Self-Efficacy, Study Habits, and Academic Performance of Grade 1 Students: An Empirical Analysis
Abstract
Early childhood educational experiences establish the foundation for lifelong cognitive self-concept, behavioral patterns, and academic trajectory. This study examines the relationships among general self-efficacy, study habits, and the academic performance of Grade 1 students in public elementary schools in the District of Catbalogan II, Schools Division of Catbalogan City, during the School Year 2022-2023.
A descriptive-correlational research design was implemented with a sample of 164 Grade 1 students selected via stratified random sampling from a total population of 277. Data collection utilized three structured, validated questionnaires to evaluate student profile variables, teacher-rated student self-efficacy, and parent-observed student study habits. Academic performance was evaluated using quarterly report cards, with the first and second quarters averaged. Statistical treatment utilized percentage, median, Mean Absolute Deviation (MAD), weighted mean, Shapiro-Wilk testing, Chi-Square (χ2), Spearman’s Rank Correlation (ρ), and Fisher’s -test.
The students demonstrated a highly favorable attitude toward schooling (grand weighted mean = 4.25) and high general self-efficacy (grand weighted mean = 3.97) as evaluated by teachers. However, study habits were rarely practiced (grand weighted mean = 2.47) as evaluated by parents. The median academic grade of the cohort was 82 (MAD = 2), indicating satisfactory performance. Inferential analysis revealed no significant relationship between self-efficacy and study habits (ρ = -0.113, p = 0.150). Academic performance was significantly correlated with nutritional status (ρ = 0.250, p = 0.010), gross monthly family income (ρ = 0.254, p = 0.011), attitude toward schooling (ρ = 0.381, p = 0.000), self-efficacy (ρ = 0.213, p = 0.050), and study habits (ρ = 0.255, p = 0.042).
General self-efficacy and study habits operate as independent, non-overlapping pathways that uniquely predict academic achievement. Based on these outcomes, a dual-component intervention program—the Self-Efficacy Enhancement Program (SEEP) and Study Habits Undivided Training (SHUT)—was designed to optimize student performance.
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