Chapter V
PRESENTATION OF FINDINGS AND ANALYSIS OF DATA
This chapter shows the findings of the researchers’ study that concerns the impacts of the student’s residence on their study habits. The findings of this study are from the answers given by the 20 first year students of the University of the Philippines Cebu (SY 2010-2011) to the questionnaires given to them. The success of this study depends on the results gathered from the students that participated in this study through answering the questionnaires given. The descriptive information in this chapter that was attained shows the importance of the study.
I. Living Environment
In choosing a student’s residence, it is important to consider the living environment of the student because it could give a positive or negative effect to the student’s study habits.
Living on the on-campus dorm of the university, means living inside the premises of the school and it also means being more accessible to the school buildings which is only a walking distance from the dormitory. On the other hand, living off-campus either in a dorm, boarding house, apartment, or the student’s home, means being less accessible to the university. Off-campus residences also mean taking a long walk or taking rides to reach the university.
Table 1 Living Environment
| Residence | Frequency | Percentage |
| • On-Campus |
|
|
| Dorm | 7 | 35% |
| • Off-Campus |
|
|
| Dorm | 1 | 5% |
| Boarding House | 4 | 20% |
| Apartment | 0 | 0% |
| Home | 8 | 40% |
| TOTAL | 20 | 100% |
In most universities, not all students are locales of the area. Table 1 shows the type of residence of the students. In getting the percentage, the researchers used this formula:
Percentage (%) = Frequency (100)20
Based on the table above, we could see that 65% of the students are living off-campus with 40% living in their homes, 20% in boarding houses, and 5% in a dorm outside of the campus. The remaining 35% are residents of the university dorm. Based on the locality of the total number of respondents, there are only 40% of them that are from the vicinity while 60% are from different areas. The data shows that most of the students live off-campus which means more students are taking walks or rides in going to the university and going back to their residences that could also mean more time of traveling that could possibly affect their study habits.
II. People That the Students Live With
In a student’s residence, deciding on whether to live with other people or not needs to be thought of well because living with other people or living alone could give different influences and impacts to a student’s study habits.
Students living with their co-students could possibly give a positive effect to the student’s study habits because they could help and understand each other but at the same time, they could also affect each other negatively specially when one does something (talking, playing music, etc.) that the other student doesn’t like. Family and relatives could also give the same effects to the student. They could give encouragements and could also give distractions to the student. Living alone can either be a positive or negative thing for a student. It could be that living alone, the student can concentrate more on his or her studies because there are no distractions from other people or that living alone makes a student less encouraged because there’s no one to encourage her.
Table 2 People that the students live with
| People they live with | Frequency | Percentage |
| Co-students | 9 | 45% |
| Family member(s)/relative(s) | 4 | 20% |
| Whole family | 5 | 25% |
| Alone | 2 | 10% |
| TOTAL | 20 | 100% |
On the table above, there is a high percentage of students living with their co-students that could also be based on Table 1 that shows 60% of the total respondents as non-locales of the area. The 45% of students shown in the table above that are living with their family members, relatives or whole family could be related to the data on Table 1 that shows 40% of the respondents living in their homes. It could mean that 40% out of the 45% respondents are living in their current homes and the remaining 5% are living in dorms or boarding houses with family members or relatives. With 90% of the students living with other people, they have the possibility of viewing the people they live with as distractions or as people who gives them encouragement to their study habits. In getting the percentage, the same formula was used in table 1.
III. Assessment of the Physical Condition of the Residence
In doing the study on the impacts of residence of UP Cebu first year students on their study habits, the researchers considered the physical condition of the student’s residence. These conditions are the residence’s ventilation, space, lighting and the distance from the residence to the student’s school.
Every student in the University has different types of residence with different physical conditions. Therefore, the researchers considered these conditions in during this study since in a residence there are different physical conditions that would affect the students.
Part III of the questionnaire is concerned with the physical condition of the student’s residence. The respondents were asked about the physical condition of their residence. In determining the results, the researchers grouped the answers according to their belonging. Students who answered that the physical condition of their residence affected them positively, that is they can study properly, were grouped differently; the same method was applied for those that were affected negatively and those that said that the residence’s physical condition did not affect them.
After the results were grouped, the researchers again used this method in getting the percentage of the students:
Percentage (%) = Frequency (100) 20
Table 3.1. Ventilation Rating on the student’s residence
| Rating | Frequency | Percentage |
| 1 | 0 | 0% |
| 2 | 0 | 0% |
| 3 | 9 | 45% |
| 4 | 6 | 30% |
| 5 | 5 | 25% |
| TOTAL | 20 | 100% |
The ventilation’s conditions of the students’ residences are different. Table 3.1 shows the student’s ventilation condition rating, 5 being the most satisfying and 1 being the least satisfying. When asked about the condition of the ventilation, 45% of the students say that the ventilation is just fair. Fairness denotes that the students’ type of ventilation is neither hot nor cold; the ventilation is just warm for them. The 30% of the students say that the ventilation is satisfying. The students’ ventilation is cool enough for them. The remaining 25% says that the ventilation is very satisfying that they are very pleased with the coolness of their residence’s ventilation.
Table 3.2. Ventilation’s effect on the student’s study habits
| Effects | Frequency | Percentage |
| Positively | 12 | 60% |
| Negatively | 1 | 5% |
| No Effect | 7 | 35% |
| TOTAL | 20 | 100% |
Along with the ventilation’s condition, the students were asked about the effects of the ventilation’s condition on their study habits. Table 3.2 shows the effects of the ventilation to the student’s study habits. There were 60% of the students were affected positively with their residence’s ventilation. The students can study properly and comfortably with the ventilation’s condition. There are 5% were affected negatively. The 5% say that he or she is can’t study properly. The rest of the students, which is 35%, were not affected by the ventilation. The students’ study habits are not affected the ventilations condition. The findings showed that the ventilation affected them positively; this shows that more than half of the first year students in UP Cebu are contented with their residence’s ventilation.
Table 3.3. Size of the student’s room
| Size | Frequency | Percentage |
| Big | 9 | 45% |
| (5m x 6m or more) |
| |
| Medium | 6 | 30% |
| (1/2 of 5m x 6m room) |
| |
| Small | 5 | 25% |
| (1/3 of 5m x 6m room) |
| |
| TOTAL | 20 | 100% |
Table 3.3 shows the size of the students’ rooms. Regarding the space of the room where the student is staying, 45% of the students live in a big room. A big room is based on the measurement of 5m x 6m or more. There were 30% of the students live in an average room, which is half of 5m x 6m rooms. And 25% of the students live in a small room with about one third of 5m x 6m rooms.
Table 3.4. Size of room’s effects to the student’s study habits
| Effects | Frequency | Percentage |
| Positively | 17 | 85% |
| Negatively | 3 | 15% |
| No Effect | 0 | 0% |
| TOTAL | 20 | 100% |
After determining the student’s room size, they were asked how their room size affected their study habits. In table 3.4 illustrates the effects of the room size of the student to their study habits. About 85% of the students consider the space that they reside as a good living environment for them to study, considering that it can affect them positively or they are comfortable with the space. And the remaining 15% of the students say that they are not comfortable or they can’t study properly.
Table 3.5. Lighting rating of the student’s residence
| Rating | Frequency | Percentage |
| 1 | 0 | 0% |
| 2 | 0 | 0% |
| 3 | 2 | 10% |
| 4 | 10 | 50% |
| 5 | 8 | 40% |
| TOTAL | 20 | 100% |
With regards to the lighting of the student’s residence, table 3.5 shows the result. There are 50% of the students that were satisfied with the lighting of their residence; the residence’s lighting is bright enough for the student. Around 40% are very satisfied, in which the residence of the student has pleasingly bright lighting. And 10% of the students say that the lighting is just fair for them. Fairness indicates that the residence’s lighting is neither too dark nor too bright; the lighting is just enough for them.
Table 3.6. The lighting’s effect to the student’s study habits
| Effects | Frequency | Percentage |
| Positively | 14 | 70% |
| Negatively | 1 | 5% |
| No Effect | 5 | 25% |
| TOTAL | 20 | 100% |
In relation to the lighting of the student’s residence, table 3.6 shows how the lighting affected the student’s study habits. The table shows that 70% of the students are comfortable with their lighting; the students can study properly with the lighting of the residence. There are 5% of the students are not comfortable with their residence lighting thus they can’t study properly. The remaining 25% of the students say that the lighting’s condition did not affect their study habits.
Table 3.7. Distance from the student’s residence to school
| No. of Rides | Frequency | Percentage |
| Walking Distance | 8 | 40% |
| 1 ride | 5 | 25% |
| 2 rides | 4 | 20% |
| more than 2 rides | 3 | 15% |
| TOTAL | 20 | 100% |
The last factor that is considered by the researchers is the student’s distance from their residence to school, since not all students reside near the school. Base on table 3.7, the results showed that 40% of the students can just walk all the way to school, 25% say that it only takes them 1 ride to get to school, 20% take 2 rides, and 15% has more than 2 rides to get to school.
Table 3.8. Distance effects on the student’s study habits
| Effects | Frequency | Percentage |
| Positively | 16 | 80% |
| Negatively | 4 | 20% |
| No Effect | 0 | 0% |
| TOTAL | 20 | 100% |
Table 3.8 shows the results of how the distance of the student’s residence from school affected their study habits. The table shows that 80% of the students are affected positively and that they have enough time to study. The student’s distance is convenient for them. While the remaining 20% say that the distance from their residence to school affected them negatively since they don’t have enough time to study, because of that, the distance is inconvenient for the students.
Table 3.9 Physical Condition Factors
| Effects | Ventilation | Space | Lighting | Distance | Overall Total | In 100% |
| Positive | 60% | 85% | 70% | 80% | 295% | 73.75% |
| Negative | 5% | 15% | 5% | 20% | 45% | 11.25% |
| No effect | 35% | 0% | 25% | 0% | 60% | 15% |
| TOTAL | 100% | 100% | 100% | 100% | 400% | 100% |
Table 3.9 shows the result adding all the effects of the physical condition of the student’s residence. In getting the percentage in relation to 100%, the researchers used this method:
Effects (in 100%) = overall total (%) (100)
400 % From the table 3.9, the result showed the 73.75% of the students were affected positively thus making them comfortable in studying. Because of the physical condition of the student’s residence, the student can study properly and comfortably. About 11.25% of the students say that they are affected negatively, hence they can’t study properly. The remaining 15% of the students say that their study habits are not affected with the physical condition of their residence.
IV. Other Factors
Aside from the physical condition of a student’s residence, there are also other factors that affect them. Technologies or gadgets are the very common distractions today that could affect the student’s study habits. Hanna (2006) stated that, in a student’s environment, he or she can be distracted by things around him or her. These things can be computer games, e-mail, televisions and many more. Students right now are being exposed to new technologies, with interesting features, that could attract their attentions thus living their studies behind, making these technologies one of the major distraction of a student in his or her study habits.
| Rank | Internet | Cellphone | Television | People | MP3/iPod |
| Freq. | Per. (%) | Freq. | Per. (%) | Freq. | Per. (%) | Freq. | Per. (%) | Freq. | Per. (%) |
| 1 | 15 | 75 | 3 | 15 | 1 | 5 | 1 | 5 | 0 | 0 |
| 2 | 4 | 20 | 7 | 35 | 5 | 25 | 2 | 10 | 2 | 10 |
| 3 | 0 | 0 | 5 | 25 | 6 | 30 | 6 | 30 | 4 | 20 |
| 4 | 0 | 0 | 4 | 20 | 4 | 20 | 4 | 20 | 8 | 40 |
| 5 | 1 | 5 | 1 | 5 | 4 | 20 | 7 | 35 | 6 | 30 |
| TOTAL | 20 | 100 | 20 | 100 | 20 | 100 | 20 | 100 | 20 | 100 |
| Overall Rank | 1.4 | 2.65 | 3.25 | 3.7 | 3.9 |
Table 4. Others Factors that affect the students study habits
Part IV of the questionnaire made the respondents rank the most distracting thing in their study habits. Table 4 shows the results, 1 being the most distracting and 5 being the least. In getting the overall rate, the researchers used this formula:
Overall Rank = 1(freq. rank1) + 2(freq. rank2) + 3(freq. rank3) + 4(freq. rank4) + 5(freq. rank5)20
From the table, the students chose internet as the most distracting in their study habits, thus having an overall rank of 1.4. 75% of the students ranked internet as the top most distracting in their study habits, 20% ranked it as second, and the remaining 5% ranked it as last.
Base on the table, cellphone ranked second as the most distracting for the student’s study habits, which had an overall rank of 2.65. 35% of the students ranked cellphone as the second, 25% ranked it as third, 20% ranked it as fourth, 15% ranked it as first, and 5% ranked it as last.
Table 4 shows television as the third in line as the most distracting having an overall rank of 3.25. 30% of the students ranked television as the third most distracting, 25% ranked it as second, 20% ranked it as fourth, 20% also ranked it as last, and 5% ranked it as first.
The fourth most distracting in for the students in their study habits is the people that the students lived with, which got an overall rank of 3.7. 35% ranked the people they live as the fifth most distracting, 30% ranked it as third, 20% ranked it as fourth, 10% ranked it as second, and 5% ranked it as first.
The last factor that ranked last as the most distracting in the student’s study habits, based in table 4, is MP3 or iPod, getting an overall rate of 3.9. 40% ranked MP3 or iPod as the fourth, 30% ranked it as last, 20% ranked it as third, and 10% ranked it as second.
The results showed that more students rank internet as their top most distracting thing in their study habits.
V. Living Condition and Study Habits
1. Living condition in terms of the temperature
The temperature of a certain place can give an effect to the person who occupies it. In a student’s residence, the temperature should be considered because there are different kinds of temperature that could give positive or negative effect to the student’s study habits. Just like for example, when the temperature of the residence is too hot or too cold, it might disturb the student while doing his or her school works.
Table 5.1 Temperature of the living condition
| Rating | Frequency | Weight | fx |
| Highly favorable | 4 | 5 | 20 |
| Favorable | 9 | 4 | 36 |
| Neutral | 7 | 3 | 21 |
| Unfavorable | 0 | 2 | 0 |
| Highly unfavorable | 0 | 1 | 0 |
| TOTAL | 20 |
| 77 |
As shown in the table 5.1, the ratings that were only favored were only from 3 to 5. In the questionnaire given to the respondents, they were asked to rate the living condition of their residence in terms of temperature. They were given the guide for rating, 5 being the highly favorable of positively affecting their study habits i.e. they could study well and 1 being the highly unfavorable of negatively affecting their study habits i.e. they couldn’t study well. Based on the data, we got the mean by using the formula:
x = _____sum of all scores_____
total number of respondents
Thus, we got the mean of 3.85 which means that the total number of respondents is favorable of the temperature of their living environment and that means that the temperature of their residence can affect their study habits positively because they could study well with the condition of their place.
2. Preference area of study place
Preference of the area of the student’s study place is important because some students couldn’t study well if the area is too small or too big. A student should choose his or her own preference of the area so that he or she will be comfortable in doing his or her school works and so that the student’s study habits will not be affected negatively.
Table 5.2. Study area that the students prefer
| Area of study place | Frequency | Mean |
| Small area/space | 2 | 0.7 |
| Big area/space | 5 | 1.7 |
| Either | 13 | 4.3 |
| TOTAL | 20 |
|
In the preference of the area for the study place, the students have different opinions in considering the space. In Table 5.2, we got the mean for the three choices of the area of the study place by using the same equation used in table 5.1. From the data, it shows that more students prefer either of the area for their study place with a mean of 4.3, while there is a small mean of 0.7 for students who wants a small area for their study place, and a mean of 1.7 for those who wants a big space for their study place. It could be grasped that most of the students are satisfied with either of the area and that could mean that the space of the student’s study place doesn’t necessarily affect most of the student’s study habits because most of the students could tolerate both conditions.
3. How the people distracts the students
Question 3 of part V in the questionnaire asks about how the people that the student lives with distract him or her. The question was provided with answers; the respondents will just choose all possible answers or can have more than one answer.
Table 5.3. How the People that the student live with distracts him/her
| Distractions by people | Frequency | Mean |
| When people talk | 12 | 1.7 |
| When people play music | 10 | 1.4 |
| When people watch TV | 8 | 1.1 |
| When people do things around | 8 | 1.1 |
| People don't distract the student | 0 | 0 |
| The student lives alone | 2 | .3 |
| Others | 1 | .1 |
| | | |
In the university, there are students that live alone and there are students that live with their co-students, their family or their relatives. The people that a student lives with can either help the student in his or her study habits or distract the student.
Table 5.3 shows that 12 students are more distracted when the people that they live with talks to them. There were 10 students that say that they get distracted when the people they live with play music. About 8 students get distracted when they people they live with watch TV or when they do things around. And there are 2 students that live alone. There is 1 student that added that they get distracted when the people they live with ask them to do something.
The result shows that the people that the student lives with actually distract them. More students answered that the people they live with distract him or her when they talk to them, which had a mean of about 1.7. Furthermore, there were no students who said that the people they live with doesn’t distract him or her.
4. Encouragement given
Despite the disadvantage that the people that the student lives with, they can also encourage the student. Encouragement is relevant in a student. According to Karemera et. al. (2003), the key to an effective learning is to create an environment the encourage students to do an excellent work in or out of the school. An individual should be encouraged to pursue learning.
Table 5.4. Encouragement from the people that the students live with
| Rating of encouragement | Frequency | Percentage |
| Very high | 5 | 25% |
| High | 7 | 35% |
| Moderate | 6 | 30% |
| Low | 0 | 0% |
| Very low | 0 | 0% |
| TOTAL | 18 | 80% |
The encouragement rate from the people that the students live with is shown in table 5.4. Since 2 out of 20 respondents live alone, there are only a total of 18 students who answered this question. Base on the table, 7 students out of 18 said that despite of the distraction the students still get encouragement from the people that they live with. 5 said that they get very high encouragement, and 6 say that they get moderate encouragement from the people that they live with. Furthermore, no students said that they people they live with don’t give them encouragement.
