Impact of Study Habit on Academic Performance of Students
Chapter One
OBJECTIVES OF THE STUDY
The following are the objectives of this study:
- To examine the correlation between study habits and academic performance
- To examine the effect of study environment on study habit
- To determine factors affecting students’ study habit and academic performance
CHAPTER TWO
LITERATURE REVIEW
Introduction
Research on the correlation between study habit and students’ academic achievement has for long received attention from scholars and educational agencies.This chapter shall review the theories of the study followed by the conceptual framework of the study.
Conceptual review
Study Habits
Study habits are mainly external factors that facilitate the study process such as sound study routines that include how often a student engage in studying sessions, review the material, self-evaluate, rehears explaining the material, and studying in a conducive environment (Credé, 2008).
Concept of study habit ( study habits) are defined as those techniques such as summarizing, note taking, outlining or locating materials which learners employ to assist themselves in the efficient learning of the material at hand. According to Nneji (2002), study habits are those learning tendencies that enable students to work privately. Study habit, when broken down involved the time put into study method used in studying and content of study.
Azikiwe (2018) describe study habit as “the adopted way and manner a student plans his private studies or reading, after classroom learning so as to attain mastery of the subject. Azikiwe further stated that “good study habit are good asset to learners because the habit assists students to attain mastery in areas of specialization and consequent excellent performance, while the opposite bad study habits, constitute constraints to learning and achievement leading to failure. Good (1998) define the term study habit as the student‟s way of study whether systematic, efficient or inefficient etc. Going by this definition it literally means that good study habit produces positive academic performance while inefficient study habit leads to academic failure.
Previous proposed constructs to explain low academic performance include study skills (Aaron, 1999), study habits (Murray, 2003), study attitudes (Zimmerman, 1977), study motivation (eMelancon, 2002), meta-cognitive skills (Zeegers, 2001), study anxiety (Miller, 1972), procrastination (Pychyl, 2000) and depth of processing (Hall, 2001). These are individual difference factors that have been grouped into intellective (cognitive) and non-intellective (non-cognitive) factors (Credé, 2008).
Previous to this investigation, the most recent research on study habits and attitudes of college students was conducted by Ivan Montes in Spain (2012). Montes tracked changes in study habits in college students from the time they entered the program to the time of graduation (5 years). Previously to Montes, Darwing D. Yu (2011) conducted a study on the topic of study habits with sophomore students whose major was accounting. Luisa Baquiran L. A. (2011) also in the Philippines, conducted a similar study with freshman students from different majors. Greene, Marti and McClenney (2008) conducted a cross-cultural study focused on effort of African American and Hispanic college students. Gilbert Wrenn C. C. (1933) published one of the first study habits inventories in the United States (Brown, 1955). Wrenn C. C.’s inventory was originally designed for men, but was modified later for women (Wrenn, 1941). He suggested that study habits might correspond to academic success if ability was controlled (Thompson, 1976). All studies conducted after Wrenn C. C. and Brown W. F. (1972) utilized slight modifications of the existing SSHA developed by Wrenn, C. C. and later modified by Brown, W. F. They all agreed that study habits significantly effect academic performance.
Noel Entwistle (1960) reviewed existing literature and made evaluations of 22 study skills courses. He concluded that a study skills course will usually be followed by improvement, a course will be most beneficial for students desiring to take it, students wishing to take a study skills course but prevented from doing so, and therefore presumably of comparable motivation to those enrolled, fail to show significant improvement, and that any gains noted will not necessarily be related to either the content or the duration of the course.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter describes the research design, the target population and random sampling procedure, the instrument used, method of data collection and method of data analysis.
Research design
This is a descriptive study which seeks to ascertain the impact of study habit in the academic performance of students in Nigeria. A sample population will be used to collect primary data using the structured questionnaire and interview as research instrument.
Population of the study
The target population for this study consists of students in selected senior secondary schools in Yaba Local Government Area of Lagos State.
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
Introduction
This chapter presents the analysis and interpretation of data obtained from the survey. The aim of the research is to examine the impact of study habit in the academic performance of students in senior secondary schools. The research uses a primary survey method in gathering data through questionnaires for the research. Hence, a sample size of 300 students was selected among five senior secondary schools in Yaba Local Government Area of Lagos State. Amongst these schools are; International School Lagos(ISL), Yabatech Secondary School(YSS), Our Ladies of Apostles Secondary School(OLA), Wesley Girls Senior Secondary School(WGS) and Reagan Memorial Baptist Girls Secondary School(RMB). A total of 300 instruments were issued but only 297 were collected back, achieving a response rate of 99.0%.
CHAPTER FIVE
FINDINGS, CONCLUSION AND RECOMMENDATIONS
Findings
The objective of the study was to know if study habit impacts on the academic performance of students in Nigeria. Findings from the study reveals that majority of the respondents are of the opinion that good study habit will impact on the academic performance of students in Nigeria.
Another finding from the study reveals that, students will become more focused in class with good study habit and environment. (See table 4)
Conclusion
Since the study habits has a significant effect on academic achievements and according to the importance of study habits on academic performance and educational progress that finally effect on academic and career future, so it is essential to consider and planning to improve methods and study habits of students. According to researchers, the people’s study habits are teachable and learnable and several steps can be taken in this field. It is also recommended that the courses of correct study habits to be held for the students in the entrance to the university to gain the knowledge in this field.
Recommendation
The following recommendations are made from this study. Nigerian government should adopt the carve-out system so as to suit the economic system of the country, also, more awareness on the importance of implementing a global accounting standard should be made known to all to increase the level of acceptance of IFRS in Nigeria.
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