Study Habits and Classroom Participation as Predictors of Innovation Ability among Computer System Servicing Students
by Alingasa, Fretsel Mae S., Amorin, DJ, Arlao, Anna Marie O. Pelandas, Banaybanay, Ej F., Banquil, Shiela Mae M., Bantilan., Cabanting, Shyrel E., Chato, Mj J., Dionesio, Megan C., Espinosa, Janina Janelle L., Gerongay, Rolando Jr., Ginelle Marie M., Hannah Nicole A., Jocel T. Labadan, Lagang, Junizza Maria B., Mindajao, Rinz Jay E., Ondagan, Henry C., Paraiso, Cherry Rose C., Salmorin, Denver Jan A., Sarong, Aldrich Joy S.
Published: March 8, 2026 • DOI: 10.47772/IJRISS.2026.10200315
Abstract
This study examined the influence of study habits and classroom participation on the innovation ability of senior high school students at Lorenzo S. Sarmiento Sr. National High School. Specifically, it aimed to determine the levels of study habits, classroom participation, and innovation ability, as well as the relationships and influences of their respective domains on innovation ability. A quantitative correlational design was employed, using validated survey questionnaires to collect data from the respondents. Descriptive and inferential statistics, including mean, Pearson’s r, Shapiro-Wilk test, and multiple regression analysis, were applied. Results revealed that students exhibited high levels of study habits, classroom participation, and innovation ability. Study habits, however, had a very weak and non-significant relationship with innovation ability, while classroom participation showed a moderate positive and significant relationship. Furthermore, the domains of study habits did not significantly influence innovation ability, whereas selected domains of classroom participation demonstrated a significant impact. The study recommends that educators strengthen classroom participation through interactive, student-centered strategies to enhance students’ creativity, critical thinking, and innovation skills, supporting both academic and future professional success.