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Cabatuan National Comprehensive High School


The study aims to determine the learners’ study habits and learning style during pandemic as bases for Auxiliary Intervention (AI) program. An appropriate learning approach that suits the pupils’ habits of learning.

The methods employed were purposive sampling, structured interview, and thematic analyses process. Three main themes were identified: Pandemic Study Habits, Pandemic Learning Environment and Practices, and Dominant Pandemic Learning Styles. The participants’ common good study habits were relatives’/parents’ guidance, forced to self-study, internet researching, adapt and make resilient actions to learn, gain insights by organizing tasks and creating a conducive learning environment to learn, and enforced practices such as asking for affirmation through feed backing and virtual attestation. The participants’ learning styles based on learning style model were processing (active/reflective) learners, perception(sensing/intuitive) learners, input (visual/verbal) learners, and understanding (sequential) learners. While the learning styles as described by the participants were visual and auditory learning style.

Keywords: Study Habits, Learning style, Learning Style Model, Auxiliary Intervention (AI) Program



Several factors, including engagement in school extracurricular activities, home environment influences, peer pressure, extensive social media usage, job-related stress, financial instability, and family tensions (Salcedo-Relucio, 2019), are associated with the decrease in students' innate motivation for learning and study behaviors (Reis et al., 2021).

Students eagerly participated in a variety of monthly events before the pandemic, including Buwan ng Nutrisyon in July, Buwan ng Wika in August, Math and Science Month in September, United Nations Day in October, and other similar celebrations (DO no. 34, s. 2022).

These activities were mandated for students, and some even had to miss class to prepare for presentations. They began to prioritize extracurricular activities instead of their academic obligations as a result (Capuno et al., 2019).

High school pupils in the Philippines have poor study habits in the digital age, which results in subpar academic achievement. They fail to read the assigned readings and go over the topics covered in class.

According to a survey, students blame a variety of things for their poor study habits, including their living situation, peer pressure, social media addiction, work-related difficulties, money problems, and family stress (Salcedo-Relucio, 2019).

Teachers actively adapt and customize their instruction to meet the requirements of all students and provide an optimal atmosphere for learning because they are aware of the difficulties that diverse classes present. Additionally, learner inclusion suggests offering additional assistance to students who experience academic difficulties. These interventions show the teacher's concern and caring for students while minimizing academic setbacks. Classroom diversity includes a variety of elements, such as gender, faith, family structures, learning habits, and more. Additionally, this framework enables the evaluation and categorization of the various learning preferences of pupils (DO 36 s. 2016).

The pandemic had a significant impact on educational institutions, resulting to the adoption of different distance learning modalities as alternatives to in-person teaching and learning approach, such as modular, online, radio-based, and blended approaches (Mishra et al., 2020; Angkarini, 2021; DepEd Order no. 12, s. 2021).

The study examined what students learn best and how they study post-pandemic profoundly altered the way that people teach and learn. The report advises an intervention program to deal with similar scenarios that may happen in the future, arguing that it is crucial to understand the potential continued issues even as the education sector is currently going through a period of recovery and adaptation to the "new normal."

Four binary learning type models served as the cornerstone for the research investigation. The model was used to categorize the participants' primary learning preferences and study practices.

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