Relationship of study habits and academic performance images

relationship of study habits and academic performance images

relationship between study habits and students' academic performance. It was recommended clearly articulated picture of the future they intend to create for. Abstract. A cross sectional study was carried out to examine the relationship between self –esteem and student's academic performance among the second year Perceptual Motor Skills, 7 (), pp. Google Scholar. Carlson, J.D. CarlsonBody image among adolescent girls and boys: A longitudinal study. performance, but study habits do influence academic performance (p institution's image (Escudero, ), hence our interest in researching and . A review of literature on the relationship between study habits and.

Good study habits are study techniques that enhance the students to realize their full potentials 16 The extent of student's studying in academics may be on the grades a student earns. It is believed that a grade is a primary indicator of such study. If learners earn high grades it is concluded that they may also have effectively studied hard while low grades indicates lesser and poor study. Included here were the discussions of the subtopics; namely: This is a public school consisted of a total number of twelve 12 classrooms.

The school has also library, science laboratory and computer laboratory. Each classroom can accommodate fifty to seventy 50 - 70 students depending on the form level. As a matter of fact, the school came up with different concerns for their school but the researcher chosen the problem regarding the poor study habit among students.

The partnership aimed to develop good qualities of education of Ngumbe Secondary School, which was a good thing to know. This represents a The sample size is supported by Babbie, The population was sampled through a simple random sampling procedure to avoid biasness. Form one and three contributed thirty four 34 each while form four contributed thirty seven 37 respondents. There were some open-ended questions as well. The research questionnaire was described in terms of time management, note taking, test preparation, study environment, student examination performance and library use.

The test questionnaire had at least five questions for each indicator. The respondents chose from always, often, sometimes, and never. Putting a check on the corresponding box was based on the study habits that they are experiencing. The respondents answered questionnaires within the school campus and the questionnaires were retrieved on the same day of the administration.

To improve the reliability and validity of the research instrument, the questionnaire was pilot- tested on similar but smaller sample group from Open Day secondary school section in the first week of May, Observed errors, corrections and re-wordings discovered were effected and incorporated into the main instrument.

The analysis and interpretation of data assisted in formulating findings, conclusions and recommendations. For the purposes of analysis and interpretation, statistical tool, Microsoft excel was used. The researcher used Microsoft excel to easily enter and create graphical or visual representation of data. It was also simple in making inferences. It also gives the interpretation of results. The data were presented in a clear and concise form, most which used graphs and tables.

Majority of the respondents have average study habits in terms of managing of time. It illustrates that half of the respondents had fair time to take down notes, re-read notes or summarizes lessons and important stuff in a passage.

The frequency to which student of Ngumbe use the library. It illustrates that almost half of the respondents have poor library usage. The relationship between the study habits of the respondents and student examination performance. In Social and Development Studies, It only means that best performers have excellent study habits in terms of performance.

In poor performers, the highest percentage is on never, which means that the respondents have weak percentage in terms of performance.

In poor performing students the percentage on never is the highest which means that these students have poor library usage. The result on the first four figures figure 1. Similar results were identified by Nouhi et al. The findings were also noted in the study of Aquino and Nagaragu It was suggested by Sarwar et al. Furthermore, a study by Nagaraju found that students usually do not devote sufficient time to their studies and seldom have proper study habits.

There was no library hour on the school time table. Students did not use the school library regularly nor spent quality time in the library. The irregular use of the school libraries by the students of secondary schools could lead to poor scores in test and examination.

Dent reported that a study conducted by Lance showed that students that used school library regularly had 18 percent higher achievement tests scores than their counterparts without a school library. The findings of Acido also revealed that two students who scored above average in reasoning skills studied regularly. The poor academic performance of the students could be attributed to the failure of the students to manage time figure 1.

Good use of time improves academic achievement. Most students did not have timetable and where they had study time tables, they could not strictly follow it.

Another reason is that students studied in places where there were distractions and disturbances Figure 1. Good environment, studying with others, studying and discussing with friends and classmates make learning easy. This is also in agreement with the findings of Koko,that poor academic achievement or failure is a consequence of poor study habits. In addition, students did not use the school library regularly nor spent quality time in the library Figure 1.

Students also did not have enough time to prepare for examinations according to Figure 1. The study also revealed that most students study hard a day before the actual day of writing examinations. Asagwara has also confirmed that acquiring good study habits comes by means of a regular repeated process and that the study attitude and strategies that a learner adopts in the process of acquiring knowledge, skills and experience enhance their academic achievement.

The technique used for effective studying should be done with every amount of thoroughness and concentration Memory A discrepancy in study habits between high and low-achieving students was also noted in figures 3. This is in agreement to Yu who found out that high-achieving students had a more positive attitude toward study in that they detected and reacted positively to the favorable aspects of the situation they found themselves in, while the low-achieving students tended to be fault-finders, reacting to the negative aspects of study such as distractions and minor annoyances.

The high-achieving students accepted the restrictions and conformed to the demands made upon them, while the low achievers appeared to lack high-level motivation. In terms of attitude towards teachers, the high achievers generally have a positive attitude towards teachers.

The high achievers often say that teachers are competent, impartial and interested in their duties Sarwar et al. This might be that the school does not provide best conditions necessary for students to do well in these areas. He also found that the school has no conducive environment for study. Apart from classrooms which are only available for study from 6: The school has no woodlot or park where students can use as study area during day time.

This limit the amount of time student allocates for study in a day. The study also found that there were no library periods in the school time table. The school library also opens irregularly and the school library is too small to accommodate students who would like to study in the library. These arrangements did not afford the students ample opportunity to study in the library.

The responses of the respondents have shown that majority of students did not use the school libraries regularly and many others did not use the school libraries at all. Many students never study outside of the class each day, and never know what was covered in the examinations. Thus poor study habits invariably lead to poor performance among the students. The researcher recommends that use of study system is the best skill that will help students to have outstanding marks.

The researcher recommends that students must use the KWL, outline, human memory graph, mapping or charting method to condense and synthesize reading, lessons and discussions.

There should be a library study hour on the school time table to enable the students to have a specific time to use the school library regularly. The inclusion of library study hour on the school time table would afford the students the opportunity to study more than thirty 30 minutes in the library or in their classrooms on regular basis. Students should find suitable and comfortable places to study outside the class each day, especially at home or around the campus to compliment the compulsory study periods at school.

There is need for the students to study and cover the syllabus on each subject in order to know what will be covered in each examination. There should be at least five 5 continuous tests per subject within the term to expose the students to the techniques of examinations such as time management and what is covered in the paper.

The amount of time used in studying must increase in order to devote more time to quality study both at school library and at home to prevent poor academic performance currently being experienced at CDSS.

Lastly, the researcher recommends that students must learn to manage time effectively. Make study schedule or plans and stick to it, make list of things to do and less cramming. These will help to have a good time management.

Study habits and attitudes of freshmen students: Implications for academic intervention programs. Journal of Language Teaching and Research, Vol. Retrieved on 4th May, from: Retrieved on 15th May, from: The Use of Psychology in Teaching.

Primary School Library and its Services. Federal Republic of Nigeria National Policy on Education, 4th ed. Retrieved on 5th May, from: The School library in a megacity setting: The case of Lagos State. The Core and Training of the Mentally Retarded. Bristol John Wright and Sons. The relationship between study skills and academic performance of university students. Procedia-Social and Behavioral Sciences, Vol.

Psychology Applied to Life and Work. Retrieved on 5th June, from: Retrieved on 13th April, from: The Second Colorado Study. Hi Willow Research and Publishing. The Psychology of Study.

University of Penguin Book Ltd. Study Habits and Attitudes: The Road to Academic Success. Open Science Repository Education.

Study Habits and Attitudes: The Road to Academic Success

Study habits and skills, and academic achievement of students in Kerman University of medical sciences. In addition, the study habits score can predict 6. The results showed that the study habits of the students are at a relatively good or average level.

In addition, owing to the existence of a significant relationship between study habits and academic performance, education administrators and planners can enhance students' study habits with the inclusion of appropriate educational content, especially their skills of noting and reading their notes, and thus improve their academic performance.

relationship of study habits and academic performance images

There is a significant relationship between the study habits of students and their academic performance. Learning, Students, Universities Introduction Academic performance is a skill that students obtain from school, college, and university through the time spent in the classroom, the lab, or the library [1]. Enhancement of academic performance leads to academic achievement; an improvement in academic achievement results in national development and the delivery of efficient forces [2].

It seems that study habits are the most important predictor-variables in academic performance []. Study habits are the methods of study used by students during an academic course within an appropriate environment; in other words, it is the ability of students to manage time for the successful accomplishment of academic tasks [6].

According to the definition presented by Azikiwie, Bajwa et al. Study habits play an important role in academic success, and effective study cannot be conducted without using these skills.

Students who have better academic achievements adopt a wider utilization of these skills than those who make poor progress [8].

According to the statistics, about one third of university students are at risk of academic failure [9]. Investigating the causes of academic failure of the students at the Shiraz University of Medical Sciences, Dehbozorgi and Mooseli found that The more successful group was also found to be more realistic and discriminating in their assessment of those situations which were highly relevant to scholastic achievement, such as discipline and work priorities, and they were better organized in both their work and leisure activities.

In terms of attitude towards teachers, the high achievers generally have a positive attitude towards teachers. For instance, as compared to low achievers, the high achievers more often say that their teachers are competent, impartial, and interested in their duties Sarwar, M. Yu in his study revealed that among the SHSA factors examined, student perception of teacher effectiveness influence accounting performance.

The study of Osa-Edoh and Alutu which examined the usefulness of imbibing in the students study habit, as a means of enhancing their academic performance, revealed a high correlation between study habits and students academic performance.

relationship of study habits and academic performance images

This suggests that it is only when students imbibe or cultivate proper study habits that their academic performance can be improved upon. Similarly, Nuthana and Yenagi found significant correlation between study habits and academic achievement. It further revealed that reading and note-taking habits, habits of concentration, and preparation for examination had significant correlation with academic achievement.

The authors pointed out that students who are better in reading and note-taking, well prepared for the board examination and have concentration may have better academic achievement.

An association between study skills and academic performance also has been found to prevail among undergraduate students. The study of Fazal identified various study skills used by learners and ascertain which study skills is more related to academic achievement.

Results of the study indicate significant relationship of time-management skills, reading and note-taking skills with academic achievement. Students with higher academic achievement used a wide range of study skills as compared to students with lower academic achievement. Another study was conducted using a Q factor analysis to understand the study behavior and habits of undergraduate students.

The Q factor analysis was used to classify students as either proactive learners with well-organized study behavior or disorganized procrastinators based on their self-reported study behavior. Findings of the study showed a significant difference in the academic performance of the two groups of students. Nonis and Hudson also conducted a study on performance of college students-impact of study time and study habits in which they found that some study habits had a positive direct relationship on student performance but others had a negative direct relationship.

Because of the importance of study habits and attitudes on academic performance, some researchers have proposed strategies that will help students develop effective study habits and attitudes. For example, the study of Demir et al. The students were able to organize the study environment and use specific methods effectively, such as efficient reading, listening lectures, note-taking, efficient writing and doing homework. It further revealed that those students where the curriculum was implemented have increased academic achievement as compared to the group of students on which the curriculum was not implemented.

Mutsotso and Abenga also propose a paradigm shift in study methods and suggest strategies for both lecturers and the students in universities towards improved learning and performance. The model will address the study space needs and the efficiency and effectiveness of study methods. To sum up, the literatures cited point to the importance of study habits and attitudes to academic performance or success of students.

Research paradigm The figure shows how the variables of the study are related. The study habits and attitudes of the students could influence their performance outcomes in licensure examinations. The respondents were graduates in school year from the different programs of the University which require licensure examination. A total of students comprised of males and females participated in the study.

Table 1 shows the distribution of the respondents. The performance rating of the graduates was generated from the data released by the PRC. It is the overall rating obtained by the graduates in the licensure examinations. Descriptive statistics means, standard deviations, and percentile ranks were used to describe the study habits and attitudes of the students and their performance in licensure examinations.

Moreover, relationship of study habits and attitudes with performance in licensure examination was examined by the use of Pearson correlation coefficient. Study habits and attitudes score of the respondents Analysis of the scores obtained from the SSHA revealed that the respondents do not have very effective approaches in studying. As reflected in the table, the respondents score in the th percentile on Study Habits which means they scored at average level.

Among the noted unfavorable study habits of the students were inefficient time management, lack of planning and concentration in their studies, poor skills in reading, ineffective test-taking techniques, and failure to inform their teachers of their difficulties with school work and ask for their help.

Similarly, the respondents recorded Study Attitudes in the th percentile which is interpreted as average low. The result indicates that the respondents do not have favorable attitudes toward the teacher classroom behavior and practices.

Study Habits and Attitudes: The Road to Academic Success

Moreover, the respondents certainly do not approve educational objectives, practices and requirements. Study habits and attitude score of respondents from the different programs Figure 2 reveals the study habits and attitudes score of the respondents from the different programs. The Education Secondary and Nursing graduates obtained the highest scores on Study Habits which is interpreted as average high.

This result suggests that graduates of these programs exert more effort in their study skills and have efficient time management as compared to graduates of the other programs. In terms of study attitudes, the Nursing, Civil Engineering and the Geodetic Engineering graduates recorded the highest mean scores.

However, these scores are still categorized as average low. Performance rating in licensure examinations Figure 3 shows the performance rating of graduates in the different licensure examinations. It is observed from the figure that the graduates did not perform very well in the licensure examination.

The overall mean performance rating is quite low The Accountancy graduates obtained the highest rating which means they have higher cognitive ability. However, in terms of the passing rate for first takers, it was the Nursing graduates who achieved the highest percentage.

Correlation between SSHA score and performance rating in licensure examination It is apparent from the table that study habits and attitude scores of the respondents are significantly related to their performance rating in the licensure examination.

This means that the study habits and attitudes of the respondents may contribute to their performance rating in the licensure examination. However, it is not sufficient to conclude that those who have effective study habits and attitudes have higher ratings in the licensure exam. As revealed in this study, mental capability of students still accounts for their performance in the licensure examination. Further analysis using stepwise linear regression revealed that students work methods could predict their performance in licensure and board examinations.

This connotes that graduates who have favorable study habits will likely pass the licensure examination.

Discussions Results of the study showed that the students did not possess a favorable study habits and attitudes. Based from their responses, it was revealed that the students do not have efficient time management, they lack planning and concentration in their studies, they have poor skills in reading, ineffective test-taking techniques and failure to inform their teachers of their difficulties with school work and ask for their help.

Similar results were identified by Nouhi et al. The findings were also noted in the study of Aquino and Nagaragu It was suggested in a literature review by Sarwar et al.