Study Habits and Academic Performance of Senior High School STEM Students in General Mathematics

Abstract

The aim of this research is to explore the level of study habits of senior high school STEM students in relation to their academic performance in General Mathematics for First Semester of the School Year 2025-2026. Quantitative data for this study were collected from 165 SHS STEM student-respondents using a researcher-developed questionnaire that underwent rigorous validity and reliability testing. The questionnaire focused on three areas of study habits namely, motivation, learning techniques, and learning environment. In addition, the respondents were classified according to key profile variables: sex, grade level, intended college courses, and average monthly family income. The ensuing analysis showed that most respondents were female, in Grade 12, wanted to pursue a medical course in college, and fall under higher-income category. Results discussed that they are students who appear to have high motivation, learning techniques, and experience conducive learning environment - with motivation identified as the area with the lowest mean. Eventually, the findings of this study found a significant difference in the STEM students’ level of study habits on learning techniques and learning environment when grouped by average family monthly income. In contrast, no significant differences were found when grouped according to sex, grade level, and intended college courses. Furthermore, a non-significant relationship was found between study habits and academic performance in General Mathematics. Although study habits may be enviable, considerably, motivational factors and supportive systems need enhancement, as they determine the conditions of learning in spite of not showing any significant direct link to academic performance. Finally, teachers, school coordinators, and administrators are recommended to plan interventions in improving students’ motivation and time management.