Abstract
This study investigated the relationship between study habits and performance in Mathematical word problems among Grade Five learners at Eustaquio Capin Memorial Elementary School (ECMES) for the 2024-2025 school year, providing a basis for an Intervention Plan. The study employed a descriptive-quantitative research design, utilizing the correlation method to determine the significant relationship between the study habits exhibited by the respondents and their level of performance in Mathematical word problems during the fourth quarter. The data were collected through a survey questionnaire. The study found that the study habits of the respondents in terms of time management, self-discipline, organization, and concentration categorically belonged to “Good”, based on the four-point Likert scale. The respondents mostly got Low (6 to 10 points) and High (11 to 15 points) scores in the Math word problem. Generally, the mean score of 10.12 out of 20 points suggests that their performance level is “Low”. Pearson-r - r results revealed that there is a significant relationship between the level of performance of the respondents in Math word problems in the fourth quarter and the study habits in terms of time management, self-discipline, organization, and concentration. Thus, the study further recommends the adoption of its output, which is entitled “Study Habits Enhancement Program During the Fourth Quarter,” in public elementary schools.
