Christian Boy D. Cacho
ABSTRACT
This study examined the relationship between the length of study time behavior and mathematics competence and performance among Grade 11 STEM students in private schools in Cauayan City, Isabela. Employing a mixed-methods research design, the study integrated quantitative and qualitative approaches to provide a comprehensive understanding of students’ study time practices and their influence on learning outcomes in General Mathematics. Quantitative data were collected from 145 students using a validated study time behavior scale, a researcher-developed mathematics competence test, and students’ midterm grades as a measure of mathematics performance. Pearson product–moment correlation was used to determine the relationships among variables. Qualitative data were gathered through open-ended questions and analyzed using thematic analysis. Results revealed that study durations of 30 minutes to one hour were significantly associated with higher levels of mathematics competence, while 15-minute study sessions showed no significant relationship. In contrast, no significant relationship was found between study time duration and mathematics performance, suggesting that grades may be influenced by factors beyond the length of study time alone. Qualitative findings indicated that students’ study time behavior and mathematics learning were affected by academic and environmental pressures, distractions, limited time, motivational challenges, and concerns related to mental and physical well-being. Participants also reported gaps in both foundational and higher-order mathematical skills, including analytical reasoning and application of concepts. The findings suggest that while sufficient study time is important for developing mathematics competence, the effectiveness of study time depends largely on study quality, instructional support, and learning conditions. The study highlights the need for structured academic support, effective time management strategies, and comprehensive interventions to enhance mathematics learning among senior high school STEM students.
Keywords: Study time behaviour; mathematics competence; mathematics performance; STEM students; general mathematics
https://doi.org/10.57180/ivse3426