Attitudes and Study Habits of Grade 11 Students: Their Implications to Academic Performance in General Mathematics

Study habits and attitudes toward learning Mathematics are crucial variables that justify students' academic performance. This study assesses study habits and attitudes as predictors of academic performance in General Mathematics. The study was conducted in Medina College Science High School; all the grade 11 students comprised the research respondents. Using descriptive-correlational and descriptive-comparative research design guided the data analysis and investigation framework. The descriptive data revealed that female respondents (60%) dominated male respondents (40%). Moreover, most respondents were enrolled in the Technical and Vocational (TVL) strand (38%); 32% were under the STEM strand, and 32% were under the HUMMS strand. Furthermore, the academic achievement of grade 11 students constituted a "very satisfactory" description (M-85.21). The inferential analysis revealed that study habits significantly positively affect academic performance. As a result, study habits should be developed among learners to yield a higher level of students' academic performance. The results of this study should be deliberated to the parents and classroom teachers to help students inculcate their study habits. Corollary to this, other variables related to study habits (e.g., self-efficacy, motivation) should be inspected by teachers and administrators and integrated into the framework.