Abstract. The increasing integration of digital technologies in education has transformed students’ learning behaviors; however, empirical evidence on how educational applications influence study habits in vocational secondary education remains limited. This study examined the role of educational applications in shaping the study habits of senior high school students at Hadji Butu School of Arts and Trades. Specifically, it assessed students’ perceptions of educational applications, determined the level of their study habits, and examined the relationship between these variables. A descriptive-correlational research design was employed, involving 200 senior high school students selected through stratified random sampling from General Academic Strand (GAS) and Technical-Vocational-Livelihood (TVL) tracks. Data were collected using a validated researcher-made questionnaire and analyzed using descriptive statistics and Spearman’s rho correlation. Findings revealed that students demonstrated a high level of positive perception toward educational applications (M = 3.84), indicating that these tools were viewed as useful, engaging, and supportive of learning. Similarly, students reported favorable study habits practiced often (M = 3.64), reflecting consistent engagement in academic routines such as time management, independent learning, and technology-supported review. However, correlation analysis revealed a negligible and non-significant relationship between students’ perceptions of educational applications and their study habits (ρ = .028, p = .694). This suggests that while educational applications are positively perceived and frequently utilized, students’ study habits may be influenced by other factors beyond perception alone.The study contributes to the limited literature on educational technology within vocational secondary education by providing context-specific evidence from a technical-vocational learning environment. The findings highlight that educational applications function as supportive learning tools but do not necessarily translate into improved study habits without structured guidance and effective implementation. These results offer practical implications for educators, policymakers, and curriculum planners in strengthening technology-supported learning strategies in senior high school settings. Keywords: Educational Applications; Study Habits; Educational Technology; Senior High School Students; Vocational Secondary Education; Digital Learning
Pulalon et al. (Sat,) studied this question.