Abstract
The researcher focuses on the study behavior and learning achievements of Grade 4 pupils at Malinao Elementary School in the North 1 District of the Division of Gingoog City. In particular, this study sought to: (1) assess the level of the study behavior of Grade 4 pupils; (2) determine the pupils’ learning achievements when categorized as outstanding, very satisfactory, satisfactory, reasonably satisfactory, and did not meet expectations; (3) ascertain the significant relationship between the pupils’ learning achievements and the level of study behavior. Additionally, the researcher used the mean distribution to determine the level of study behavior, along with frequency and percentage distributions to present the pupils’ learning achievements. Spearman's rank-order correlation (Spearman's rho) was used to assess the significant relationship between pupils’ learning achievement and the level of study behavior. Overall, the respondents rated their study behavior as “High”. Contrarywise, “The child is given sufficient time to study at home regularly” obtained the lowest mean and was described as “Low level”. The majority of respondents rated their learning achievements as “Very Satisfactory.” On the other hand, only very few were rated “Outstanding” in their learning achievements. The findings reveal that study behavior shows a “negligible correlation” with pupils’ learning achievements, as indicated by the significant value. Effective study behavior is strongly related to pupils' academic performance. A pupil who cultivates and possesses effective study habits will perform differently from one who is unable to develop appropriate study habits. It is believed that a student who lacks effective and efficient study methods is building on a shaky foundation and, consequently, has weak learning performance. Pupils with established study behavior perform better academically and in their learning. Pupils with higher study behavior are more likely to use their own initiative to research and seek information using technology to further their learning. They engage in dialogue with others, are inquisitive, and love to find answers to all queries possible, as far as their eyes can see. Study behavior predicts pupils' learning, as reflected in their mental readiness to learn, indicating resourcefulness, creative thinking, imaginative activities, a love of learning, a high interest in reading and writing, and better psychological adjustment and maturity in dealing with school and academic activities. However, teachers’ instructional strategies and assessment techniques affect pupils’ learning and manifest competencies in the learning areas, thereby influencing pupils’ learning achievements and academic performance.
