Knowledge utilization uptake on e–books, study habits, and mathematics performance of Grade 10 learners

Abstract

This study aimed to determine the relationship of the knowledge utilization uptake on e-books and study habits on mathematics performance of the Grade 10 learners. This study utilized descriptive-correlational design. The researcher made use of adapted questionnaires for knowledge utilization uptake on e-books and study habits. The data were collected from Grade 10 learners who fit the criteria were selected using purposive sampling. This study used mean, standard deviation, and Pearson product moment correlation in treating the data of the study. The results showed that the level of the knowledge utilization uptake on e- books obtained a descriptive rating of moderately high, while the status of the study habits obtained a descriptive rating of high. The mathematics performance of the Grade 10 learners in Mathematics obtained a descriptive rating of low. There was no significant relationship between the utilization uptake on e-books and mathematics performance. However, two among the indicators, reception and cognition, of the knowledge utilization uptake on e-books were found to have significant relationship to the academic performance in Mathematics. In other words, the increase in the knowledge utilization uptake in terms of reception and cognition led to the increase in the academic performance of the Grade 10 learners in Mathematics. Further, there was no significant relationship between study habits and mathematics performance of grade 10 learners.