I.

Introduction

1.1 Background of the study

Study habits are defined as those techniques, such as summarizing, note taking,
outlining or locating material which learners employ to assist themselves in the
efficient learning of the material at hand. The term “Study Habit” implies a sort of
more or less permanent method of studying. According to Good’s dictionary of
education, “Study habit is the tendency of pupils to study when the opportunities are
given, the pupil’s way of studying whether systematic or unsystematic, efficient or
inefficient.” Study-habits are the essence of a dynamic personality. A proper study
habits enables an individual to reap a good harvest in future. The present society is a
competitive society, where the principle of struggle for existence and survival for
fittest exists (Ashok Yakkaldevi, Jun 10, 20220). Additionally, Competitive
Academic Environment is a term used to describe an educational setting where
students are pushed to exceed expectations and compete for the highest grades or
accolades. It is often seen as a way to foster achievement and excellence, but can also
lead to increased levels of academic dishonesty. This article will provide an overview
of how a competitive academic environment can lead to increased cheating and
unethical behavior, as well as potential solutions to reduce it. When students feel
pressured to succeed and compete with their peers, they may resort to cheating or
other unethical behavior in order to gain an advantage. Cheating can include
plagiarism, fabrication, and collusion, as well as other unethical acts like bribery or
forgery ( Armando Esquer, 2023).

The contemporary academic landscape is a crucible of ambition and pressure,

where students are increasingly driven to excel in a highly competitive environment.
This relentless pursuit of success, coupled with the unique challenges faced by
students raised in diverse contexts, necessitates a deeper understanding of how study
habits are shaped and how they contribute to academic outcomes. This research
embarks on a "dissection" of study habits, exploring the intricate interplay between a
competitive academic environment and the diverse backgrounds of students.

The relentless pressure to achieve high grades, secure prestigious university

placements, and excel in standardized tests, while often motivating, can also lead to
increased stress and anxiety. This pressure, combined with the diverse backgrounds
and experiences of students, creates a complex landscape where academic success is
not simply a matter of individual effort but is influenced by a multitude of factors.
Research has shown a direct correlation between academic pressure and academic
performance (The study on the influence of academic pressure on academic
performance by Ziye Ma, Journal of Education and Educational Research, 2023).

This study aims to shed light on the factors that influence the development and
effectiveness of study habits within this competitive academic environment. We will
investigate how students raised in different socioeconomic, cultural, and familial
contexts navigate the challenges of academic competition and develop their own
unique study strategies. By understanding the interplay between these factors, this
research seeks to provide valuable insights for educators, parents, and policymakers to

1
 develop targeted interventions and support systems that promote academic success for
all students.

The research is important because it understands that academic achievement is

not solely a function of individual effort. It understands the interdependent
relationship between a competitive academic climate, heterogeneous student
backgrounds, and the acquisition of successful study habits. Through extensive
interviewing of students with different socioeconomic, cultural, and familial
backgrounds, the research will investigate the ways in which they meet the demands
of academic competition and construct their own individualized study habits.

The results will give educators, parents, and policymakers a valuable resource
for designing effective targeted interventions and support systems that lead to
academic success for all. By learning more about the factors that affect study habits
and the obstacles confronted by students, we can make a more equitable and
supportive learning environment that supports academic achievement and well-being
for everyone.

1.2 Statement of the Problem

Despite the fact that there is a growing interest in academic success and the
high level of stress that students undergo to perform in a highly competitive academic
environment, an important gap is left in knowing how diverse backgrounds and the
pressure of academic competition influence the development and effectiveness of
study habits, particularly in areas such as time management, note-taking, active
learning, and seeking help. Such thoughs can find reflection in more knowledge,
research shows the positive correlations of academic stress and performance level. It
does however need deep analysis regarding their perception, or perhaps a view about
the struggle these students had in such background from diverse sources. This lack of
understanding hinders educators, parents, and policymakers in their efforts to create
effective interventions and support systems that promote academic success for all
students

1.3 Research Questions

This research investigates the complex relationship between academic

environments, student well-being, and academic success. We will explore how
competitive pressures influence study habits, the impact of academic stress on mental
health, and how students balance academic demands with personal responsibilities.

1. How does a competitive academic environment influence the development of study

habits?

2. In what ways academic pressure affect one's mental health, stress levels, and ability
to focus on studies?
2
 3. How do students manage the demands of academic success while balancing
personal challenges and responsibilities?

1.4 Significance of the Study

This study shed insight about the high achieving student in a competitive
academic setting embarking endeavors and the benefits they face that will contribute
to their future success. This study will also show how the competitive academic
setting shape their individual characteristics, and social influence as well as their
perception about education.

For High-Achieving Students: This study sheds light on the experiences of

high-achieving students in competitive academic settings, exploring the benefits they
encounter and how this environment shapes their individual characteristics, social
influences, and perceptions of education. Understanding these factors is crucial for
their future success.

For Educators: The study emphasizes the need for educators to move beyond
traditional teaching methods, becoming active participants in fostering a supportive
learning environment. Educators should be equipped with strategies to recognize and
address student stress and concerns effectively.

For Policymakers: This research aims to provide actionable

recommendations for policymakers to enhance student well-being by promoting
balanced approaches to competition and offering support systems to help students
cope with academic pressure.

For Parents: The study examines the critical influence parents have on the
academic behavior and strategies of competitive students, highlighting their role in
shaping students' academic outcomes.

For Future Researchers: This study contributes to a deeper understanding of

high-achieving students and can serve as a foundation for future research, providing
insights into the challenges these students face and offering mentorship guidance.

1.5 Definition of Terms

3
OPERATIONAL DEFINITION CONTEXTUAL DEFINITION
1. Study Habits 1. STUDY HABIT

Study habits refer to the consistent and According to Zack Millis from quora.com
regular practices that students employ to that study habit are regular practices a
maximize their productivity, efficiency, and person performs to maximize their
retention of information in preparation for productivity, efficiency and retention in
academic assessments. These habits can be preparation for a particular evaluation.
both positive and negative, impacting a
student's academic performance

2. Competitive Academic Environment 2 .COMPETITIVE ACADEMIC

ENVIRONMENT
A competitive academic environment is
characterized by a high level of pressure to According to ludwig.guro a competitive
succeed, often driven by factors such as academic environment is characterized by a
high expectations, intense competition, and strong emphasis on achieving high grades,
limited resources. This environment can awards, and recognition, often leading to
lead to a focus on standardized tests, which intense pressure among students to
can create high-stakes pressure on students outperform their peers.
3. Academic Pressure 3. ACADEMIC PRESSURE

Academic pressure refers to the stress and According to Micheal Vallejo.LCSW

anxiety students feel due to high Academic pressure is the tension,
expectations, intense competition, and the discomfort, and other emotions caused by
importance placed on academic pressure from external factors in the
achievement. This pressure can manifest in learning process.
various ways, including fear of failure,
worry about grades, and a constant need to
prove oneself.
4. Learning Style 4. LEARNING STYLE

Learning style refers to the preferred Base from Psychology Today.com A

method or approach an individual uses to learning style is a set of preferences based
acquire and retain information effectively. on cognitive, emotional, and environmental
Different learning styles include visual, factors that influence how an individual
auditory, kinesthetic, and reading/writing. learns best .
Recognizing one's learning style can
enhance study effectiveness and lead to
better academic outcomes

5. Study Strategies 5. STUDY STRATEGY

Study strategies are the specific techniques According to scribd.com study strategy is a
and methods students employ to learn and planned approach to learning that helps you
retain information. These strategies can achieve your academic goals. It's like a
include active reading, note-taking, roadmap that guides you through the
summarizing, concept mapping, practice process of acquiring and retaining
tests, and seeking clarification from teachers knowledge.
or peers. Choosing the right study strategies

4
for individual learning styles and subject
matter can significantly improve academic
performance.

1.6 Scope and Delimitations

Subject Matter Topic:

This study habits study explores the effective employed by high-achieving

students.

Time and Duration:

The research will be conducted during the 2024-2025 School year (SY 2024-
2025), specifically focusing on gathered from the data 3rd and 4th quarters. This time
frame allows for capturing study habits across a significant portion of this year.

The Population:

The study population consists of all high-achieving students from the STEM
strand who are enrolled at Burauen Comprehensive National High School and
Tanauan National High School.

Sampling:

This study uses purposive sampling to explore effective study strategies

among high-achieving students, a targeted approach ensuring the sample directly
addresses the research question. Unlike random selection, purposive sampling allows
researchers to handpick participants with diverse learning styles and backgrounds,
providing a more comprehensive understanding of successful study habits. This
deliberate selection offers richer qualitative data compared to random sampling.

The strength of this method is its ability to capture both the variety and depth
of successful study techniques. By intentionally including students representing a
range of learning preferences and backgrounds, the research avoids the limitations of
a homogenous sample, yielding a more nuanced perspective on effective study habits.
This targeted approach ensures the collected data is highly relevant to the research
aims, maximizing the insights gained.

Different purposive sampling strategies—maximum variation, homogeneous,

typical case, and extreme/deviant case sampling—will be considered to optimize the
data collected. Each technique offers unique benefits, ensuring a robust and insightful
exploration of successful study methods among high-achieving students, with the
potential to benefit a wider student population.

5
 II. Review of Related Literature

The impact of competitive academic environments on student learning habits

and well-being has been a subject of considerable research. Several studies have
illuminated the complexities of this issue, revealing both the potential benefits and
significant drawbacks of competition within educational settings. This exploration
will delve into the key findings of several influential studies, examining the problems
identified, their underlying causes, and potential solutions. The analysis will integrate
insights from Cantador and Conde (2010), P. Suresh Prabu (2015), and Nordmo and
Samara (2009), providing a comprehensive overview of the multifaceted nature of this
challenge.

I. The Multifaceted Problems of Competition in Academic Settings:

Cantador and Conde's (2010) research highlights the inherent duality of

competition as a central problem. While competition can serve as a motivator,
pushing students to enhance their performance and fostering collaborative skills, its
negative consequences are equally significant. The pressure to excel can lead to
increased stress and anxiety, prompting students to adopt ineffective study strategies.
Instead of focusing on deep understanding and genuine comprehension, students may
prioritize quick results and superficial learning, sacrificing genuine knowledge for
short-term gains. This is particularly pronounced in e-learning environments, where
the dynamics of competition can differ substantially from traditional classroom
settings. The lack of face-to-face interaction and the potential for heightened social
comparison through features like public leaderboards can exacerbate these negative
effects. The study underscores the critical need for educators to understand this
complex interplay between competition and learning to optimize student outcomes
and well-being.

A. The Pervasive Issue of Academic Stress:

P. Suresh Prabu's 2015 study, "A study on academic stress among higher
secondary students," directly addresses the significant problem of academic stress in
higher secondary education. This research investigates the various factors
contributing to this pervasive stress, including intense examination pressure, high
academic expectations from parents, teachers, and peers, and a lack of adequate
coping mechanisms among students. The study explores the prevalence and impact of
this stress on students' mental well-being and academic performance, examining the
relationship between stress levels and factors like study habits, social support
networks, and family dynamics. The findings likely reveal a complex interplay of
academic, personal, and environmental influences on academic stress, emphasizing
the need for interventions and support systems designed to mitigate this significant
challenge and promote the overall well-being of students.

6
 B. Competition in E-learning: A Unique Context:

Iván Cantador and José M. Conde's (2010) research paper, "Effects of

competition in education: A case study in an e-learning environment," specifically
addresses the complex and multifaceted impact of competition on student learning
habits within the unique context of e-learning. The study explores the tension
between the motivational aspects of competition (increased effort, improved
performance) and its potentially detrimental consequences (increased stress, anxiety,
superficial learning, and a focus on winning over genuine understanding). The core
problem identified is the need to understand this duality and how it uniquely
manifests within the online learning context, as opposed to traditional classroom
settings. The study likely highlights the role of e-learning platform design in either
mitigating or amplifying these effects, emphasizing the importance of thoughtful
platform design in shaping the impact of competition on student learning.

C. The Costs of Success for High Achievers:

Nordmo and Samara's (2009) study, "The study experiences of high achievers
in a competitive academic environment: A cost of success?", focuses on the potential
negative consequences for high-achieving students within intensely competitive
academic settings. The central problem explored is the trade-off between academic
success and student well-being. The research investigates whether the relentless
pressure to maintain high achievement leads to detrimental effects such as increased
stress and anxiety, negatively impacting mental health and creating an imbalance
between academic pursuits and other aspects of life. The study also considers
whether this pressure compromises the quality of the learning experience, potentially
causing students to prioritize grades over genuine understanding and fostering
unhealthy behaviors such as perfectionism and self-criticism. The overall aim is to
determine if the benefits of high achievement in a competitive environment are offset
by significant costs to students' overall well-being and holistic development.

II. Unraveling the Causes: A Multifaceted Analysis:

Understanding the causes of these problems requires a multifaceted approach,

recognizing the interplay of individual, environmental, and systemic factors.
Cantador and Conde (2010) attribute both the positive and negative effects of
competition to its inherent nature, the design of the learning environment, and
individual student responses. The inherent drive to succeed and outperform peers can
lead to increased effort and improved performance, but the pressure to win can also
result in heightened stress, anxiety, and superficial learning. Furthermore, the design
and implementation of the e-learning platform itself—features like public
leaderboards—can significantly influence these outcomes.

A. The Multifaceted Nature of Academic Stress:

7
 Suresh Prabu's (2015) research on academic stress in higher secondary
students points to a complex interplay of factors. Intense examination pressure,
driven by high-stakes assessments, is a major contributor, creating significant anxiety
and stress. This pressure is often compounded by high academic expectations from
various sources, including parents, teachers, and peers. A lack of adequate coping
mechanisms among students further exacerbates the negative impact of these
pressures. The study highlights the importance of considering additional contributing
factors such as study habits, social support, family dynamics, and socioeconomic
status.

B. The Pressure Cooker of High Achievement:

Nordmo and Samara (2009) attribute the negative consequences for high-
achieving students to the combined effects of intense pressure to maintain high
achievement and the characteristics of the competitive academic environment. The
pressure to excel, driven by external expectations and internal ambition, leads to
increased stress, anxiety, and an imbalance between academic pursuits and other
aspects of life. The competitive environment itself can foster unhealthy behaviors,
such as prioritizing grades over genuine understanding and developing perfectionism
and self-criticism. This interplay of pressure and environmental factors underscores
the significant costs associated with the pursuit of high achievement in a highly
competitive context.

III. Toward Effective Solutions: A Holistic Approach:

Addressing the multifaceted problems identified requires a comprehensive and

holistic approach that targets both the individual student and the broader learning
environment. Solutions need to consider the interplay of competitive pressures,
learning environment design, and individual student differences. For the issues
highlighted by Cantador and Conde (2010), solutions include reframing competition
to emphasize collaboration, redesigning e-learning platforms to minimize social
comparison and maximize support, providing individualized support for stress
management and study skills, and fostering a positive learning environment through
instructor guidance and mentorship.

A. Mitigating Academic Stress:

Addressing the multifaceted causes of academic stress, as identified by Suresh

Prabu (2015), requires a comprehensive approach. Solutions include reevaluating
high-stakes assessments to reduce their potentially detrimental impact on student
well-being, promoting a growth mindset to foster resilience and a focus on learning
rather than solely on grades, and providing effective test preparation strategies to
reduce anxiety related to examinations. Managing unrealistic academic expectations
necessitates open communication among students, parents, and teachers, fostering a
balanced approach to education and realistic expectations. Enhancing students'
coping mechanisms involves stress management training, peer support programs, and
easy access to mental health services. Addressing contributing factors such as study
habits, social support, family dynamics, and socioeconomic status requires targeted
interventions and resources. A holistic approach integrating these strategies is crucial

8
for creating a supportive learning environment that prioritizes student well-being and
academic success.

B. Supporting High Achievers:

Addressing the negative consequences of intense pressure and a competitive

environment on high-achieving students, as explored by Nordmo and Samara (2009),
requires a shift in focus from external validation to intrinsic motivation. This involves
promoting a love of learning, encouraging autonomy and self-directed learning, and
building self-efficacy through positive reinforcement and recognition of effort.
Transforming the competitive environment to prioritize collaboration, meaningful
assessment that focuses on genuine understanding rather than rote memorization, and
open communication is crucial. Prioritizing holistic well-being through effective time
management strategies, stress management techniques, and access to comprehensive
support systems, including counseling and mentoring, is essential for ensuring the
well-being and balanced development of high-achieving students. A focus on
fostering resilience and a healthy relationship with both success and failure is
paramount.

In conclusion, addressing the challenges of competition in academic settings

requires a multifaceted approach that considers the interplay of individual student
characteristics, the design of the learning environment, and the broader educational
context. By implementing the strategies outlined above, educators can create more
supportive and effective learning experiences that prioritize both academic success
and the holistic well-being of all students. Further research is needed to refine these
strategies and to explore the long-term effects of different interventions on student
outcomes.

9
 III. Research Methodology

a. Research Design

The study employs a descriptive qualitative research design. This means the
researchers aim to systematically describe the characteristics of a phenomenon (in
this case, the study habits, academic pressure experiences, and life balance strategies
of high-achieving STEM students) without attempting to establish causal
relationships or generalize findings to a larger population (Creswell, J. W., 2014).
The primary data collection method is semi-structured interviews, allowing for
flexibility while ensuring key themes are explored (Kvale, S., & Brinkmann, S.,
2009). Data analysis will involve descriptive analysis, focusing on identifying the
prevalence and characteristics of different study habits, coping mechanisms, and time
management strategies. Frequencies and illustrative quotes will be used to present the
findings ( Braun, V., & Clarke, V., 2006). The sampling method is purposive
sampling with maximum variation sampling, aiming to include a diverse range of
student experiences and perspectives (Patton, M. Q., 2002).

While the study primarily employs a descriptive qualitative approach, the

researchers acknowledge the limitations of this approach in fully capturing the
subjective experiences of students. They briefly mention the potential use of
phenomenology, a qualitative approach focused on understanding the meaning
individuals ascribe to their lived experiences. This suggests a potential integration of
descriptive qualitative methods with aspects of phenomenological inquiry. The
researchers highlight the limitations of quantitative methods in capturing the nuances
of subjective experiences, emphasizing the suitability of qualitative methods for
understanding the complex interplay between study habits, academic stress, and
personal well-being. This demonstrates an awareness of the strengths and limitations
of different research methodologies and a justification for the chosen approach.

b. Research Participants
This study focuses on high-achieving students enrolled in the Science,
Technology, Engineering, and Mathematics (STEM) strand at Burauen
Comprehensive National High School and Tanauan National High School. The
participants will be students aged 16-18 years old, selected based on their academic
standing—specifically, those ranking in the top 5% of their graduating class.

To maintain research clarity, students must be currently enrolled in the STEM

strand during the 2024-2025 school year. While there are no strict exclusion criteria,

10
students with diagnosed learning disabilities will not be included to ensure
consistency in academic experiences.

The study will use purposive sampling to select 5 participants who meet these
criteria. Purposive sampling is a deliberate selection method where researchers choose
participants based on specific characteristics relevant to the study (Palinkas et al.,
2015). Recruitment will be done through direct outreach, using school records and
teacher recommendations to identify potential candidates. All participants will be
required to provide informed consent, and their identities will remain confidential
throughout the research process.

c. Sampling Technique

Purposive sampling, also known as judgmental or expert sampling, is a non-

probability sampling technique where researchers deliberately select participants
based on specific characteristics relevant to the study's objectives. This method is
particularly useful when researchers need to gather in-depth information from a small,
carefully chosen group of individuals who possess unique knowledge, experiences, or
perspectives that are crucial to the research question. The researcher's expertise and
judgment play a vital role in selecting participants who can provide the most valuable
insights (Frost, 2023).

Purposive sampling is commonly employed in qualitative research and mixed

methods research, particularly when the goal is to explore a specific phenomenon or
gain a deeper understanding of a particular population subgroup (Creswell & Poth,
2018). It is also a valuable tool for exploratory research, where the researcher may
have limited prior knowledge about the topic and needs to gather preliminary insights
to guide further investigation (Patton, 2002). However, it's important to note that
because purposive sampling is not based on random selection, the results cannot be
generalized to the entire population (Nikolopoulou, 2023).

There are several variations of purposive sampling, each designed to address

specific research needs. These include maximum variation sampling, which aims to
capture a wide range of perspectives; homogeneous sampling, which focuses on a
specific subgroup with shared characteristics; typical case sampling, which seeks to
represent the average or typical case; extreme or deviant case sampling, which
focuses on unusual or outlier cases; critical case sampling, which selects cases that are
expected to be representative of other similar cases; and expert sampling, which
involves selecting individuals with specialized knowledge or expertise in a particular
area (Nikolopoulou, 2023). The choice of purposive sampling method depends on the
specific research question and the desired level of depth and detail in the findings
(Creswell, 2014).

d. Research Locale

This study will be conducted at two public secondary schools in Burauen,

Leyte: Burauen Comprehensive National High School (BCNHS) and Tanauan

11
 National High School (TNHS). The target population comprises all Grade 11
STEM students enrolled during the [Specify School Year, e.g., 2023-2024
academic year] in both schools. These schools were selected due to their
perceived highly competitive academic environments, providing a suitable context
for conducting interviews to investigate the research questions. A total of 5
students will participate in the study—three from Burauen Comprehensive
National High School and two from Tanauan National High School each school—
selected through purposive sampling to ensure representation of the student
population.

e. Instrument

For data collection, this study will use in-depth interviews, a qualitative
method that allows researchers to explore students' experiences, thoughts, and
emotions in detail.

An interview, in its broadest sense, is a structured conversation designed to

gather information. According to Kvale (1996), an academic interview is "a
conversation where knowledge is constructed through the interaction between the
interviewer and the interviewee."It allows for open-ended, in-depth responses that
provide rich insights into the subject matter.

In this study, semi-structured interviews will be conducted with 5 students

from Burauen Comprehensive National High School and Tanauan National High
School. The interview questions will focus on keypareas such as: Study habits and
routines, motivations for academic success, Perceptions of the competitive
academic environment and challenges faced and coping strategies.

The interviews will be audio-recorded and transcribed verbatim to ensure

accuracy and reliability. The data will then be analyzed using qualitative
techniques to identify recurring themes and patterns in the students' experiences.

Name:__________________________
Age:____________________________
Grade & Section:________________
Gender:_________________________

1. How does a competitive academic environment influence the development of study

habits?

a. What study strategies have you adopted to keep up with academic competition?

b. Do you think competition helps you become more disciplined, or does it create
unnecessary pressure? Why?

c. Can you describe how competition among your peers affects the way you study?

12
2. In what ways academic pressure affect one's mental health, stress levels, and ability
to focus on studies?

a. Have you ever struggled to concentrate or perform well due to stress from
academic expectations? Can you share an experience?

b. What coping mechanisms do you use to manage stress caused by academic

pressure?

c..How do you feel when you experience academic pressure, and how does it impact
your overall well-being?

3. How do students manage the demands of academic success while balancing personal
challenges and responsibilities?

a. How do you prioritize your academic responsibilities alongside personal or family

commitments?

b.. What advice would you give to other students struggling to balance academic
success with personal challenges?

c. Have you ever felt overwhelmed trying to balance school and personal life? How
did you handle it?
.

f. Data Gathering Procedure

This study will utilize a qualitative approach, employing semi-structured

interviews to gather data from 5 Grade 11 STEM students—three from Burauen
National High School and two from Tanauan National High School. Participants
will be selected via purposive sampling to ensure representation across academic
performance levels. Ethical approval will be obtained, and informed consent
secured from all participants and their guardians. Semi-structured interviews,
guided by a pre-determined interview schedule (Appendix A: Interview Guide),
will be conducted in private settings and audio-recorded with participant consent.
Transcribed data will be analyzed using inductive thematic analysis (Braun &
Clarke, 2006, 2019), with NVivo software assisting in data management and
coding, to identify key themes related to study habits within the competitive
academic environment. All procedures will adhere to ethical guidelines, ensuring
data confidentiality and participant anonymity.

g. Methods of Analysis

Thematic analysis is a qualitative research method used to identify, analyze,

and interpret patterns within data. According to Braun and Clarke (2006), this
approach enables researchers to systematically examine qualitative data by
categorizing significant ideas into themes. Thematic analysis is particularly useful
in understanding behaviors, perceptions, and lived experiences, making it well-

13
suited for studies on student study habits in competitive academic environments
(Nowell et al., 2017). By organizing data into themes, this method provides a
structured yet flexible way to explore commonalities and differences in students’
approaches to studying.

In this study, thematic analysis is employed to investigate the study habits of

students raised in a competitive academic environment. The process involves
transcribing collected data, coding significant phrases, identifying recurring
patterns, and grouping them into themes (Braun & Clarke, 2019). This method
ensures that student perspectives on study habits, motivation, challenges, and
external pressures are analyzed in depth. According to Vaismoradi et al. (2016),
thematic analysis is effective in education research because it allows for a deeper
understanding of behavioral patterns, helping to uncover factors that influence
academic success or struggle. Emerging themes may include time management
strategies, the impact of pressure from peers or family, adaptive and maladaptive
learning techniques, and the role of external academic support.

This study, entitled "Dissection of Study Habits: A Competitive Academic

Environment and Students Raised," will apply thematic analysis to explore how
students develop and maintain study habits in high-pressure learning settings. By
analyzing student narratives, key themes emerge, such as the influence of
competition on study behaviors, the role of self-discipline in academic
performance, and the coping mechanisms students adopt to manage stress and
expectations. This structured analysis provides valuable insights into the
complexities of study habits, shedding light on both the benefits and challenges of
studying in a competitive environment. The findings contribute to a deeper
understanding of student learning behaviors and offer perspectives that can help in
developing strategies for academic success and well-being.

14
 IV: DATA ANALYSIS

INTERVIEW TRANSCRIPT MINOR THEME CODE FINAL

THEME

RESEARCH QUESTION "time-

management"
1. How does a competitive
academic environment influence The analysis of
the development of study the data
habits? indicates that
competitive
academic
Guide Question: environments
significantly
a. What study strategies have influence
you adopted to keep up with students' time
academic competition? management
skills. While
Participant's Reply; Participant A: •Reviewing A- 2
such
materials,
Participant A: for me, to keep B-2 environments
up with academic competition, I •self awareness, can motivate
C-2 some students
usually just keep reviewing the
•Scared of falling behind to develop
materials given by my teachers
(but, if it's necessary to integrate effective study
outside those materials then, I habits and
do) I don't really have a fixed manage their
study habit, but I make sure to time well, they
Participant B:
read and go over the lessons as can also lead to
much as possible so I won't fall • Time management, negative
behind. •Creating study schedule. outcomes like
procrastination
Participant B: To keep up with and poor
this ongoing competition, the prioritization
thing that I can do is to focus on for others.
creating a study schedule, Individual
breaking down my tasks into factors, such as
smaller pieces, and sticking to existing time

15
deadlines, by doing so i am sure Participant C: management
that I'm still included in that skills and
silent competition. •Healthy Environment personality
traits, play a
Participant C: In my case I only • Focused on goals crucial role in
study and comprehend the how students
lessons in my own way and there respond to
isn't really much competition competitive
going on. I do not really view it settings. Those
as a competition, but rather a with strong
normal environment created by time
students who's academically management
good and wants to participate, skills tend to
and who wants to have a good adapt better,
Participant D:
performance in class. while those
•Focus on goals without struggle
Participant D: I embody a
healthy and positive mindset in •Healthy Mindset more. The
regards with academic matters. findings
It's not actually about keeping emphasize the
up with others, it's about importance of
focusing on myself and my pace fostering
towards my academic goals. effective time
Being involved and invested in management
every lesson and activity, (ex. skills through
active recitation and being a targeted
group leader) is a great strategy interventions to
as well. support student
success and
Participant E: to cope up with Participant E: well-being,
academic competition with regardless of
•Time management
respect to my health, I avoid the academic
studying excessively at night. •Stay organize environment.
This strategy that I do help me
not to become stress by
overwhelming activities. Also, if
I have free time at school (e.g.,
lunch, recess) I do tasks or
assignment that were given to
us, to avoid cramming and avoid
breaking my sleep pattern. I
discover that if you want to have
a good academic performance I
must priotize first your health.

16
b. Do you think competition
helps you become more
disciplined, or does it create
unnecessary pressure? Why?

Participant A: Yes, competition

helps me become more
disciplined in some ways. As
someone who constantly has a
lot on my plate and often deals
with overlapping schedules, it
pushes me to manage my time
better and stay focused on my
priorities. However, it also
creates unnecessary pressure
because people tend to have
high expectations of me, which
can sometimes feel
overwhelming.

Participant B: If I were asked, I

think it helps me become more
disciplined because it motivates
me to stay on path that I am
running for and work harder to
get a better results. However,
sometimes it can create
unnecessary pressure, especially
because I easily get disappointed
so if I feel like I'm not doing well
compared to others the pressure
is killing me inside. But one
thing that I am sure this
competition pushes me to
improve.

Participant C: I do not compete

with anyone, but they compete
with me and it somewhat creates
an unnecessary pressure. The
thought of them trying to
compete with me affects the way
I perceive things—the weight of
getting behind to someone never
in front of you is heavy—hence

17
making me pressured to do
things a lot better than they do.

Participant D: I never
considered my classmates as a
competition. Growing up, i was
never academically competetive.
It was more of a competition
with myself. I aim to surpass the
different achievements that I
have achieved throughout the
years, and it is what fuels me to
do better in whatever I do.
Therefore, the idea of
competition sets a sense of
discipline within me, rather
than feeling the weight of
unnecessary pressure.

Participant E: for me,

competition creates unnecessary
pressure. comparing or
competing your self to others
makes your self less worthy. It's
doubting your own capability to
excel nagpapahiwatig na you're
not proud of yourself. causing
you to become pressured and
stressed.

c. Can you describe how

competition among your peers
affects the way you study?

Participant A: Honestly Participant A: Unaffected A-2

speaking, competition among by peer competition
my peers doesn't really affect
the way I study (I've never
experienced one). I just focus on
my own pace and methods,
choosing to go my own way
without having the need to be
affected at all.

Participant B: Competition
Particular B: Motivated

18
among peers makes me study by peers
more efficiently and stay
focused. To be honest, just
seeing others perform well can
make me pressure so it
encourages me to work harder
and find better ways to learn,
reason why it makes me want to
participate in class discussions
more and ask questions to
improve my understanding.

Participant C: Well, as for me, it Particular C: Motivated

has both positive and negative by peers
effects. Having a friendly
competition with my peers
motivates me to strive for
excellence—they make me work
harder. While it makes me want
to do better, unhealthy
comparison between us cannot
be avoided. It made me
prioritise my grade over
anything else and lead me into
burnout.

Particular D: I thrive in a Participant D: Healthy

healthy academic environment. Mindset
I never felt pressure or threats
of competition against my peers.
Instead, we would help and
build up each other to succeed
in whatever activity we engage
in. It never affected my studies,
rather it benefited me to
improve and strive for
excellence.

Participant E: Thinking your

classmates as an enemy, literally
will not give you a peace of mind
Participant E: self
that will lead you not to behave
Reflection
properly. It is also
interconnected in the way I will
study because of thinking na

19
bangin tak classmates mas
maupay it mahimo, maging
masdako it score, makalamang
haakon. This kind of mindset
will not lead you to academic
success, academic success is a
result of maupay na pag study.
Kun iniisip mo na tim mga peers
or classmates is a threat to you
hindi ka talaga magseseryoso

b. What coping mechanisms do

you use to manage stress caused
by academic pressure?

Participant A: I usually cope by Participant A:

doing things that help me feel at • Coping up by spending A- 2
ease, like spending time on my time doing hobbies.
hobbies (oftentimes I'd play B- 3
badminton to pull down all the
stress in me, or draw something
whatever in mind, watch
movies, etc...) or just rest all day
in bed. Sometimes, I meet up
with my friends so I can rant
and share how exhausting
everything feels. Just having
that time to breathe and unwind
really helps me manage the
stress. I don't really pay
attention to that, as I'm more
focused on the latter, you
shouldn't stress stress haha.

Participant B: To manage the Participant B:

stress that i recieve, I try to take
• Coping up by taking
breaks while studying, because
rest.
rest is important even we are in
competition, it's okay to take a • Connecting with family
rest. I also make sure that my regarding with academic
mind is expose to the calm music problem
even just for 1 hour which helps
clear my mind. Talking to my
family about how I feel also
helps me feel less stressed

20
because they are my strength. I
try to sleep well and keep a
balance between studying and
relaxing, that is the cycle of my Participant C:
journey.
• Coping up by taking rest
Participant C: There are things
I do to relieve stress. One of • Spending time doing
such as taking a break of hobbies
everything, I simply put no
interest on what is going on
around me, I refuse to care. I
sometimes hangout with my
friends and talk about
everything but our school-
related problems. Most of the
time I devote my hours on
sleeping, I take long, deep naps.
Because for me, after those
sleeps I feel a lot lighter, hence
helping me start fresh on
dealing with what causes me Participant D: • Coping
stress. Like breaking down tasks up by taking rest
into smaller manageable
chunks.

Participant D: I take time to rest

and recharge. I scroll through Participant E:
social media to relax my mental
and emotional state. And i take • avoiding procrastination
a long nap to recharge my body
and my mind.

Participant E: To cope up with

academic pressure I avoid
procrastination, gin susulit ko
talaga it time na mayda pa,
instead of getting me into a bad
consequences or in bad feeling
of cramming.

c.How do you feel when you

experience academic pressure,
and how does it impact your
overall well-being?

21
Participant A: When I Participant A: •Difficulty A- 2
experience academic pressure, I concentrating due to
feel like someone is judging me pressure B- 2
and sometimes even frustrated.
It makes me worry about my • self-dissatisfaction
grades and if I'm doing enough
maybe my love ones will also get
disappointed. This affects my
well-being, but i never lose
motivation because even though
I am pressured, I am dedicated
with my studies. Sometimes, I
feel overwhelmed, and it’s really
hard to stay positive.

Participant B: I’m not entirely

Participant B:
sure, but I really felt its weight;
along with everything else, when • Self-dissatisfaction
I got sick two months ago and
was on bed rest for two weeks. • Anxiety from missing
During that time, I missed a commitments due to
competition, an important Girl illness
Scout event, and a medical
mission all in the same week. I
felt completely helpless, like I
didn’t know what to do
anymore. I kept wondering if
there was anything left for me to
return to. I think that was when
anxiety really hit me. My
academics, my other
responsibilities, it all felt like it
was the end of everything I Participant C:
worked so hard for.
• Exhaustion leading to
Participant C: When I am sleep deprivation
experiencing academic pressure,
I feel overwhelmed. The
expectation of others can be
crushing most of the time. I
have to sacrifice my sleep to
comply with the bunch of
activities given. I have to devote
most of my hours doing the

22
activities just to meet their
standards and to keep up with
others. Participant D:

Participant D: I sometimes feel • Burnout from

overwhelmed. There are overloaded works
instances where in I experience
an emotional meltdown from the
overwhelming emotions that I
feel. But I don't let those
emotions affect my outlook
towards the activities that I am
doing. After a good rest, I am
ready and prepared to face
these challenges with a
Participant E:
refreshed mindset
• Anxiety from overloaded
Participant E: Having the
works
feeling of pressure in me felt like
I'm in the room of darkness
where light cannot enter, simply
anxiety. There was a saying that
you can do anything but you
cannot do everything. That
saying is always in my mind
whenever I experience pressure.
Especially in this second
semester kun diin halos natanan
na oras may hirimuon ngan
every week is a deadline,
nawawarayan naako time for
my leisure. feeling ko
mababaliw naak. getting me
also into a high risk of
stigmatism, because of the effect
of radio frequency radiation to
my eye.

23
3. How do students manage the "Self-
demands of academic success discipline" The
while balancing personal study of shows a
challenges and responsibilities? strong link
between self-
discipline and
effective study
habits.
a. How do you prioritize your Regardless of
academic responsibilities the level of
alongside personal or family competition,
commitments? self-discipline is
crucial for
Participant's Reply;
consistent
effort, good
Participant A: A-3 time
Participant A: Personally, if you management,
• Discipline; Time B-3
are truly committed, you’re and academic
management, and balance
more likely to find ways to C-2 success.
prioritization
manage both academic demands Students with
and personal responsibilities. It high self-
takes a lot of discipline, time discipline are
management, and self- better at
awareness to balance focusing,
everything. Of course, it’s not prioritizing,
always perfect, there will be and
struggles. But, I believe in maintaining a
commitment helps you push study schedule,
through and keep going despite leading to
the challenges better results.
Participant B: Conversely,
Participant B: To manage both
• Discipline; Time students lacking
academic responsibilities and
management, Stay self-discipline
personal commitments, I try to
struggle, even in
stay organized because i believe organized
competitive
that it is the top tier solution. I
environments.
use a planner to write down all
The findings
my assignments and any family
highlight the
or personal things I need to do.
importance of
This way, I can see what’s
fostering self-
important and plan ahead, so I
discipline to
don’t get too behind in school or
improve
forget about personal stuff.
academic
Participant C: By making a performance

24
schedule and setting boundaries. Participant C: and well-being.
Saying no to non-essential
activities that may interfere with • Stay organized, balance
my academic responsibilities prioritization

Participant D: It's all about

balance and focusing on your Participant D:
goals. I, personally have
different commitments and • Balance Prioritization
obligations. By setting schedules
and planed agendas i am able to
successfully carry out my
responsibilities to these
commitments.

Participant E: To handle this I Participant E:

set time for my studies and I set
• Time management
time for things I wanted to do.
Simply time management is the
key.

b. What advice would you give

to other students struggling to
balance academic success with
personal challenges?

Participant A: Straighten your Participant A: A-2

priorities. You can't just say, "I
didn't sign up for this," because • Focus and re-evaluation
whether we like it or not, if goals
responsibilities will always be
there. Focus on what truly
matters, manage your time
wisely, and don't forget to take
care of yourself along the way,
rest matters and your mental

25
well-being as welllll

Participant B: My advice for

students trying to balance school
and personal life is to stay Participant B:
organized and not be afraid to • Balance Prioritization
ask for help because as what the
quotes says " no man is an • Ask for assistance
island". It’s okay if you need a
break or if things don’t always
go perfectly. Make sure to talk
with someone that you are
comfortable with if you’re
struggling, and remember to
take care of your mental health
because our mental health
matters.

Participant C: Sguro re-

evaluating your goals is Participant C:
important when your struggling • Re-evaluation if goals
to balance academic success
with personal challenges. Kasi •Self-care
everytime you make a schedule
• Meditation
mas magwowork hiya if
maaram ka kun ano ba tim goal, •Seek of assistance
mas magiging effective ngan
efficient hiya pag maarram ka
tim karuyag. Prioritizing your
self is also important, never
forget or sacrifice self-care over
anything else, we can't do things
properly if we are not in the
right condition to do so. Also,
seeking help from your family
and friends is important, never
carry your burdens alone. If you
can ask for help, ask.
Participant D:
Participant D: Plan and map
out all your commitments. • well-planned
Instilling a goal is a must. commitments
Before engaging in something
think about it thoroughly.
Wether you are prepared or

26
passionate enough to add more
obligations into your life.
Always begin with an end in
mind. Participant E:
Participant E: To all student out • Self-care
there. You're the one
manipulating the situation not • Be carefree
the situation will manipulate
you. give also time to your self
especially in to your heealth. It
is pointless in having academic
success but in return dying your
self because of illnesses. Don't be
to focused on your study,
remember that you're still
young, you have also the
responsibility to enjoy your
self/life.

c.Have you ever felt

overwhelmed trying to balance
school and personal life? How
did you handle it?

Particular A: yes, I’ve definitely

felt overwhelmed trying to
balance school and personal
matters. But during those times,
I constantly remind myself to
get up and keep going; because,
as harsh as it may sound, I
brought this upon myself. Being
independent means I have to
push through, because if not me,
then who else will?

Participant B: yes, I’ve

definitely felt overwhelmed
trying to balance school and
personal matters. But during
those times, I constantly remind
myself to get up and keep going;

27
 because, as harsh as it may
sound, I brought this upon
myself. Being independent
means I have to push through,
because if not me, then who else
will?

Participant C: Yes. Like I said,

a set boundaries and by
assessing my priorities it made
my schedule more effective. I do
not commit on non-essential
things and tried focusing on
more important things or things
that matter to me the most.

Participant D: By reflecting
about all the circumstances
revolving in my life. I am a firm
believer that faith and positivity
partnered with deep reflection.
Will help you come up with
solutions and actions that may
help out in balancing the
academic and personal sector of
my life.

Participant E: yess, until now

I'm still on fight of it. pero tak
gin hihimo to handle it, is to
create time management,
prioritizing the important and
thinking that every free time is
gold, kaya don't waist it.

Qualitative data analysis is the process of gathering, organizing, and interpreting non-
numerical data to uncover patterns, themes, and insights. It helps businesses and researchers
make sense of open-ended responses, interviews, and other unstructured data sources (Tyler
Dye, 2025).

28
RESEARCH QUESTIONS RESEARCH THEME THEORETICAL PINNING

— How does a competitive —time management Theory Pinning: The Theory

academic environment of Planned Behavior (TPB)
influence the development – Ajzen (1991)
of study habits?
This theory explains how
students' ability to manage
their time is influenced by
their attitudes, subjective
norms, and perceived
behavioral control.

If students believe time

management is beneficial
(attitude), feel pressure from
peers or family to manage
time well (subjective
norms), and believe they
have the ability to control
their time (perceived
behavioral control), they are
more likely to develop
strong time-management
habits.

•In what ways academic —high expectations from Theory Pinning: Self-
pressure affect one's mental family and peers Determination Theory
health, stress level, and (SDT) – Deci & Ryan
ability to focus on studies? (1985)

SDT emphasizes intrinsic

and extrinsic motivation.

Students experiencing high

expectations from family
and peers often develop
extrinsic motivation, striving
for academic success due to
external pressures.

However, for long-term

success and well-being,
intrinsic motivation
(learning for personal

29
 growth and satisfaction)
should be nurtured.

•How do students manage —self- discipline Theory Pinning: Grit Theory

the demand of academic – Duckworth et al. (2007)
success while balancing
personal challenges and Grit theory states that
responsibilities? perseverance and passion for
long-term goals are essential
for success.

Self-discipline, a core
component of grit, enables
students to stay committed
to their studies despite
difficulties.

In a competitive academic
setting, students with higher
grit tend to persist and
achieve their academic goals

This research explored the study habits of high-achieving STEM students

within a competitive academic environment. The study used semi-structured
interviews with ten students from Burauen Comprehensive National High School and
Tanauan National High School in Leyte, Philippines, and employed thematic analysis
to identify key patterns and themes within the interview data.

The analysis revealed a complex relationship between a competitive academic

environment and the development of effective study habits. While competition can be
motivating and push students to adopt efficient learning strategies, it can also lead to
significant stress, anxiety, and a focus on superficial learning over deep
understanding.

The study found that students employed a variety of coping mechanisms to

manage academic pressure, including time management techniques, seeking support
from peers and family, and utilizing relaxation practices. However, some students
struggled to manage stress effectively, experiencing negative impacts on their
concentration, well-being, and academic performance.

High-achieving students demonstrated a diverse array of study strategies,

including active learning, note-taking, summarizing, and seeking help. Their choice
of strategies was influenced by individual learning styles, personal preferences, and
the perceived demands of the academic environment.

The study also highlighted the challenge students faced in balancing academic
demands with personal challenges and responsibilities. While they prioritized time

30
 management and effective planning, maintaining a healthy balance between academic
pursuits and personal life proved to be a significant struggle.

In conclusion, the data analysis revealed that while competition can be a

motivator, its potential negative effects on student well-being and study habits require
careful consideration. The study highlights the need for a comprehensive and holistic
approach to supporting students in competitive academic settings, focusing on
individual needs, providing accessible resources for stress management, promoting
diverse study strategies, and fostering a balanced approach to managing academic and
personal responsibilities.

V: SUMARRY, CONCLUSIONS AND RECOMMENDATIONS

Summary:

This research explored the intricate relationship between a competitive

academic environment, student well-being, and academic success, focusing
specifically on the study habits of high-achieving STEM students. Employing a
descriptive qualitative research design, the study utilized semi-structured interviews
with ten students from Burauen Comprehensive National High School and Tanauan
National High School in Leyte, Philippines. Thematic analysis of the interview data
revealed key themes, providing a nuanced understanding of the students' experiences
and strategies.

31
Key Findings:

Influence of Competition: The competitive environment presented a double-

edged sword for students. While it served as a motivator, driving them to adopt
efficient study strategies, it also generated significant pressure and anxiety. This led to
superficial learning, a focus on grades over deep understanding, and a heightened
sense of stress.

Stress Management: Students utilized a range of coping mechanisms to

navigate academic pressure. These included time management techniques, seeking
support from peers and family, and engaging in relaxation practices. However, some
students struggled to manage stress effectively, experiencing negative impacts on
their concentration, well-being, and overall academic performance.

Study Strategies: High-achieving students demonstrated a diversity of study

strategies, encompassing active learning, note-taking, summarizing, and seeking
assistance. Their choice of strategies was influenced by individual learning styles,
personal preferences, and the perceived demands of the academic environment.

Balancing Responsibilities: Students reported difficulty balancing academic

demands with personal challenges and responsibilities. They prioritized time
management and effective planning to juggle multiple tasks, but acknowledged the
struggle of maintaining a healthy balance between academic pursuits and personal
life.

Conclusions:

The study confirms the complex interplay between a competitive academic

environment, student well-being, and academic success. While competition can be
motivating, its negative consequences on mental health, study habits, and overall
well-being cannot be disregarded. The study emphasizes the necessity of a holistic
approach to supporting students, addressing their individual needs and providing
accessible resources for stress management, effective study skills, and balanced time
management.

Recommendations:

Promote a Balanced Approach to Competition: Educators should shift from

solely competitive practices towards fostering collaboration, a growth mindset, and a
focus on learning for understanding rather than solely for grades.

Provide Accessible Stress Management Support: Schools should offer readily

available resources for stress management, including mindfulness training, relaxation
techniques, and counseling services.

Encourage and Equip Students with Diverse Study Strategies: Educators

should equip students with a variety of study skills and provide guidance on choosing
strategies based on individual learning styles and needs.

32
 Offer Support for Time Management and Prioritization: Schools should
implement programs and resources that help students prioritize time effectively and
manage multiple responsibilities.

Advocate for Holistic Well-being: School administrators and policymakers

should prioritize student well-being, creating a supportive environment that addresses
the needs of all students, particularly those facing academic pressure and personal
challenges.

Conduct Further Research: Additional research is needed to investigate the

long-term effects of various interventions on student outcomes and to further explore
the impact of different types of work and work hours on student experiences.

This research provides valuable insights for educators, policymakers, and

researchers working to support high-achieving students in competitive environments.
By implementing the recommendations, we can cultivate a more supportive, balanced,
and holistic learning environment that fosters both academic success and individual
growth.

References:

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Research in Psychology, 3(2), 77-101.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative
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Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
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Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed
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Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design:
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Maxwell, J. A. (2013). Qualitative research design: An interactive approach. Sage
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Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis:
Striving to meet the trustworthiness criteria. International Journal of Qualitative
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Vaismoradi, M., Turunen, H., & Bondas, T. (2016). Content analysis and thematic
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APPENDIXES

34
35