02947nam a22002657a 4500003000400000005001700004008004100021050001900062100002800081245033100109264005300440300002800493336002100521337002500542338002300567500005200590504004000642520178800682700003302470700003802503700003802541700002602579700004002605700003602645OSt20261110102234.0261110s2026    |||||||| |||| 00| 0 eng d  aT PTbC67 20261 aAlde, Fritz Jennicis F.10aCorrelation of study habits and perceived preparedness for the licensure examination among health-allied learners in a high education in Cavite, Philippines /cFritz Jennicis F. Alde, Aminah N. Antioquia, Anne Marjorie C. Apostol, Faustine May S. Armintia, Kate Q. Baco, Louella Francine C. Coloma, and Dave Angelo A. Pacheca.  aEAC Cavite :bSchool of Physical Therapy,c2026.  axi, 176 pages ;c28 cm.  2rdacontentatext  2rdamediaaunmediated  2rdacarrieravolume  aDescriptive correlational quantitative research  aIncludes bibliographical references  aThe aim of this study is to assess the study habits and perceived readiness of health allied learners towards taking the licensing exam in a higher education institution in Cavite, Philippines. A descriptive-correlational research design was employed, involving 279 respondents from Nursing, Medical Technology, Pharmacy, Physical Therapy, Psychology, and Radiologic Technology programs. Data on study habits (duration, frequency, learning tools, learning styles, learning distractions, perceived preparation for study in academic, financial, emotional, social, mental, environmental and physical areas) were collected from a structured questionnaire. The findings revealed that respondents preferred reading/writing and visual learning styles, incorporated printed books/handouts, flashcards and notes as learning tools, and had moderate durations and frequencies of studying. Social media, messaging apps, and fatigue/sleepiness were identified as the primary sources of distraction. Respondents showed a moderate-to-high level of perceived preparedness (grand mean 3.263, SD=0.719). Statistical analysis revealed significant correlations between study habits and the seven dimensions of preparedness (p <0.05). Importantly, the frequency of study and the learning style had a more selective association with preparation while the frequency of study had the highest and most consistent association in all the categories. The results underscore the importance of regular study routines, planned study schedules, and supportive learning experiences in increasing the likelihood of success for individuals taking the licensing exam. The study provides practical recommendations to support cognitive and non-cognitive elements to enhance students, teachers, and families' preparedness.1 4authoraAntioquia, Aminah N.1 4authoraApostol, Anne Marjorie C.1 4authoraArmintia, Faustine May S.1 4authoraBaco, Kate Q.1 4authoraColoma, Louella Francine C.1 4authoraPacheca, Dave Angelo A.