Patterns and Practices of Study Habits Among Accomplished Board

Exam Takers

By

Abogadie, Jenny

Antonio, Gladys

Castillo, Aimee

Damaso, Melody

Lunar, Regis

Martinez, Jirah

Riola, Ryan

In Partial Fulfillment of the Requirement

in Field Method in Psychology

February 2, 2024
 Chapter 1

THE PROBLEM

Success and failure depend on whether the individual

manages to complete her duties and responsibilities (Dreeben,

2010). Success begins with what an individual is willing to do,

rather than waiting for it to happen. Such a statement speaks

directly to the essence of the research, which focuses on

patterns and practices in the study habits used by individuals

on the psychometrician board exams in creating their future. The

study aims to unveil the learning techniques used by the

previous board passers which would then help to understand the

factors contributing to the success of psychometrician board

exams.

In the global dataset, it is evident that the pass rates

for Examination for Professional Practice in Psychology (EPPP)

in the past five years have varied, and some programs

experienced changes (APA, 2020). This EPPP license exam is how

the state establishes a standard for assessing competence and

readiness for independent practice, providing a critical

assessment tool to determine whether an individual entering the

field of psychology is prepared (APA, 2020). The low passing

rate for the EPPP exam was 30.82%, failures among professional
graduates represent a substantial barrier to entering the

profession for psychology graduates (Templer & Tangen, 2013). In

addition, first-time exam takers generated scores that had an

average of 80% (ASPPB, 2017). Thus, the study by Schaffer et al.

(2010) shows an increasing passing rate of 76% for EPPP groups

between April 2008 to July 2010, and an even higher passing rate

of 82% for first-timers (Schaffer et al., 2010). This

information supports the study habits used by successful board

exam takers. Improving this understanding will help recognize

more study patterns and practices that are essential to

developing the preparation strategies of individuals (Schaffer

et al., 2010). In terms of national setting, there was a steady

rise in the Philippines’ national BLEP pass rates from 39.29% in

2014 to 63.73% in 2019 (PRC, 2014; PRC, 2019a). Despite this

information, an in-depth analysis indicates that there are

disparities between the institutions. The PRC data indicates

that more than half of the participating HEIs consistently

perform below the national average, which is an indication that

improvement strategies need to be more focused across the

country (PRC, 2014-2019). These data also suggest that many HEIs

in the country need to improve their institutional passing rates

in the BLEP. However, in the BLEPP Examination of 2023, the

psychology board exam passing rates for the college institutions

in Baguio City are noteworthy. Saint Louis University with an

impressive passing rate of 92.66%, followed by the University of

the Cordilleras at 81.55%, and the University of Baguio reported

a passing rate of 74.07%. Seeing these numbers, it is worth

noting how these schools were able to achieve these passing

rates and what differentiates them from the other HEIs who got

low passing rates.

On this matter, psychology students face a vast amount of

information that is difficult to organize and learn and requires

knowledge and application of study strategies (Jafari et al.,

2019). Hence, an effective study habit is the key to success.

Several studies show that cognitive strategy like study habits

is one of the factors that influence the success of board

passers (Crede and Kuncel, 2008). Thus, the idea of study habits

according to Husain (2000) is broad, as it covers almost all

other sub-concepts including study attitude, study methods, and

study skills. Establishing effective study habits helps a

student to succeed and will find himself working more

productively and experiencing less stress in the process.

Moreover, having good study habits develops a more efficient

learning environment. However, several studies indicate that

students who lack sufficient knowledge about study techniques

fail to achieve effective and consistent learning.

 A pattern as defined by Manaher (2023) is a repeated design

or arrangement while practice is defined as something that is

done regularly. Study habits patterns and practices are the

organized and routine actions people do to help them acquire,

understand, and remember academic content. This includes a wide

range of methods, techniques, and schedules designed to maximize

learning (Lei, 2015). For example, every night, a student sets

aside two hours for concentrated study sessions using active

recall methods. People with high academic achievements typically

follow well-planned study schedules or habits. While some kids

who perform well academically support specific times of the day

and specific spaces, there is no universal study pattern.

Regardless of this, both patterns and practices play a vital

role in shaping an individual’s learning experiences and

outcomes (Tus et al., 2020).

According to Durant (2020), excellence is not an act, but a

habit. Something that is done repeatedly or constantly becomes

imprinted in one’s mind and turns into a habit. These habits

include behaviors, strategies, and routines that students use to

enhance their learning and academic performance (OpenStax

College, 2013,). It also involves practices such as spaced

repetition, a good timetable, and active learning. Furthermore,

it includes studying in a quiet place, studying daily, turning

off devices that interfere with study, taking notes, having

regular rests and breaks, listening to music, studying based on

preferred learning style, and prioritizing the difficult

contents. Aziz et al. (2018) point out that these methods

significantly improve educational performance. The development

of these habits is not only associated with better grades but

also builds confidence which provides a firm foundation for both

individual and collective academic as well as career successes.

Study habits are the most significant indicator of academic

performance and have a particular impact on students' academic

success(Jafari et al., 2019). It takes more than just knowing

and keeping information in mind to reach goals (Dural, 2008).

Study habits are much more of a combination of study methods and

skills. To put it another way, study habits are behaviors and

skills that may increase motivation and turn studying into a

productive process that yields significant learning outcomes.

This skill is also defined as any activity that makes it easier

to learn about a subject, solve problems, or memorize all or

most of the materials that are presented. Study habits are, in

fact, the key to success and can vary from person to person

(Jafari et al., 2019).

 Nonetheless, the importance of having effective study

habits while preparing for the board exam needs emphasis.

According to the study conducted by Pacatang, D. H. (2018),

success in board exams is significantly related to study habits.

Their study’s results showed a positive effect on their

performance in the licensure examination. It shows that study

habits indeed have a significance on what the board takers do

during their preparation and can have an impact on how well they

perform on the board exams.

Recognizing the significance of study habits is one aspect,

while understanding board exams is another. Proctor (2023)

defined board exams as an essential part of the Philippine

education system since they serve as an evaluation for aspiring

professionals to obtain their licenses and practice in their

chosen fields. The passing of the Psychology Law in 2009 opened

the door for the professionalization of the practice of

psychometrics (Official Gazette, 2010). As specified in the

Implementing Rules and Regulations (IRR) of Republic Act No.

10029 directed by the Philippine Regulatory Board (PRB) of

Psychology under the Professional Regulation Commission (PRC),

“all applicants for registration to practice psychology and

psychometrics shall be required to pass a licensure examination

for psychologists and psychometricians” (PRB of Psychology Board

Resolution, 2012). The relevance of psychometrics

professionalization was strengthened due to the enactment of the

Philippine Qualifications Framework (PQF) Act which establishes

professional standards, improves the value, respect, and

comparability of Philippine credentials, and thus promotes the

advancement of Filipino professionals, including psychology

practitioners (Official Gazette, 2017).

Board exams are considered one of the most important

examinations a student will undertake. It only takes place once

a year and many may consider it as something that dictates their

future. In the same way, passing the board exam could be a

turning point in some of their professional careers. This

achievement goes way beyond simple career development,

influencing many aspects of an individual’s life course. Brown &

Lent (2013) state that passing the board exams secures the

licensure and also certification requirements needed to practice

in different fields. This distinction means competence, and

expertise improving employability, income level, and also job

mobility.

Knowing the importance of the board exam, acquiring a

better knowledge of effective preparation strategies becomes

essential. Therefore, this research aims to uncover the secrets

of success, to contribute to a future where aspiring

psychometricians and other professional fields will be well

equipped with efficient study methods and can confidently walk

them towards licensure and then join the workforce to meet the

growing need for mental health assessment and talent evaluation.

The main goal is to provide effective study techniques to

professionals in related fields and aspiring psychometricians by

exploring the nuances of accomplishment. By concentrating on

efficient study techniques, the study aims to improve the

standard of instruction and training that aspiring professionals

get. Furthermore, understanding successful board examiners'

study habits benefits students by enhancing efficiency in study

sessions, reducing stress through focus techniques, and

promoting adaptability to diverse challenges. It aids in

developing effective memory strategies, enables regular

self-assessment for improvement, and assists in setting

realistic study goals for motivation. This strategic investment

in academic success provides practical insights that optimize

learning and benefit institutions through successful licensure

exam outcomes. In addition, understanding such patterns and

practices can help parents better support their children's

educational journeys, and the work industry may gain indirectly

from a workforce that is more competitive and competent as a

result of an educated workforce. The study also broadens the

scope of its applicability to review centers, by highlighting

tactics that have worked, it offers a guide for creating

efficient review programs. Moreover, it will help review centers

fulfill the needed services of prospective exam takers more

effectively by customizing their teaching strategies, resources,

and support services based on an understanding of these

patterns. To that end, this can help to create a healthier and

also empowered society that is ready to adapt to the new needs

and challenges.

Theoretical Framework

Experiential Learning Theory (ELT): David Kolb

David Kolb published his Experiential Learning Theory in

1984, developing his learning style inventory which serves as

the foundation of this investigation into the study habits of

successful board exam takers. Kolb’s experiential learning

theory works on two levels: a four-stage cycle of learning and

four distinct learning styles. Much of Kolb’s theory revolves

around the internal cognitive processes of learners. He suggests

that learning entails grasping abstract concepts that can be

adaptable across various scenarios.

Cycle of Learning
 At the core of this theory is Kolb’s Experiential Learning

Cycle, which encompasses four stages: Concrete Experience,

Reflective Observation, Abstract Conceptualization, and Active

Experimentation. According to Kolb (1984), effective learning

emerges as individuals progress through these stages, ensuring a

holistic understanding of knowledge creation through the

transformation of experience.

● Concrete Experience (Feeling) - In this stage, learners

engage in direct, hands-on experiences. This could be a new

situation or a reinterpretation of an existing experience.

As stated by Expert Program Management (2020), “This is the

stage of ‘you must do it yourself for learning to occur.’”

Example: A nursing student has to learn a new procedure as

part of their clinical education.

● Reflective Observation (Watching) - Learners reflect on the

concrete experience, observing and considering the aspects

that are of particular importance. EPM (2020), “taking a

step back from doing to reflect and review.”

Example: The nursing student might think about how they

could have done the procedure better.

 ● Abstract Conceptualization (Thinking) - Reflection leads to

the formation of new ideas or modifications of existing

abstract concepts. EPM (2020) stated that this is the stage

where learners fit what they have just learned into

everything they already know.

Example: The nursing student realizes they need to have all

their materials ready before starting the procedure.

● Active Experimentation (Doing) - Learners apply their newly

formed theories or concepts to the world around them. They

actively test these ideas to see what results and gain

further experience. This happens when learners consider how

they would put what they have learned into practice (EPM,

2020).

Example: Our nursing students might note how smoothly

things go consistently when they have everything ready for

a procedure in advance.

Learning Styles

Kolb (1974) emphasized that certain individuals generally

prefer a specific learning style. Hence, his Experiential

Learning Theory introduces four learning styles based on the

four-stages of learning, namely Converging, Diverging,

Assimilating, and Accommodating — which then categorize

individuals based on their information processing preferences.

● Diverging (feeling and watching - CE/RO): These people are

able to look at things from different perspectives. They

are sensitive. They prefer to watch rather than do, tending

to gather information and use imagination to solve

problems. They are best at viewing concrete situations from

several different viewpoints.

Kolb called this style ‘diverging’ because these people

perform better in situations that require idea generation,

for example, brainstorming. People with diverging learning

styles have broad cultural interests and like to gather

information.

● Assimilating (watching and thinking - AC/RO): The

Assimilating learning preference is for a concise, logical

approach. Ideas and concepts are more important than

people. These people require good, clear explanations

rather than practical opportunities. They excel at

understanding wide-ranging information and organizing it in

a clear logical format.

People with an assimilating learning style are less focused

on people and more interested in ideas and abstract

 concepts. People with this style are more attracted to

logically sound theories than approaches based on practical

value.

This learning style is important for effectiveness in

information and science careers. In formal learning

situations, people with this style prefer readings,

lectures, exploring analytical models, and having time to

think things through (Atsuwe & Moses, 2017).

● Converging (doing and thinking - AC/AE): People with

converging learning styles can solve problems and will use

their learning to find solutions to practical issues. They

prefer technical tasks and are less concerned with people

and interpersonal aspects.

This learning style is best at finding practical uses for

ideas and theories. They can solve problems and make

decisions by finding solutions to questions and problems.

In addition, converging learning styles are more attracted

to technical tasks and problems than social or

interpersonal issues. In essence, converging learning style

enables specialist and technology abilities. People with

this style like to experiment with new ideas, simulate, and

work with practical applications.

 ● Accommodating (doing and feeling - CE/AE): The

accommodating learning style is ‘hands-on’, and relies on

intuition rather than logic. These people use other

people’s analysis and prefer to take a practical,

experiential approach. They are attracted to new challenges

and experiences, and to carrying out plans. They commonly

act on ‘gut’ instinct rather than logical analysis. People

with an accommodating learning style will tend to rely on

others for information rather than carry out their

analysis. This learning style is prevalent within the

general population.

Essentially, Kolb’s Theory of Experiential Learning guides

the process of how individuals interact with their learning

materials, reflect on their experiences in connection to

abstract ideas, and engage in experimenting actively. The

inclusion of this theoretical framework helps to make the

research more capable of revealing important insights into study

methods that promote success in board exams within

psychometricians and related disciplines.

Statement of the Problem

This study has its primary objective to assess the patterns

and practices of study habits of the board takers in relation to

the success of licensure examinations. To that end, the study

was organized around the following questions:

1. What are the specific patterns and practices that board

exam passers employed during their preparation?

2. How do successful board takers prioritize and organize

their study materials for effective preparation?

3. What challenges did board exam takers face in developing

and maintaining effective study habits?