Effectiveness of Independent Learning

THE EFFECTIVENESS OF INDEPENDENT LEARNING IN DEVELOPING STUDY HABITS IN MATHEMATICS

A Junior High School Research Paper Presented to The Faculty of the Junior High School Department

In Partial Fulfillment of the Course Requirements in Research 9 (Qualitative Research)

Abellanosa, Reginald, Aliganga, Chelsea, R. Edillor, Michael John, Legarde, Mary Paloma, Mabala, John Rhoy, Obando, Gioshua, Pacheco, Aldrine,

March 2020 Asian College of Technology- Integrated School

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Approval Sheet This research entitled “WRITE RESEARCH TITLE” prepared and submitted by the Grade 9 (Justice) - Group number _3_ in partial fulfillment of the requirements in Research is hereby recommended for approval.

February 29, 2020 Date Accepted as partial fulfilment of the requirements in Research

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Table of Contents

Approval Sheet

ii

Acknowledgement

iv

CHAPTER I Rationale

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Theoretical/ Conceptual Framework and Background

10

Statement of the Problem

12

Scope and Delimitation of the Study

13

Significance of the Study

14

Definition of Terms

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CHAPTER II

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Related Literature

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Related Studies

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CHAPTER III

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Research Design

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Research Environment

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Respondents of the Study

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Research Instrument

26

Data Gathering Procedure

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CHAPTER IV

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CHAPTER V

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Summary

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Conclusion

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Recommendation

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BIBLIOGRAPHY

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Appendix A - Letter to the School Principal

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Appendix B–Research Instrument

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Appendix C - Documentation

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CURRICULUM VITAE

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ACKNOWLEDGEMENT The researchers wish to extend their sincere gratitude and appreciation for giving precious contributions towards the completion of this research. Foremost, we would like to express our gratitude towards our loving parents who give us inspiration and help us especially in financial support to pursue this research. To the teachers, Ms. Lyn Venanzuela, Ms. Mylyn Beringuela, and Ms. Jeanille Cogtas for giving us their time and guiding us through our research work. To Sir Jay Neil Oro, for helping us interpret the necessary data and lastly, to our research adviser, Ms. Roxan Jao, for sharing her knowledge and her constant guidance and encouragement to make this research done. And most especially to God, for giving us the guidance and knowledge as well as good health in constructing this research work.

To God be the Glory.

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CHAPTER I THE PROBLEM AND ITS BACKGROUND

​Rationale

Learning helps to increase the exercise of mind and it helps to gain experience of life.

Learning is a part of the everyday life of humans that will make us a multi-skilled person which is better for the future. Hence, it improves the intellectual stimulation of a human. It is necessary for human beings because anything that involves growth development requires a fundamental skill which is learning. People enhance their knowledge’s capabilities through having an education wherein they usually gain knowledge about something on that specific subject.

However, to attain a greater knowledge, people must not only depend on school but they must learn how to learn on their own because the greater way of learning involves being independent and being cognitive learners.

People have been taught to go to school at an early age and as they get to a higher level of education, the deeper and more complex the certain topic or lessons that they have to understand.

In school, most of the students have difficulties in learning that specific subject and that is why it requires studying. Every student has a different way of studying, some students study by having a school tutorial center that can teach the student in advance and some are studying independently to develop their study habits. There are a lot of strategies in learning such as interleaving, space practice, practice tests, rereading, etc. Being independent to study can acquire more knowledge and perspective points of a subject then, being independent to study can help us to be quick-witted and clever. The more you study independently, the more you can discover and

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comprehend things on your own. And students who study after school time ends usually have greater intellect compared to the students that don't.

Mathematics is known as one of the subjects that students find hard to understand because of its formula, operations, etc. It is subtle to define. But the majority of the students disliked it because not only is it way too complex to understand, but it also causes them anxiety and stress that can affect the students’ academic performance.

In America, the majority of high school students hate Mathematics because they find it difficult and stressful. According to the report of Bam Alegre, around half of the students of the United States experience math anxiety which causes them to hate the subject even more and most of them choose a career that isn’t related to Mathematics.

The Grade 9 students from Asian College of Technology considered Mathematics as one of the hardest subjects that they’ve been facing. There are a lot of factors that affect their difficulty in Mathematics. Some of them are not ready to face the higher level of the subject due to their lack of educational background. It has a lot of other options in order for the students to learn but independent learning is better to develop a person’s analytical and logical thinking because it boosts their curiosity.

It is not just all about memorizing but it also requires analyzing so that students can comprehend more on the subject. Everyone needs some level of specific mathematical knowledge. Most professions use math to perform their job better and to get ahead in the world.

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Many students have trouble learning mathematics because they never develop the particular study habits which are useful to succeed in Mathematics. In this problem we have to use independent learning to improve the study habits, because this will help the students to gain more confidence and to be motivated, and also they can be aware of their limitations and on how to manage them. Independent studies provide well motivated students to pursue a topic of interest that does not necessarily fit into the academic curriculum. It is a way for students to learn hard and difficult problems or gain experiences. Learning independently will provide a student with not only fundamental mathematical knowledge. But also the skills required to become selfdirected learners. These students are responsible enough to have this habit for they want to understand what Mathematics is and how it will help their lives. To take this habitual exercise, the time they have is needed to be managed as they have many things to be done in time and activities outside they’ve cooperated and personal time to have more time to take.

And furthermore, independent learning doesn’t only teach the students how to become self-sufficient to study on that particular subject. Because there are a lot of benefits of being an independent learner and this includes; the development of deep understanding, taking personal responsibility for learning. The Higher Education Academy (HEA) and the Quality Assurance Agency for Higher Education (QAA) highlights the importance of independent learning in higher education and how it is best supported by universities and colleges. Anthony McClaran, Chief Executive, QAA: “Independent learning is critical to students achieving at the level demanded by higher education, and developing the skills and mind set employs value. It should be integrated into all aspects of provision, and its benefits should be effectively communicated to students. The findings and recommendations in this report will help improve policy and practice in relation to independent learning across UK higher education.”

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Learning independently may be challenging for the students because it takes courage for you to be able to study on your own and it is not only about your goal, it is about the process.

According to the University of Waterloo, “As a means of better understanding the processes involved in this mode of study, this Teaching Tip outlines key components of four key stages to independent learning, known as self-directed learning: being ready to learn, setting learning goals, engaging in the learning process, and evaluating learning.”

This study aims to help the Junior High School students in Asian College of Technology in order for them to be aware of how to develop their study habits through Independent Learning.

And this study would allow not just the students, but also the parents and teachers to be informed that Mathematics greatly affects the student’s performance and also for them to be aware of the importance of Independent Learning and so that they can encourage the students to practice this kind of learning. The more they improve on being independent learners, the more they can also improve their Mathematical skills and study habits. The researchers pursue this study in order to test the effectiveness of Independent Learning and how it will help to improve student’s behavior and develop the student’s study habits in Mathematics that will improve their academic performance. In that, the researchers will be able to raise awareness and pursue the Grade 9 students to practice this kind of learning.

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​Theoretical/ Conceptual Background

The study aims to know if independent learning really does improve developing study habits in mathematics. And what type of independent learning technique is best fitted for the task at hand.

The researchers study is supported by the influence of the learning model and learning independence on mathematics learning outcomes by controlling students' early ability.

Independence of student learning is the extent to which in the learning process students can come to determine the objectives, materials and learning experiences, and evaluation of learning.

(Fisher in Williams, 2003) discusses ways to create an effective community for learning and demonstrates that an independent learning environment should develop a climate in which important people and respect groups create trust, support and communication. An independent person can make his own choices responsibly when he wants to learn or what he wants to learn.

Such an opinion the first important step before self-learning skills can be developed for students is to understand the need to change. Unless they see this need and desire change, students have no reason to change their approach or any motivation to overcome old habits (Virginia, Louise, 2007). Self-directed learning according to (Johnson, 2009) frees students to use their own learning styles, advance at their own pace, explore their personal interests, and develop their talents using the multiple intelligences they like. Independent learning is closely related to the 'self-understanding' itself. Students have a 'self-organizing' or 'self-ordered' personality type.

They make their own decisions and accept responsibility for it. (Fridani and Lestari, 2009) states, the principle of independence in learning means that in teaching and learning activities, as early as possible developed independence. The realization of the principle of self-reliance in learning

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will place the teacher in the lead role as a facilitator and motivator. Based on the explanation above, the independence of learning is to liberate students to use student learning styles, advance at their own pace, explore their personal interests, and develop their talents using the multiple intelligences they like.

To relate this to the study, the researchers will be giving a questionnaire to ask what type of learning techniques a grade 9 student prefers. And check if that learning technique is truly effective in learning mathematics.

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Theoretical/ Conceptual Framework

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​Statement of the Problem

The study aims to show how independent learning develops the skills and study habits in Mathematics subject to the Junior High school students of Asian College of Technology. The researchers seek to find answers to the following questions:

1. How does independent learning develop the study habits of the students in Mathematics?

2. What are the preferred learning strategies used by the students in developing study habits in Mathematics? a. Rereading b. Practice test c. Interleaving d. Space Practice

3. What is the proposed strategy in developing the students’ study habits in Mathematics?

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Scope and Delimitation of the Study

This study will be conducted for approximately 6 months ranging from September 2019 – February 2020 in Asian College of Technology, Bulacao Campus. The respondents will be the Grade 9 students of the school and the topic that will be given in their questionnaire are all about their preferred study habits that will affect their performance in Mathematics. ​ ​Significance of the Study

This study targets to determine the developing study habits in Mathematics subjects through Independent Learning. The results of the study will be of great benefit to the following: Students. The results will provide the students some insight in how to consume their spare time and improve their skills in certain aspects of their education. It could also be of use to guide them which corresponding skill they would improve and to use it in the near future.

Teachers.

The results will provide the teacher some idea on how to teach their students and

what topics to teach them according to their capability. And it could also lessen the hassle in teaching kids. And fasten the speed in learning.

Parents. The results will provide the parents an idea or insight on what benefits their kid would get from this habit. And they could also save money on the tuition because their kid could get a scholarship.

School.

The results will provide the school some data on how to properly approach their

students and to impose or suggest students to do that kind of habit. It could also improve the prestige of that specific school and improve its student body.

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Definition of Terms These are the terms that the researchers defined in the study.

Independent Learning – someone or something that discovers or learns something on their own without being dependent on someone or something.

Math anxiety- is a feeling or fear that interferes with the students’ performance in Mathematics.

Cognition -the process that acquires knowledge through experience, thought and sensory input.

Mathematics- is the study of the sciences of numbers, quantities, geometry and forms.

Knowledge - facts, information, and skills acquired by a person through experience or education.

Rereading–a strategy that is about reading more than twice on that specific reference to gain more knowledge.

Practice test - a strategy used by students that is similar to a pre-test Interleaving - a process where students mix multiple subjects or topics while they study in order to improve their learning.

Space Practice - involves repeatedly coming back to the information that we are learning in various short sessions, spaced out over time, rather than 'cramming' it into a single intense period.

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CHAPTER II REVIEW OF RELATED LITERATURE AND RELATED STUDIES This chapter presents the related literature and studies that would help the researchers to gain more information about the study. These are the following articles that contain additional information on how independent learning could help develop the students’ study habits.

​Related Literature

Dr. Louise Walker said that "Independent learning is NOT about leaving them alone to get on with it!" "Independent learning can involve peer-assisted learning, facilitated learning and use of technology." and that "Independent study is a process, a method and a philosophy of education: in which a student acquires knowledge by his or her own efforts and develops the ability for inquiry and critical evaluation; it includes freedom of choice in determining those objectives, within the limits of a given project or program and with the aid of a faculty advisor; it requires freedom of process to carry out the objectives; it places increased educational responsibility on the student for the achieving of objectives and for the value of goals'' and that there are Factors that affect the ability of students to become independent learners • Motivation • Autonomy • Collaboration

“Lack of many mathematics skills caused difficulties in solving problems. Students are required to apply and integrate many mathematical concepts and skills during the process of making decisions and problem-solving. Garderen (2006) stated deficiency in visual-spatial skill might cause difficulty in differentiating, relating and organizing information meaningfully.

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However, the lacked of mathematics skills among students is varied.”(Hill 2008; Kaufman 2008; Birch Mazzocco 2007; Garderen 2006; Osmon et al. 20) Puteh 2002 also stated that students that experienced math anxiety performed poorly that led to loss of self- confidence and increased their tension. Furthermore, Green and Allerton (1999) defined math anxiety as a feeling of apprehension that is developed through experiences and they also explained that negative feelings towards the subject arise as a consequence of a range of encounters relating to the way mathematics is presented, taught and learnt by individuals.

“The University of New South

Wales

Learning Centre describes independent learning in

the following way: Being independent at uni means that you are responsible for managing your studies, your time and yourself. In high school, you might be used to teachers reminding you when work is due, telling you what and when to study, and checking your progress. University learning requires you to learn and complete assignments independently, plan your workload, meet deadlines and organize your time. This level of self-management can be a challenge. Some students thrive; others find it difficult to adjust at first.”-(UNSW, 2013).

According to the Higher Education Academy, many students especially international students, that are used to support, have trouble making the transition to the more independent learning required at university compared with their previous study. Is useful for all students to know precisely how they are responsible for their learning and the need to play a more active role in their own learning. In addition to that, Donya Wilson and Marcus Conyers 2018 said that learning how to learn is a game changer in the global knowledge of economy but it is never too

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late to teach the kids on how to learn independently. And there are three things in cultivating independent learners; inspire student motivation for learning; coach students to set goals and develop a plan for learning;teach students to self-assess.

“Learning independently can be challenging, even for the brightest and most motivated students. As a means of better understanding the processes involved in this mode of study, this Teaching Tip outlines key components of four key stages to independent learning, known as self-directed learning: being ready to learn, setting learning goals, engaging in the learning process, and evaluating learning.” – University of WaterLoo

​Related Studies

E Surya, E Syahputra, N Juniati said that "Mathematics communication skills are the students’ capabilities to speak, to write, to explain mathematical ideas and to create interactions and explorations of their ideas in classroom through group discussion and also their ability to communicate mathematics as a message that needs to be delivered (NCTM, 2004). Mathematics communication skills in classroom implementation needs to be taken care of, this is because mathematical communication is able to organize and accommodate students’ mathematical thinking (Saragih, 2007). It can bridge the students to a deeper mathematics concept understanding when they already have this capability (Stahl et al., 2010; Ramelan et al., 2012; Siregar, 2016). However, the students’ mathematics communication skills and self-regulated study, in fact, is still below the average.

This is research from the observations made in the initial SMP 1 Dewantara district, North Aceh, indicating that students are not able to start solving problems by creating 18

mathematical models of the information provided, they just write down the answer without writing about the settlement process to get the answer. So what happens can not be resolved or the result of an answer from the given problem cannot be solved exactly. So also with the independence of the students obtained the information students experiencing self-regulated learning is still low, especially in working on assignments and homework assigned by teachers.

Most students at that school are likely to learn depends on the teacher, the students are waiting to be ruled by the teacher in the learning especially in the task or homework, then students tend to imitate his work to be lazy and not sure of his ability Communication skills and independence of learning students are still low in the course of some factor which becomes the cause, one that is still learning the teacher-centered, where teachers have not selected for this model, the right strategy in delivering material to be taught.

On the implementation, the teacher more often applies to conventional learning or better known as direct learning. That explanation is reinforced by the results of survey research Santoso (2015:220), who mentions in a few schools that many teachers of mathematics have a real school level, either elementary, junior high schools, and high schools that still use direct learning or teacher-centered learning. Surya and Rahayu (2014) found that one of the causes of poor communication skills and mathematical problem solving of students is less exact orientation learning math in school (Nasution, dkk, 2013; Oktaviarini, 2015). Given the importance of mathematical communication ability and self-regulated learning of students, they needed an innovative effort to overcome. Where students need to be conditioned to be able to reconstruct his knowledge as well as capable of transforming his knowledge in other situations are more complex so that the knowledge would have students itself.

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The process of constructing the knowledge can be done by students based on the experience that has been, and can also be the result of the invention involving the environment as a factor in the process of acquiring knowledge. One of the ways that can be grown is to seek learning using approaches, models or strategies according to the flow of construction which can provide opportunities and encourage students to practice mathematical communication ability and independence of learning students. One of the learning models that are the most appropriate and best suited to fostering mathematical communication ability and self-regulated learning is a model project based learning." - Surya SyahputraJuniati, 2018

Zimmerman (1986, p. 308) stated that when students are able to self-regulate their learning, they become more understanding of their own approach to learning and are able to maximize their learning in the most efficient ways. In addition to that, they are motivated to take responsibility for their learning; and are able to work with others to enhance the depth and breadth of their learning.

According to Lift & Field (2009), Academic staffs are responsible for the intentional design of the curriculum and its quality - its content, the ways in which it is delivered effectively, and the ways in which student achievement of desired learning outcomes is assessed but they’re not responsible for the entire student experience because they are the ones responsible for their own learning. They can’t control how much individual effort a student is prepared and motivated to learn and to make the most of the learning opportunities that are made available to them.

Teachers create optimal learning environments for our students, but students themselves must be committed to their own learning success. For this reason, independent learning skills should be

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explicitly taught in the first year by using the three-pronged framework of engagementmotivation, learning climate, and learning activity. It should not be assumed that students have these skills when they arrive at university, and it should not be left to chance as to whether they develop the skills or not.

The Department of London for Children, Schools and Families Research, 2008 stated that Independent Learning’ is often linked with other approaches to learning such as ‘personalisation’, ‘student-centered learning’ and ‘ownership’ of learning. The research found different terms to describe independent learning but the most common reflecting the idea of “self-regulated learning”. The authors of the review emphasized that independent learning does not merely involve students working alone and stressed the important role teachers can play in enabling and supporting independent learning. The review suggested that successful independent learning depends on a number of external and internal factors.

External factors involve the creation of a strong relationship between teachers and students and the establishment of an ‘enabling environment’. Internal factors are the skills that individual students have to acquire. These include cognitive skills such as focusing of memory and attention and problem-solving, metacognitive skills associated with an understanding of how learning occurs, and affective skills related to feelings and emotions. The authors, Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday, stated that there are benefits of being an independent learner and these includes; improved academic performance; increased motivation and confidence; greater student awareness of their limitations and their ability to manage them; enabling teachers to provide differentiated tasks for students; and fostering social inclusion by countering alienation.

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Devrim ERDEM KEKLIK Ibrahim KEKLIK said in their study that A Personal Information Form and Motivation and Learning Strategies Scale were used for data collection. Stepwise regression analysis was used as the data analytic procedure. Results showed that factors such as task value (M), time/study environment (LS), self-efficacy (M), extrinsic goal orientation (LS), test anxiety (M), peer learning (LS) and organization (LS) significantly predicted students’ mathematics achievement. Some factors of motivation and learning strategies significantly predict students’ achievement levels in mathematics according to gender. Different factors of motivation and learning strategies significantly predicted students’ achievement levels in mathematics for each grade level. Results, limitations of the study, implications for school counseling services, mathematics education and future research were discussed.

The research study entitled “Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation '' by Sara J. Renzulli, University of Connecticut stated that the most preferred learning strategies by the participants is rereading.

According to the survey responses, most of the students used rereading as one of their methods to prepare for an exam.Yet, according to the Educational Research Newsletter And Webinars , the study says that Practice Testing is one of the most effective learning methods. “The most effective study techniques across a range of learning conditions were practice testing and distributed practice, the researchers report.Students often cram before a test, but the research shows distributed practice, studying over many sessions, results in better long-term retention, the researchers write. And, while most students see testing as an undesirable necessity of education, the fact is that testing also improves learning. Practice testing may work through a number of

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mechanisms. When students retrieve target information their related knowledge is activated.

Practice testing may also help students organize information.”

Fauzia Khurshid,Afifa Tanveer and Farah NazQasmi said in their research that Present study is designed to explore the relationship between the study habits and academic achievement of day scholars and hostel living male and female university students. For the measurement of study habits a standardized 49 items inventory developed by Dennis H. Congos was used. A random sale of 200 male and female university students was collected from leading public sector universities of Rawalpindi and Islamabad. Results show that there is a positive correlation between study habits and academic achievement. Female university students possess more effective study habits and higher academic achievement than male university students. Day scholars have better study habits and higher academic achievement than those living students.

Galla, B. M., & Duckworth, A. L. mentioned in their study that Why does self-control predict such a wide array of positive life outcomes? Conventional wisdom holds that self-control is used to effortfully inhibit maladaptive impulses, yet this view conflicts with emerging evidence that self-control is associated with less inhibition in daily life. We propose that one of the reasons individuals with better self-control use less effortful inhibition, yet make better progress on their goals is that they rely on beneficial habits. Across 6 studies (total N = 2,274), we found support for this hypothesis. In Study 1, habits for eating healthy snacks, exercising, and getting consistent sleep mediated the effect of self-control on both increased automaticity and lower reported effortful inhibition in enacting those behaviors. In Studies 2 and 3, study habits mediated the effect of self-control on reduced motivational interference during work–leisure conflict and on greater ability to study even under difficult circumstances. In Study 4, homework

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habits mediated the effect of self-control on classroom engagement and homework completion.

Study 5 was a prospective longitudinal study of teenage youth who participated in a 5-day meditation retreat. Better self-control before the retreat predicted stronger meditation habits 3 months after the retreat, and habits mediated the effect of self-control on successfully accomplishing meditation practice goals. Finally, in Study 6, study habits mediated the effect of self-control on homework completion and 2 objectively measured long-term academic outcomes: grade point average and first-year college persistence. Collectively, these results suggest that beneficial habits—perhaps more so than effortful inhibition—are an important factor linking self-control with positive life outcomes.

In generalization, independent or self-directed learning is greatly required for the students not just because it helps in academic curriculum but it also, helps them to become a better individual because according to Meyer et al in 2008, it is ‘a process during which learners develop the values, attitudes, knowledge and skills needed to make responsible decisions and take appropriate actions in regard to their own learning.

The researchers have found out that most of the articles are all about the importance of independent learning for the students and how it is implemented by the higher universities. In the 21st century, students have been taught to become independent learners by not waiting for the teachers to “spoon-feed” them. In that, they were able to discover things on their own. It may be challenging for them, but it molded the students’ character. So, if the students apply independent learning in Mathematics, it would be helpful for them because it will develop their study habits that will help them analyze and understand more on the subject by themselves.

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CHAPTER III RESEARCH METHODOLOGY

​Research Design

This study is a Descriptive type of Qualitative research because it focuses on developing an understanding of the design problem through interviews and observation. The researchers’ goal is to determine if it would be worth it for the students to extend their time in studying to improve themselves in terms of behavior and academic performance.

Research Environment The study will be conducted in Asian College of Technology, Bulacao campus. It holds the Integrated School Division and the Computer Science Program.

​ Respondents of the Study For this study, this will need a respondent for enriching this study’s value by the proponent of this study. The proponent selected the Junior High School of Asian College of Technology Bulacao Campus to be the respondents of the study, preferably the Grade 9 students.

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Table 1 Name of table here Section

Number of Students

Percentage (%)

Justice

18

53%

Prudence

16

Total

34 respondents

47%

100%

​ Research Instrument The researchers will be able to conduct the study through observation and by giving out questionnaires to the respondents. The answered questionnaires will be used to observe and to interpret data. ​Data Gathering Procedure The researchers use an Indirect or Questionnaire Method. The questionnaires will be given out to all of the Grade 9 students which are the respondents of the study.

Pros: The researchers can save time in gathering the information. This in turn would speed up the process in making the research.

Cons: The researchers cannot expect that all distributed questionnaires would be retrieved because some simply ignore the questionnaires. And the info would sometimes be unreliable, because some would just answer it improperly and give false data 26

CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The researchers made this kind of table because it is the most efficient way in showing and interpreting the data that the researchers gathered. In this table, the researchers were able to show the appropriate data needed for the readers to know and understand what the researchers are trying to interpret. And it is the most basic way in showing the results of the researchers.

1. The data showed that the Grade 9 students preferred to study for 1hr- 1:59 mins and none chose to study for 3hr-3:59mins.

DURATION OF TIME IN STUDYING

FREQUENCY

PERCENTAGE

1-59mins

5

14.71%

1hr-1:59 mins

19

55.88%

2hr-2:59 mins

6

17.65%

3hr-3:59 mins

0

0%

4hr-4:59 mins

1

2.94%

5hr-5:59 mins

2

5.88%

6hr-6:59 mins

1

2.94%

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2. Out of 34 respondents, 52.94% of the Grade 9 students preferred to use the internet as their source in studying because as time passed by, the advent of technology increases and it influence people especially students because there are a lot of features on the internet that make it easy to study rather than scanning pages in books.

PREFFERED

FREQUENCY

PERCENTAGE

BOOKS

14

41.18%

INTERNET

18

52.94%

BOTH

2

5.88%

SOURCE

3. 67.65% of the respondents preferred to study at midnight and out of 34 of them, 8.82% chose to study in the morning.

PREFFERED TIME

FREQUENCY

PERCENTAGE

MIDNIGHT

23

67.65%

NOON

8

23.53%

MORNING

3

8.82%

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4. Out of 34 respondents, 73.53% of the Grade9 students preferred to study at their house rather than studying in school or café/coffee house.

PREFFERED PLACE

FREQUENCY

PERCENTAGE

HOUSE

6

17.65%

HOUSE

25

73.53%

SCHOOL

3

8.82%

CAFÉ/COFFEE

5. Out of 34 respondents, 35.29% of the Grade 9 students preferred to study by using the Practice Test method. The second is the Space Practice then, the Rereading and the last learning strategy that they preferred is Interleaving.

PREFFERED LEARNING

FREQUENCY

PERCENTAGE

REREADING

8

23.53%

PRACTICE TEST

12

35.29%

INTERLEAVING

5

14.71%

SPACE PRACTICE

9

26.47%

STRATEGY

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CHAPTER V SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

The main purpose of this study is to test the effectiveness of Independent Learning to develop the student’s study habits to improve their academic and also their behavior performance. The researchers used the Qualitative Research Interview Method and so the researchers pulled out the respondents from the Grade 9 students of ACT and the interview only lasted for a day.

​Summary and Findings

Independent Learning develops the student’s study habits in Mathematics because it can help them focus on the topic on their own and it will boost their analytical and logical thinking that will be needed to succeed in Mathematics. Independent Learning is effective if the students are comfortable with their own way of learning; this means that the learning strategy, time, sources and place of studying affect their study habits. In addition to that, Independent Learning is also considered as self-directed learning, so this study doesn’t only imply to improve the students in terms of their academic performance but also in their attitude because this kind of learning helps students increase their confidence and motivation to study and also raise their awareness on their limitations. Out of the four learning strategies that the researchers proposed, the result of the data showed that the majority of the respondents chose “Practice Test” as their preferred learning strategy.

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All of the learning strategies are useful for the students to develop their study habits but the proposed strategy in developing study habits the in Mathematics is “Practice Test” because it is more suited for the subject since it is more on analyzing and the students are able to correct and realize their own mistakes because

​Conclusion

The study shows that our hypothesis was right all along. And that independent learning really does affect the academic and also the behavior performance of the students in a way, specifically in the field of Math. But it does not mean that independent learning only focuses on math, it can also be applied to various fields. Independent learning could even be applied outside of school. And it can improve the way you think inside and outside of school. Independent learning is also a way to rapidly improve the performance of oneself. And independent learning has a high impact on pupils' progress for a very low cost. But it still depends on the student or learner if they’re willing to learn and they enjoy that type of field. Because no matter how much you study dependently/independently, if you don’t value the learning yourself then you will never learn.

Therefore, Independent Learning is effective to develop study habits in Mathematics but it will be more effective if the students are studying in their most comfortable way. The student’s study habits are affected by their learning strategy, place, time and source of studying. The data shows that the majority of the student’s duration of time in studying is 1hour- 1:59 minutes and the majority of the students also tend to study by using the practice test method. They also preferred to use the internet as a source than books and 73.53% of them are comfortable in studying in their houses and they prefer to study at midnight.

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Recommendation

The researchers encourage the students to study independently because it is really important especially when students will get to a higher level in education. Majority of students have difficulties in Mathematics and it triggers their math anxiety, so the researchers recommend studying harder and to apply independent learning because it is an effective way to gain more knowledge and comprehension on the subject and it will help the students to avoid cramming.

Independent learning is also highly recommended because it also develops the students’ attitude to be better, especially in terms of self-discipline and time management.

The researchers encourage the parents and teachers to recommend independent learning to students. Because in our study it shows that independent learning can affect how you do in school, it is not only limited to academic performances because independent learning can also affect a student’s ability to learn new things. Independent learning is important for the students to learn because sooner or later they wouldn’t have the comfort of somebody teaching them.

Because most of the time we need to learn stuff on our own. So we need them to learn independent learning as soon as possible.

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BIBLIOGRAPHY Walker, L. Enabling students to become Independent Learners-Transitions in Undergraduate Mathematics Education / The University of Manchester / retrieved from https://www.birmingham.ac.uk/Documents/college-eps/college/stem/Transitions-in-UG-Maths-E ducation-Event/Walker---slides.pdf ​ Surya, E Syahputra, N Juniati / Effect of Problem Based Learning toward Mathematical E Communication Ability and Self-Regulated Learning / www.iiste.org : Vol 9, No 6 (2018) / Journal of Education and Practice / retrieved from https://www.iiste.org/Journals/index.php/JEP/issue/view/3395 Zimmerman (1986, p. 308) /Becoming a Self-regulated Learner: Which are the keysub processes? / Contemporary Educational Psychology / Volume 11 Issue 4Pages 307-313 / October 1986 / retrieved from https://www.sciencedirect.com/science/article/abs/pii/0361476X86900275?via%3Dihub Lift & Field. Intentional first year curriculum design as a means of facilitating student engagement: some exemplars / In: 12th Pacific Rim First Year in Higher Education Conference / Townsville, Queensland / January 2009 / retrieved from file:///C:/Users/Elliana/Downloads/c30044.pdf Garderen . Spatial Visualization, Visual Imagery, and Mathematical Problem Solving of Students With Varying Abilities / Journal of Learning Disabilities / November 1, 2006 / retrieved from https://journals.sagepub.com/doi/10.1177/00222194060390060201 TarzimahTambychik, ThambySubahan, MohdMeerah / Students’ Difficulties in Mathematics Problem-Solving: What do they Say? / International Conference on Mathematics Education Research 2010 (ICMER 2010)/ retrieved from https://pdf.sciencedirectassets.com/277811/1-s2.0-S1877042810X00131/1-s2.0-S18770428100 21257/ Rachel Field, James Duffy, Anna Huggins (2013) / Independent Learning Skills, Self-Determination Theory and Psychological Well-being: Strategies for Supporting the First Year University Experience / University of New South Wales / Sydney, Australia / retrieved from http://fyhe.com.au/past_papers/papers14/02B.pdf

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© The Higher Education Academy, 2014 / Independent Learning / York Science Park / retrieved fromhttps://www.heacademy.ac.uk/sites/default/files/resources/independent_learning.pdf Ed Balls Secretary of State for Children, Schools and Families / The Department of London for Children, Schools and Families Research, 2008 / retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file /324671/dcsf_departmental_report_2008.pdf Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday / Independent Learning: Literature Review / London: Department for Children, Schools and Families Research Report 051, 2008 / retrieved from http://www.curee.co.uk/files/publication/[site-timestamp]/Whatisindependentlearningandwhatare thebenefits.pdf Devrim ERDEM KEKLİK,İbrahim KEKLİK (2013) / MOTIVATION AND LEARNING STRATEGIES AS PREDICTORS OF HIGH SCHOOL STUDENTS’ MATH ACHIEVEMENT / retrieved from https://atif.sobiad.com/index.jsp?modul=makale-detay&Alan=sosyal&Id=AWvQixhryZgeuuwfS KlO Sara J. Renzulli / Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation / University of Connecticut / NACADA Journal Volume 35(1) 2015 / retrieved from https://files.eric.ed.gov/fulltext/EJ1069272.pdf Donya Wilson, Marcus Conyers / Guiding Students to Be Independent LearnersThree strategies for helping students become self-motivating and take charge of their learning / George Lucas Educational Foundation / January 2, 2018 / retrieved from https://www.edutopia.org/article/guiding-students-be-independent-learners Self-Directed Learning: A Four-Step Process. Centre for Teaching Excellence, University of Waterloo / retrieved fromhttps://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-stu dents/self-directed-learning/self-directed-learning-four-step-process Professor Liz Thomas, Dr. Robert Jones, Dr. James Ottaway/ Higher Education Academy / England / December 03, 2015 / retrieved fromhttps://www.heacademy.ac.uk/about/news/new-research-shows-benefits-independent-learnin g Educational Research Newsletter &Websinars https://www.ernweb.com/educational-research-articles/learning-techniques-effective-study/

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FayowoleAyadi/ The Effect of Anxiety on Performance of Students in Mathematics/ University of Ibadan / 2015 / retrieved from https://www.grin.com/document/448181 Lay Keow Ng / Mathematics Anxiety in Secondary School Students / National Institute of Education, Singapore / 2012 / retrieved from https://files.eric.ed.gov/fulltext/ED573311.pdf Galla, B. M., & Duckworth, A. L. (2015). More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes. Journal of Personality and Social Psychology, 109(3), 508–525. https://doi.org/10.1037/pspp0000026 Khurshid, F., Tanveer, A., &Qasmi, F.N. (2012). Relationship between Study Habits and Academic Achievement among Hostel Living and Day Scholars' University Students.

http://www.ajournal.co.uk/HSpdfs/HSvolume3(2)/HSVol.3%20(2)%20Article%204.pdf

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Appendix A - Letter to the Principal

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Appendix B - Research Instrument Name: (optional) ______________ Age: _____________

Grade & Section: ____________ Birthdate: __________________

Instructions: Write your answer below. Answering it with full honesty would be a great help for the researchers to come up with a successful result.

1. How many hours do you study independently?

2. What is your preferred time for studying? morning

noon

midnight

3. What sources do you use in studying? internet

books

________ others (specify)

4. Where is your preferred place in studying?

Café/ coffee shop

house

school ________others (specify)

5. What are the strategies you commonly use in studying?

Rank the following: (1, 2, 3, and 4) Instructions: Rank the strategies in studying as to which strategy you prefer the most.

Rereading(A strategy that is about reading more than twice on that specific reference to gain more knowledge.)

Practice test (A strategy used by students that is similar to a pre-test)

Interleaving(A process where students mix multiple subjects or topics while they study in order to improve their learning)

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