sample research paper in tle

Effectiveness of Technology and Livelihood Education (Tle) Learning Area as Perceived By the Grade 9 Students of Lumbangan National High School

• Pinky Apostol

INTRODUCTION

Technology Tools use in the teaching of Technology and Livelihood Education (TLE) are being used more and more in educational settings that the government through the Department of Education, has made a commitment to bring technology to the classrooms. Technology tools can help expand the opportunities for Filipino students to improve their skills, maximize their potentials and prepare them for global competition in the 21st century.

For the last two years, Lumbangan National High School had NCII passers thru the initiative of Mr. Zany R. Gargullo, Principal II, Mr. Toriano A. Digno, Head Teacher III in TLE and all the TLE Teachers. Those students passed the NCII Assessment in Cookery, Technical Drafting, Housekeeping and Computer Systems Servicing. Because of this, the researcher wants to know the effectiveness of k to 12 program based on the perception of the grade 9 students who will also undergo the said assessment this year.

The research design used in this study was descriptive which was conducted to determine the effectiveness of Technology and Livelihood Education (TLE) learning area as perceived by the Grade 9 students of Lumbangan National High School with the use of questionnaire as the main instrument of this study.

Respondents rated disagree that TLE learning area was effective in terms of understanding the lesson and they rated moderately agree that TLE was effective in terms of classifying the different areas, applying the concept learned from TLE, teaching strategies and using of instructional resources.

DISCUSSIONS

There was no significant relationship on the responses of the respondents regarding the effectiveness of Technology and Livelihood Education (TLE) Learning Area as Perceived by the Grade 9 Students in Lumbangan National High School. (4) The proposed action plan was designed by the researcher.

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Technology and Livelihood Education (TLE) Instruction in the Secondary Schools in Northern Samar Division, Eastern Philippines

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Technology and Livelihood (TLE) Instruction of Technical Vocational and Selected General Secondary Schools in Catanduanes

Technology and Livelihood Education (TLE) Instruction of Technical Vocational and Selected General Secondary Schools in Catanduanes Abstract TLE in the secondary level is the response to the need of the industry in answering the call of job mismatch in the country. Considering the nature of TLE, it provides vocational expertise and develops critical thinking among our students. This study was covered to determine its depth and how the researcher can be of help to the TLE teachers to overcome these problems by working out recommendations to lessen the burden of TLE teachers especially in using remedial measures in the absence of facilities or equipment. This study employed the descriptive-survey method of research; covered 8 general secondary and 3 technical vocational schools in the Division of Catanduanes with an actual size of 113 respondents. The researcher conducted an ocular inspection of the facilities of the schools, distributed questionnaires, done informal interview and informal classroom observation. Results revealed that technical vocational teachers are greater in number when it comes to relevant seminars/trainings, NC II level and TM 1 compared to the general secondary teachers. More general secondary teachers who teach TLE subjects which is not his major area of specialization than technical vocational teachers. Available equipment, materials and facilities do not conform to the recommended numbers which are required to support the needs of the students who enrolled in the TLE subject and several problems being experienced by the teachers in the absence of the required facilities in school but they have some remedial measures done in order to facilitate the lesson well.

Albarico, et. al., (2014) A Gateway to Global Competitiveness, Adequacy of Instructional Materials Used by Teachers Teaching Technology and Livelihood Education. Almekhlafi, A. G., &

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AÅŸkar, P., & BaÅŸ, T. (2008). A Structural Equation Model for ICT Usage in Higher Education. Educational Technology & Society. Yangco, Gilbert B., (2007) Effectiveness of Computer Education Management in Selected Public Secondary Schools in the Division of City Schools in Quezon City

Beltran, E. (2013) “Reaching the Grassroots: Education and Training on the Go!â€, A Gateway to Global Competitiveness, Hi-TechLink, June, 2013, Vol. 2, No. 001. Bonifacio,

Bybee, R.W., (1993) Reforming Science Education: Social Perspectives and Personal Reflections, New York, Columbia University Teachers College. Chambers, R.,

Chang,I.-H. (2012). The Effect of Principals’ Technological Leadership on Teachers’ Technological Literacy and Teaching Effectiveness in Taiwanese Elementary Schools. Educational Technology and Society, 15(2), 328-340. CHED (2007)

Colinares, (2002), Philippine Education in the Third Millennium, (UNESCO) Competency-Based Curriculum, Experiential Learning Courses Handbook, http://www.tesda.gov.ph

Conway G., (1992) Sustainable Rural Livelihoods Practical Concepts for the 21st Century. Retrieved December 2013 http://www.opendocs.idsac.uk/opendocs/handle/123456789/80.

Corney, D., (1999) Approaches to Sustainable Livelihood for Rural Poor, Retrieved December 2013, from http://www.hd/handle.net/123456789/497.

Corpuz and Lucido (2008) Educational Technology 1, Quezon City, Lorimar Publishing, Inc.Curriculum Standards for K-12 Schools in the Philippines. Retrieved December 2013.

Curtis, D., (2001) Project-Based Learning: Real World Issues Motivate Students. Retrieved December 15, 2013 from: http://www.edutopia.org/project-based learning-student-motivation

DepEd Order #76, s. (2010) Policy Guidelines on the Implementation of the 2010 Secondary Education Curriculum (SEC) Online Help Desk, Anytime Anywhere. Education Act (Republic Act No. 7798) (http://www.uis.unesco.org/Library/Documents/Philippines.pdf) Fernandez,

Garcia, et. al., (2014) Difficulties in Reading Comprehension and Metacognitive Strategies for Technology and Livelihood Education Students Graduate School Journal December 2005 Issue, Volume XXXI Graduate School Journal December 2006 Issue, Volume XXXII

Gloria M. (2006). “Human Capacity Building†“Human Capital Development and Inclusive Growthâ€,

Granada Dominador, et. al “Instructional Assessment of Technology and Livelihood

Education (TLE) Programâ€, Southern Leyte State University, Faculty Research, August 2012. http://philair.ph/publication/index.php/jpair/article/view/14

Guiner, Dante B., (2013) Competencies of Technology and Livelihood Education

(TLE) Instructors Input to a Training. Module in Industrial Arts. International Scientific Research Journal, Volume V, Issue-2, 2013, ISSN 2004-1749.

Hainston, Rosalina V., (2002) Applications of Learning Theories to Science Curriculum, Instruction and Assessment, OASIS, UPOU, c. 2002.

Ibe, Milagros, (1999) Seminar Issues and Trends in Science and Technology Education, UP Diliman, OASIS, UPOU, and SEI, DOST.

Implementation of TLE Program in Secondary Schools http://www.deped.gov.ph/sites/default/files/order/2012/DO s2012 67.pdf International Conference on Law, Education and Humanities (ICLEH ‘14), January 30- 31, 2014, Pattaya, Thailand (http;//dx.doi.org/10.152/ICEHM.EDO145618 Table II, III, Jan. 30 – 31, 2104. Pattaya, Thailand) Accessed on December 2014.

International Journal of Information Technology and Business Management, Feb. 28, 2013, Vol. 22 No. 1 (2012-2014) JITBM and ARF, K to 12 Basic Education Curriculum Technology and Livelihood Education Teachers Guide.

Kolb and Kolb, (2008) Handbook of Management Learning, Education and Development, London Sage Publications. National Framework Plan for ICTs in Basic Education (2005 – 2010). Harnessing ICT’s for Quality Basic Education for All.

Padolina, (2004) “Educational Reformâ€- The Philippine Education in the Third Millennium. Problems Encountered by TLE Teachers http://www.slideshare.net/teenjoy/thesis-37517506

Raymond M. (2013), Teacher’s Competence and Learner’s Performance in the Alternative Learning System Towards an Enriched Instructional Program, Pamantasan ng Lungsod ng Maynila

Republic Act 10533 (2014). “Enhanced Basic Education Act of 2013â€Retrieved: December 2014

Reyes-Campos, Laura T., (2002) Predictors of Teaching Efficiency: “A Proposal Modelâ€, DLSU, GSEAS Journal Volume MIII. Secondary Education Regional Information Base: Country Profile – Philippines. Bangkok: UNESCO Bangkok,2009.http://www.uis.unesco.org/Library/Documents/Philippines.pdf

Teaching Practices of TLE Teachers (http://www.slideshare.net/knowellton/module-69-tle) Accessed on December 2014 Technology and Home Economics (DECS) Memo No. 91 s. 1998.

Technology and Livelihood Education Curriculum Guide (Retrieved: December, 2014) Tinio, V.L. (2002). ICT in Education, Asia-Pacific Development Information Programme. Usability of Skills of TLE Students (http://www.eisric.com/documents/Competencies of Technology and Livelihood Education (TLE) Instructors Input to a Training Module in Industrial Arts 1372056125.pdf) Accessed on December 2014. Usluel, Y. K.,

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Technology and Livelihood (TLE) Instruction of Technical Vocational and Selected General Secondary Schools in Catanduanes

Technology and Livelihood Education (TLE) Instruction of Technical Vocational and Selected General Secondary Schools in Catanduanes Abstract TLE in the secondary level is the response to the need of the industry in answering the call of job mismatch in the country. Considering the nature of TLE, it provides vocational expertise and develops critical thinking among our students. This study was covered to determine its depth and how the researcher can be of help to the TLE teachers to overcome these problems by working out recommendations to lessen the burden of TLE teachers especially in using remedial measures in the absence of facilities or equipment. This study employed the descriptive-survey method of research; covered 8 general secondary and 3 technical vocational schools in the Division of Catanduanes with an actual size of 113 respondents. The researcher conducted an ocular inspection of the facilities of the schools, distributed questionnaires, done informal interview and informal classroom observation. Results revealed that technical vocational teachers are greater in number when it comes to relevant seminars/trainings, NC II level and TM 1 compared to the general secondary teachers. More general secondary teachers who teach TLE subjects which is not his major area of specialization than technical vocational teachers. Available equipment, materials and facilities do not conform to the recommended numbers which are required to support the needs of the students who enrolled in the TLE subject and several problems being experienced by the teachers in the absence of the required facilities in school but they have some remedial measures done in order to facilitate the lesson well.

Related Papers

IJESRT Journal

The study generally aimed to ascertain the plight of the Technology Livelihood Education Teachers in the secondary schools in the Municipality of Naval, Biliran. Employing the qualitative research design, 22 teachers were involved in a preliminary survey and all of them were tapped for the in-depth interview. Most of the teachers who were hired underwent the process of applying as arranged by the Division of Biliran with the guidelines mandated by the Department of Elementary Education (DepEd); selection was based on the merit of documents submitted. All of the TLE teachers were hired by personally applying for their positions, without the intervention of any other person, and selection was based on their personal qualifications. Most of the TLE teachers were assigned based on localization and their specialization or major, with a few assigned to fill in the need of a teacher per recommendations of their supervisors. The teaching environment of the schools was generally advantageous and conducive to learning-classrooms properly constructed, well-ventilated, well-lighted, and functional, except for a few. The school buildings were built on standards which provided safety and protection for the students; although some areas needed minor repairs, repainting and renovation. The TLE teachers were generally satisfied by the support of their school administrators, except for a few who found disappointments with the attitude and behavior of their superior; but they were not satisfied with community support due to the unresponsiveness and lack of cooperation of parents of the students to the needs of their class activities as some parents compelled their children to work at home and earn a living. The overall teaching performance of the TLE teachers was very satisfactory as 77.3 percent of them received above average ratings and none with below average rating. The problems met by the TLE teachers were in line with school facilities and equipment, lack of instructional materials, extra-curricular activities, students' misbehavior, insufficient support from the administration, negative attitudes of school administrators, and insufficient support from the community, instructional materials, and dealing with students. To deal with their problems, they took on a positive approach, a factor which provided them the necessary strength to move on with their teaching job. With their positive outlook, they developed effective strategies to face their predicaments, particularly in terms of personal initiative and resourcefulness. For the improvement of TLE instruction in the secondary schools of Naval, Biliran, major interventions recommended include activation of the utilization of multimedia instructional materials, procurement of adequate equipment and facilities, upgrading of the technical and managerial skills of the TLE teachers, implementation of the Modular Approach to teaching, institutional linkage with funding institutions and agencies. Minor interventions suggested include upgrading of the TLE teachers' qualification through graduate studies, their involvement in the conduct of research, their availability for consultation and upliftment activities with the students, and strengthening of the bond between and among teachers and parents and community.

JPAIR Multidisciplinary Research

Vangilit Retome

maria cristina elli

This study aims to determine the competencies of Grade VI teachers teaching Technology and Livelihood Education (TLE). The survey questionnaire design utilizing frequency count, ranking and chi-square were used to carry out this study. Result shows that majority of the TLE teachers belong to the categories of young and middle ages. Most of them are females, married and with teacher I position. It also showed that higher percentage of TLE teachers have earned masteral units. In terms of teaching experience many are new in the service, without national certificate and seminars and trainings on school-based level. The study concludes that the profile of teachers teaching TLE vary along age, gender, marital status, position title, educational attainment, length of service, competency assessment certificate and trainings and seminars attended. The TLE teachers are generally “experienced” in most of the competencies along the four areas of TLE. There is no significant relationship between...

Aljaven Bruce Laganhon

Psychology and Education: A Multidisciplinary Journal

Psychology and Education

This action research aimed to determine the instructional competencies of Technology and Livelihood Education (TLE) teachers in Sta. Cruz District and the significant relationships in the level of instructional competencies of these teachers with their profile. The total population sampling method was used to identify the forty-nine TLE teachers of Sta. Cruz District, Sta, Cruz, Zambales as respondents of this study. The study utilized a descriptive survey method. The statistical tools used were frequency and average count, weighted mean, and Chi-Square Test. The findings of the study show that the level of competency of teachers in exploratory courses of Home Economics (HE) and Agri-Fishery Arts (AFA) is "Intermediate." In contrast, exploratory courses in Industrial Arts (IA) and Information and Communication Technology (ICT) are "Basic" levels. In the specialization courses of HE, AFA, and ICT, a "Basic" competency level was computed, while specialization courses of IA obtained a "Developing" level of competency. There is no significant relationship between the profile and instructional competencies in the four areas of TLE in exploratory and specialization courses, except for the field of specialization, which has a significant relationship with the level of competency of teachers in specialization courses of IA and ICT. These findings proved that the field of specialization of teachers influences their level of competency in teaching TLE specialization courses, specifically in the areas of IA and ICT. There is a need to enhance the competencies of secondary TLE teachers in teaching specialization courses of IA and ICT.

Zenodo (CERN European Organization for Nuclear Research)

Darren Naelgas

Iranian Evolutionary and Educational Psychology

saber azimi

Asia Pacific Journal of Advanced Education and Technology

Asia Pacific Journal of Advanced Education and Technology (APJAET)

This study aimed to determine the perception of the Grade 12 TVL students on the school learning environment and scheme for employability during the academic year 2021-2022. This study further aimed to determine the preparedness of the students in terms of employability considering their learning environment during the new normal situation. The researcher employed descriptive method and random sampling technique in choosing the 100 respondents who are the Grade 12 Technical Vocational and Livelihood students of Atimonan National Comprehensive High School in Atimonan, Quezon. The study made use of a researcher-made questionnaire in assessing the perception of the respondents on variables under study. Frequency counts and percent distribution were employed to describe the respondents' profiles. Mean and standard deviation was utilized to determine the perceptions of the respondents regarding the school learning environment and the employability scheme for TVL students. Pearson Product-Moment Correlation Coefficient was used to test whether there is a significant relationship between the independent and dependent variables at 0.01 and 0.05 levels of significance. Based on the findings of the study, there is a significant relationship between the strand and the attitude of the respondents. Therefore, the null hypothesis posited in the study is not sustained. However, there is no significant relationship between the remaining profile of the respondents and the employability scheme. Thus, the null hypothesis of the study is sustained. There is a significant relationship between the respondent's learning environment in terms of human practices and material systems and the scheme for their employability in terms of cognitive relationship, hands-on practical skills, ha,bits and attitude. Thus, the null hypothesis formulated is rejected. It is recommended that the school administrators may organize seminars and training workshops for hands-on practical skills enrichment of Grade 12 Technical Vocational Livelihood (TVL) students even during the new normal situation. Strengthening the school learning environment, curriculum, and the Grade 12 student's employability through online platforms is also suggested. It is also recommended to organize yearly job fairs and skill demonstration activities for student's engagement and preparation for employability. Since this study has a limited locale, it is suggested that future researchers may conduct a comparative study in a different research setting with a bigger population and with a much broader and wider scope of employability.

Dennis Paralejas

Premier Publishers

The paper analysed the teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi District in Zimbabwe. This study sought to investigate the challenges confronting teachers of rural secondary schools in Zimbabwe using the quantitative methodology. The study adopted the descriptive survey design. The target population comprised all secondary school teachers in Nkayi District. The sample consisted of 120 teachers of which 68 were female and 52 were male. The data were gathered through a questionnaire. The study revealed that most teachers had a positive attitude towards the TVET programme. It also revealed that schools faced many challenges as they tried to implement TVET. The study recommends that there should be more allocation of financial, material and human resources towards TVET in secondary schools.

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The impact of study habits and personal factors on the academic achievement performances of medical students

• Mohammed A. Aljaffer 1 ,
• Ahmad H. Almadani 1 ,
• Abdullah S. AlDughaither 2 ,
• Ali A. Basfar 2 ,
• Saad M. AlGhadir 2 ,
• Yahya A. AlGhamdi 2 ,
• Bassam N. AlHubaysh 2 ,
• Osamah A. AlMayouf 2 ,
• Saleh A. AlGhamdi 3 ,
• Tauseef Ahmad 4 &
• Hamza M. Abdulghani 5  

BMC Medical Education volume  24 , Article number:  888 ( 2024 ) Cite this article

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Academic achievement is essential for all students seeking a successful career. Studying habits and routines is crucial in achieving such an ultimate goal.

This study investigates the association between study habits, personal factors, and academic achievement, aiming to identify factors that distinguish academically successful medical students.

A cross-sectional study was conducted at the College of Medicine, King Saud University, Riyadh, Saudi Arabia. The participants consisted of 1st through 5th-year medical students, with a sample size of 336. The research team collected study data using an electronic questionnaire containing three sections: socio-demographic data, personal characteristics, and study habits.

The study results indicated a statistically significant association between self-fulfillment as a motivation toward studying and academic achievement ( p  = 0.04). The results also showed a statistically significant correlation between recalling recently memorized information and academic achievement ( p  = 0.05). Furthermore, a statistically significant association between preferring the information to be presented in a graphical form rather than a written one and academic achievement was also found ( p  = 0.03). Students who were satisfied with their academic performance had 1.6 times greater chances of having a high-grade point average (OR = 1.6, p  = 0.08).

The results of this study support the available literature, indicating a correlation between study habits and high academic performance. Further multicenter studies are warranted to differentiate between high-achieving students and their peers using qualitative, semi-structured interviews. Educating the students about healthy study habits and enhancing their learning skills would also be of value.

Peer Review reports

Introduction

Academic performance is a common indicator used to measure student achievement [ 1 , 2 ]. It is a compound process influenced by many factors, among which is study habits [ 2 , 3 ]. Study habit is defined as different individual behavior in relation to studying, and is a combination of study methods and skills [ 2 , 3 , 4 ]. Put differently, study habits involve various techniques that would increase motivation and transform the study process into an effective one, thus enhancing learning [ 5 ]. Students’ perspectives and approaches toward studying were found to be the key factors in predicting their academic success [ 6 , 7 ]. However, these learning processes vary from one student to another due to variations in the students’ cognitive processing [ 8 ].

The study habits of students are the regular practices and habits they exhibit during the learning process [ 9 , 10 ]. Over time, several study habits have been developed, such as time management, setting appropriate goals, choosing a comfortable study environment, taking notes effectively, choosing main ideas, and being organized [ 11 ]. Global research shows that study habits impact academic performance and are the most important predictor of it [ 12 ]. It is difficult for medical students to organize and learn a lot of information, and they need to employ study skills to succeed [ 1 , 2 , 5 , 13 ].

Different lifestyle and social factors could affect students’ academic performance. For instance, Jafari et al. found that native students had better study habits compared to dormitory students [ 1 ]. This discrepancy between native and dormitory students was also indicated by Jouhari et al. who illustrated that dormitory students scored lower in attitude, test strategies, choosing main ideas, and concentration [ 10 ]. Regarding sleeping habits, Curcio G et al. found that students with a regular and adequate sleeping pattern had higher Grade Point Average (GPA) scores [ 14 ]. Lifestyle factors, such as watching television and listening to music, were shown to be unremarkable in affecting students’ grades [ 15 , 16 ]. Social media applications, including WhatsApp, Facebook, and Twitter, distract students during learning [ 16 , 17 ].

Motivation was found to be a major factor in students’ academic success. Bonsaksen et al. found that students who chose “to seek meaning” when studying were associated with high GPA scores [ 18 ]. In addition, low scores on “fear of failure” and high scores on “achieving” correlated with a higher GPA [ 8 , 18 ].

Resource-wise, Alzahrani et al. found that 82.7% of students relied on textbooks assigned by the department, while 46.6% mainly relied on the department’s lecture slides [ 19 ]. The study also indicated that 78.8% perceived that the scientific contents of the lectures were adequate [ 19 ]. Another study found that most students relied on the lecture slides (> 83%) along with their notes, followed by educational videos (76.1%), and reference textbooks (46.1%) [ 20 ]. Striking evidence in that study, as well as in another study, indicated that most students tended to avoid textbooks and opted for lecture slides, especially when preparing for exams [ 20 , 21 ].

Several researchers studied the association between different factors and academic performance; however, more is needed to know about this association in the process of education among medical students [ 15 , 20 , 22 ], with some limitations to the conducted studies. Such limitations include the study sample and using self-reported questionnaires, which may generate inaccurate results. Moreover, in Saudi Arabia in particular, the literature concerning the topic remains limited. Since many students are unsatisfied with their performance and seek improvement [ 10 ], the present study was designed and conducted.

Unlike other studies in the region, this study aims to investigate the relationship between study habits and personal factors and measure their influence on academic achievement. The results of this study could raise awareness regarding the effect of study habits and personal factors on students’ performance and would also guide them toward achieving academic success. The study also seeks to identify the factors that distinguish academically successful students from their peers.

Study design, setting, and participants

This observational cross-sectional study, which took place between June and December 2022, was conducted among students attending the College of Medicine at King Saud University (KSU), Riyadh, Saudi Arabia. Its targeted population included all male and female medical students (first to fifth years) attending KSU during the academic year 2021/2022. Whereas, students at other colleges and universities, those who failed to complete the questionnaire, interns (the students who already graduated), and those who were enrolled in the university’s preparatory year, were all excluded from the current study. The sample size was calculated based on a study conducted in 2015 by Lana Al Shawwa [ 15 ]. Using the sample size formula for a single proportion (0.79), the required sample size was 255 using a confidence interval of 95% and a margin of error of 5%. After adding a 20% margin to accommodate non-responses and incomplete responses, the calculated sample size required for this study was 306. However, our research team collected a total of 336 participants for this study to ensure complete representation.

Study instrument

The research team developed and used an electronic questionnaire. The rationale is that no standardized questionnaire measuring the study objectives was found in the literature. However, the questionnaire was tested on a pilot of 15 students to test its clarity and address any possible misconceptions and ambiguity. The study questionnaire was distributed randomly to this cohort, who were asked to fill out the questionnaire. The students reported a complete understanding of the questionnaire’s contents, so the same questionnaire was used without any modifications. The questionnaire, written in English, consisted of three parts. The first part included eleven questions about the socio-demographic status of the participants. The second part contained twenty-one questions examining personal factors such as sleep and caffeine consumption. The last part included twenty-one questions regarding students’ study habits. The questionnaire was constructed based on an ordinal Likert scale which had: strongly agree, agree, neutral, disagree, and strongly disagree as possible answers. The questionnaire was sent to participants through email and social media applications like Twitter and WhatsApp to increase the study response. An informed consent that clearly states the study’s purpose was taken from all participants at the beginning of the questionnaire. In addition, all participants were assured that the collected data would be anonymous and confidential. Each participant was represented by a code for the sole purpose of analyzing the data. Furthermore, no incentives or rewards were given to the participants for their participation.

Study variables

Socio-demographic information (such as age, gender, and academic year), and personal factors (such as motivation, sleeping status, caffeine consumption, and self-management) were the independent variables. Study habits such as attendance, individual versus group study, memorization techniques, revision, learning style, and strategies were also independent variables.

Academic achievement refers to a student’s success in gaining knowledge and understanding in various subjects, as well as the ability to apply that knowledge effectively [ 23 ]. It is a measure of the student’s progress throughout the educational journey, encompassing both academic achievements and personal growth [ 3 , 24 ]. Academic achievement is judged based on the student’s GPA or performance score. In this study, students’ GPA scores, awareness, and satisfaction regarding their academic performance were the dependent variables.

We divided the study sample into two groups based on the GPA. We considered students with high GPAs to be exposed (i.e. exposed to the study habits we are investigating), and students with low GPAs to be the control group. The purpose of this study was to determine why an exposed group of students gets high grades and what study factors they adopt. Based on this exposure (high achieving students), we concluded what methods they used to achieve higher grades. Those in the first group had a GPA greater or equal to 4.5 (out of 5), while those in the second group had a GPA less than 4.5. The students’ data were kept confidential and never used for any other purpose.

Data analysis

The data collected were analyzed by using IBM SPSS Statistical software for Windows version 24.0. Descriptive statistics such as frequency and percentage were used to describe the socio-demographic data in a tabular form. Furthermore, data for categorical variables, including different study habits, motivation factors, memorizing and revising factors, and lifestyle factors, were tabulated and analyzed using the odds ratio test. Finally, we calculated the odds ratio statistic and a p-value of 0.05 to report the statistical significance of our results.

Ethical approval and consent to Participate

Before conducting the study, the research team obtained the Ethics Committee Approval from the Institutional Review Board of the College of Medicine, KSU, Riyadh, Saudi Arabia (project No. E-22-7044). Participants’ agreement/consent to participate was guaranteed by choosing “agree” after reading the consent form at the beginning of the questionnaire. Participation was voluntary, and consent was obtained from all participants. The research team carried out all methods following relevant guidelines and regulations.

The total 336 medical students participated in the study. All participants completed the study questionnaire, and there were no missing or incomplete data, with all of them being able to participate. As shown in Table  1 9.3% of participants were between 18 and 20, 44.9% were between the ages of 21 and 22, and 35.8% were 23–28 years old. In the current study, 62.5% of the participants were males and 37.5% were females. The proportion of first-year students was 21.4%, 20.8% of second-year students, 20.8% of third-year students, 18.2% of fourth-year students, and 18.8% of fifth-year students, according to academic year levels. Regarding GPA scores, 36.9% scored 4.75-5 and 32.4% scored 4.5–4.74. 23.8% achieved 4-4.49, 6.5% achieved 3-3.99, and only 0.4% achieved 2.99 or less. Participants lived with their families in 94.6% of cases, with friends in 1.2% of cases, and alone in 4.2% of cases. For smoking habits, 86.3% did not smoke, 11% reported using vapes, 2.1% used cigarettes, and 0.6% used Shisha. 91.4% of the participants did not report any chronic illnesses; however, 8.6% did. In addition, 83% had no mental illness, 8.9% had anxiety, 6% had depression, and 2.1% reported other mental illnesses.

Table  2 shows motivational factors associated with academic performance. There was a clear difference in motivation factors between students with high and low achievement in the current study. Students with high GPAs were 1.67 times more motivated toward their careers (OR = 1.67, p  = 0.09) than those with low GPAs. Furthermore, significant differences were found between those students who had self-fulfillment or ambitions in life they had ~ 2 times higher (OR = 1.93, p  = 0.04) GPA scores than low GPA students. Exam results did not motivate exposed or high GPA students (46%) or control students with low GPA students (41%), but the current study showed test results had little impact on low achiever students (OR = 1.03, p  = 0.88). Furthermore, 72.6% of high achievers were satisfied with their academic performance, while only 41% of low achiever students were satisfied. Therefore, students who were satisfied with their academic performance had 1.6 times greater chances of a higher GPA (OR = 1.6, p  = 0.08). Students who get support and help from those around them are more likely to get high GPAs (OR = 1.1, p  = 0.73) than those who do not receive any support. When students reported feeling a sense of family responsibility, the odds (odds ratio) of their receiving higher grades were 1.15 times higher (OR = 1.15, p  = 0.6) compared to those who did not feel a sense of family responsibility. The p-value, which indicates the level of statistical significance, was 0.6.

Table  3 shows the study habits of higher achiever students and low achiever students. Most of the high-achieving students (79.0%) attended most of the lectures and had 1.6 times higher chances of getting higher grades (OR = 1.6, p  = 0.2) than those who did not attend regular lectures. The current study found that studying alone had no significant impact on academic achievement in either group. However, those students who had studied alone had lower GPAs (OR = 1.07, p  = 0.81). The current study findings reported 29.8% of students walk or stand while studying rather than sit, and they had 1.57 times higher GPA chances compared to students with lower GPAs (OR = 0.73, p  = 0.27). High achievers (54.0%) preferred studying early in the morning, and these students had higher chances of achieving good GPAs (OR = 1.3, p  = 0.28) than low achiever groups of students. The number of students with high achievement (39.5%) went through the lecture before the lesson was taught. These students had 1.08 times higher chances of achieving than low achiever groups of students. Furthermore, students who made a weekly study schedule had 1.3 times higher chances of being good academic achievers than those who did not (OR = 1.3, p  = 0.37). Additionally, high-achieving students paid closer attention to the lecturer (1.2 times higher). In addition, students with high GPAs spent more time studying when exam dates approached (OR = 1.3, p  = 0.58).

Table  4 demonstrates the relationship between memorizing and revising with high and low GPA students. It was found that high achiever students (58.9%) studied lectures daily and had 1.4 times higher chances of achieving high grades (OR = 1.4, p  = 0.16) than the other group. It was found that most of the high achievers (62.1%) skim the lecture beforehand before memorizing it, which led to 1.8 times higher chances of getting good grades in this exam (OR = 1.8, p  = 0.06). One regular activity reported by high GPA students (82.3%) was recalling what had just been memorized. For this recalling technique, we found a significant difference between low-achieving students (OR = 0.8, p  = 0.63) and high-achieving students (OR = 1.83, p  = 0.05). A high achiever student writes notes before speaking out for the memorizing method, which gives 1.2 times greater chances of getting high grades (OR = 1.2, p  = 0.55) than a student who does not write notes. A major difference in the current study was that high GPA achievers (70.2%) revise lectures more frequently than low GPA achievers (57.1%). They had 1.5 times more chances of getting high grades if they practiced and revised this method (OR = 1.5, p  = 0.13).

Table  5 illustrates the relationship between negative lifestyle factors and students’ academic performance. The current study found that students are less likely to get high exam grades when they smoke. Students who smoke cigarettes and those who vape are 1.14 and 1.07 times respectively more likely to have a decrease in GPA than those who do not smoke. Those students with chronic illnesses had 1.22 times higher chances of a downgrade in the exam (OR = 1.22, p  = 0.49). Additionally, students with high GPAs had higher mental pressures (Anxiety = 1.2, Depression = 1.18, and other mental pressures = 1.57) than those with low GPAs.

Learning is a multifaceted process that evolves throughout our lifetimes. The leading indicator that sets students apart is their academic achievement. Hence, it is crucial to investigate the factors that influence it. The present study examined the relationship between different study habits, personal characteristics, and academic achievement among medical students. In medical education, and more so in Saudi Arabia, there needs to be more understanding regarding such vital aspects.

Regarding motivational factors, the present study found some differences between high and low achievers. Students with high GPA scores were more motivated toward their future careers (OR = 1.67, p  = 0.09). The study also indicated that students who had ambitions and sought self-fulfillment were more likely to have high GPA scores, which were statistically significant (OR = 1.93, p  = 0.04). This was consistent with Bin Abdulrahman et al. [ 20 ], who indicated that the highest motivation was self-fulfillment and satisfying family dreams, followed by a high educational level, aspirations to join a high-quality residency program, and high income. Their study also found that few students were motivated by the desire to be regarded as unique students. We hypothesize that this probably goes back to human nature, where a highly rewarding incentive becomes the driving force of our work. Hence, schools should utilize this finding in exploring ways to enhance students’ motivation toward learning.

The present study did not find a significant effect of previous exam results on academic performance (OR = 1.03, p  = 0.88). However, some studies reported that more than half of the high-achieving students admitted that high scores acquired on previous assessments are an important motivational factor [ 15 , 25 , 26 ]. We hypothesize that as students score higher marks, they become pleased and feel confident with their study approach. This finding shows how positive measurable results influence the students’ mentality.

The present study also explored the social environment surrounding medical students. The results indicated that those who were supported by their friends or family were slightly more likely to score higher GPAs (OR = 1.1, p  = 0.73); however, the results did not reach a statistical significance. We hypothesize that a supportive and understanding environment would push the students to be patient and look for a brighter future. Our study results were consistent with previous published studies, which showed an association [ 3 , 27 , 28 , 29 , 30 ]. We hypothesize that students who spend most of their time with their families had less time to study, which made their study time more valuable. The findings of this study will hopefully raise awareness concerning the precious time that students have each day.

The association of different study habits among medical students with high and low GPAs was also studied in our study. It was noted that the high-achieving students try to attend their lectures compared to the lower achievers. This was in line with the previous published studies, which showed that significant differences were observed between the two groups regarding the attendance of lectures, tutorials, practical sessions, and clinical teachings [ 31 , 32 ]. The present study found that most students prefer to study alone, regardless of their level of academic achievement (82.1%). This finding is consistent with the study by Khalid A Bin Abdulrahman et al., which also showed that most students, regardless of their GPA, favored studying alone [ 20 ].

The present study findings suggest that a small number of students (29.8%) prefer to walk or stand while studying rather than sit, with most being high achievers (OR = 1.57, P  = 0.15). A study reported that 40.3% of students with high GPAs seemed to favor a certain posture or body position, such as sitting or lying on the floor [ 15 ]. These contradictory findings might indicate that which position to adopt while studying should come down to personal preference and what feels most comfortable to each student. The present study also found that high achievers are more likely to prefer studying early in the morning (OR = 1.3, P  = 0.28). The authors did not find similar studies investigating this same association in the literature. However, mornings might allow for more focused studying with fewer distractions, which has been shown to be associated with higher achievement in medical students [ 3 , 15 , 33 ].

Our study also found that 39.5% of the academically successful students reviewed pre-work or went through the material before they were taught it (OR = 1.08, p  = 0.75), and 25% were neutral. Similar findings were reported in other studies, showing that academically successful students prepared themselves by doing their pre-work, watching videos, and revising slides [ 3 , 9 , 34 ]. Our study showed that 75% of high-achieving students tend to listen attentively to the lecturer (OR = 1.2, p  = 0.48). Al Shawa et al. found no significant differences between the high achievers and low achievers when talking about attending lectures [ 15 ]. This could be due to the quality of teachers and the environment of the college or university.

Regarding the relationship between memorizing and revising with high and low GPA students, the present study found that students who study lectures daily are more likely to score higher than those who do not (OR = 1.4, p  = 0.16). This finding is consistent with other studies [ 3 , 19 , 35 ]. For skimming lectures beforehand, an appreciable agreement was noted by high GPA students (62.1%), while only (42%) of low GPA students agreed to it. Similarly, previous published studies also found that highlighting and reading the content before memorization were both common among high-achieving students [ 15 , 36 ]. Furthermore, the present study has found recalling what has just been memorized to be statistically significantly associated with high GPA students (OR = 1.83, p  = 0.05). Interestingly, we could not find any study that investigated this as an important factor, which could be justified by the high specificity of this question. Besides, when it comes to writing down/speaking out what has just been memorized, our study has found no recognizable differences between high-achieving students (75%) and low-achieving students (69%), as both categories had remarkably high percentages of reading and writing while studying.

The present study has found no statistical significance between regularly revising the lectures and high GPA ( p  > 0.05), unlike the study conducted by Deborah A. Sleight et al. [ 37 ]. The difference in findings between our study and Deborah A. Sleight et al. might be due to a limitation of our study, namely the similar backgrounds of our participants. Another explanation could be related to curricular differences between the institutions where the two studies were conducted. Moreover, a statistically significant correlation between not preferring the data being presented in a written form instead of a graphical form and high GPA scores have been found in their study ( p  < 0.05). However, a study conducted by Deborah A. Sleight et al. indicated that 66% of high achievers used notes prepared by other classmates compared to 84% of low achievers. Moreover, their study showed that only 59% of high achievers used tables and graphs prepared by others compared to 92% of low achievers. About 63% and 61% of the students in their study reported using self-made study aids for revision and memory aids, respectively [ 37 ].

The present study also examined the effects of smoking and chronic and mental illness, but found no statistical significance; the majority of both groups responded by denying these factors’ presence in their life. A similar finding by Al Shawwa et al. showed no statistical significance of smoking and caffeine consumption between low GPA and high GPA students [ 15 ]. We hypothesize that our findings occurred due to the study’s broad approach to examining such factors rather than delving deeper into them.

High-achieving students’ habits and factors contributing to their academic achievement were explored in the present study. High-achieving students were found to be more motivated and socially supported than their peers. Moreover, students who attended lectures, concentrated during lectures, studied early in the morning, prepared their weekly schedule, and studied more when exams approached were more likely to have high GPA scores. Studying techniques, including skimming before memorizing, writing what was memorized, active recall, and consistent revision, were adopted by high-achievers. To gain deeper insight into students’ strategies, it is recommended that qualitative semi-structured interviews be conducted to understand what distinguishes high-achieving students from their peers. Future studies should also explore differences between public and private university students. Additionally, further research is needed to confirm this study’s findings and provide guidance to all students. Future studies should collect a larger sample size from a variety of universities in order to increase generalizability.

Limitations and recommendations

The present study has some limitations. All the study’s findings indicated possible associations rather than causation; hence, the reader should approach the results of this study with caution. We recommend in-depth longitudinal studies to provide more insight into the different study habits and their impact on academic performance. Another limitation is that the research team created a self-reported questionnaire to address the study objectives, which carries a potential risk of bias. Hence, we recommend conducting interviews and having personal encounters with the study’s participants to reduce the risk of bias and better understand how different factors affect their academic achievement. A third limitation is that the research team only used the GPA scores as indicators of academic achievement. We recommend conducting other studies and investigating factors that cannot be solely reflected by the GPA, such as the student’s clinical performance and skills. Lastly, all participants included in the study share one background and live in the same environment. Therefore, the study’s findings do not necessarily apply to students who do not belong to such a geographic area and point in time. We recommend that future studies consider the sociodemographic and socioeconomic variations that exist among the universities in Saudi Arabia.

Availability of data materials

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Abbreviations

Grade Point Average

King Saud University

Institutional review board

Statistical package for the social sciences

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Aljaffer, M.A., Almadani, A.H., AlDughaither, A.S. et al. The impact of study habits and personal factors on the academic achievement performances of medical students. BMC Med Educ 24 , 888 (2024). https://doi.org/10.1186/s12909-024-05889-y

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