Study Habits and Students’ Achievement in Mathematics in Ikono Local Government Area, Akwa Ibom State (Published)
The study entitled study habits and students’ achievement in mathematics is designed to identify form and find out measures to stamp out these unhealthy study habits if any that are eating deep into the fabric of our Educational System. The study is a survey type. Two hypotheses were raised and tested at 0.05 level of significance. The sample of the study consisted of 120 senior secondary two mathematics students in 2017/2018 session selected from the study area. The instrument used in gathering data were Students’ Study Habits Questionnaire (SSHQ) and SS II second terminal examination result for 2017/2018 academic session. Independent t-test statistic was used to analyse the data obtained. The result shows that there is a significant relationship between students’ study habits and students’ achievement in Mathematics. There was no significant difference between male and female students’ achievement in mathematics that possess good study habits. Based on the findings, it is recommended among others that school administrators, mathematics teachers, government and parents should create a conducive environment, so as to inculcate and enhance good study habits among mathematics students.
Study Habits of Students: Keys to Good Academic Performance in Public Junior High Schools in the Ekumfi District of Ghana (Published)
This study examined the effect of study habits on the academic performance among public Junior High Schools in Ekumfi District in the Central Region of Ghana. It adopted the Study Habits Inventory Theory postulated by Bakare (1977). The mixed sequential explanatory approach was followed in the conduct of the study where both quantitative and qualitative data were collected and analysed. The multi-stage sampling procedure with the use of proportionate stratified random sampling and convenience sampling techniques were used to select 475 students’ even though 380 were correctly filled and therefore used for the study. Structured questionnaire, semi-structured interview guide and checklist were used as instruments for data collection. With the aid of the Version 20 of the Statistical Product for Service Solution (SPSS), descriptive statistics (mean, standard deviation) and inferential statistical tools such independent sample t-test, one-way ANOVA and Multiple Regression were used to analyse the quantitative data whilst the thematic approach was used to analyse the qualitative data. The findings of the study revealed that study habits significantly accounted for 44% variance in students’ academic performance. It further showed that reading and note-taking (β=0.605, p=0.000) and time management (β=0.133, p=0.001) made unique significant individual contribution to academic performance whilst the contribution of examination (β=0.011, p=0.830), homework and assignments (β=0.036, p=0.529), and concentration (β=.-.039, p=0.394) did not individually contribute significantly to academic performance. Besides, the study hypothesis disclosed that apart from gender and age, the circuit and form significantly impact on their academic performance. It was recommended that the Ministry of Education and the Ghana Education Service should pay attention to study habits of students so as to heighten academic performance of students in Ekumfi District.
Managing Study Habits and its Impact on Secondary School Students Academic Performance in Nigeria (Published)
How a student takes his or her studies, greatly determines his/her level of academic achievements. The level of preparation and learning strategies developed and employed consciously by students, go a long way to influence their level of academic performance
Relationship Among Study Habits, Gender, Marital Status, Age, Parents’ Level of Education and Academic Performance of Nce Students in Kashim Ibrahim College of Education Maiduguri, Borno State, Nigeria (Published)
The study examined the relationship among study habits, gender, age, and parents’ level of education and academic performance of NCE Students in Kashim Ibrahim College of Education Maiduguri, Borno State, Nigeria. Five objectives were raised which include, to determining the relationship between study habits and academic performance of NCE students of Kashim Ibrahim College of education Maiduguri and relationship between gender, age, marial status and academic performance of NCE students. In line with the objectives, five hypotheses were tested. The researchers adopted survey and correlational design for the study.A sample of 142 NCE 2 and 3 students was selected through simple random and stratified sampling techniques. That is, 20 NCE II and NCE III students’ (males 71 and females 71) were involved. The research instrument that was adopted for this study is “Study Habits and Examination Techniques Inventory (SHETI)” Form P, developed by Carew and Hamman-Tukur (1996). Data was analysed using descriptive statistics and Pearson product moment correlation. Results indicate that, there is significant relationship between gender and academic performance (r-value = .419, p value = .006 and P<0.05). However, the result revealed no statistically significant relationship between study habits and academic performance. From these findings, it is recommended that Since there was significant relationship between gender and academic performance, equal opportunity should be given to both males and females in schools and Colleges, particularly in terms of placing students into various courses; they should not be discriminated based on their sex. Married students should not be denied admission in all the schools and Colleges, because marital status is never abarrier to students’ academic performance. Though the result indicated that no significant relationship between study habits and academic performance, study habit patterns should be taught to students because it cannot be divorced from study.
Contributions of test anxiety, study habits and locus of control to academic performance (Published)
The intention of this study was to investigate how the joint interaction of test anxiety, study habits and locus of control determine the academic performance of college students. Five hundred and eight randomly drawn final year students of the Federal Polytechnic, Ilaro and Moshood Polytechnic, Abeokuta, Ogun state, Nigeria were engaged in the study. They were given three questionnaires that took approximately forty five minutes to complete. The study was conducted in a classroom environment during the schools’ continuous assessment (CA) week. After collecting information from the students through questionnaires, their tests results were obtained from their faculties. These test scores were compared to the scores obtained from the questionnaires. It was discovered that the three variables positively correlate with, and significantly predict academic performance. This implies that academic performance is associated with non-cognitive and socio-psychological variables. It was therefore recommended that early intervention and proactive prevention programs that would aid the reduction of anxiety and nervousness in students be developed and implemented. Also, good study strategies such as evaluating the comprehension level, understanding the information from the text, anticipating the next thing, and knowing the purpose of learning a particular thing should be developed.