further. Moreover, strategies were the lowest and got a mean score of 2.76, this suggest that the strategies domain is performing less effectively than other domains. The overall pupils’ study behavior was on moderate level this means that the study behavior is sometimes experienced by the pupils. Study behavior of intermediate pupils when grouped according to gender revealed that among the respondents’, females had the slightly higher mean of 3.03, the word “slightly” indicates that the difference in mean scores between genders is small. A part from this, the p-value was 0.47 suggested that this difference was not statistically significant. Therefore, there was no significant difference between study behavior when grouped according to gender of the intermediate pupils in William Joyce Sr. Elementary School. Hence, the null hypothesis was accepted.