THE EFFECTS OF STUDY HABIT ON THE ACADEMIC PERFORMANCE OF STUDENTS: A CASE STUDY OF

SOME SECONDARY SCHOOLS IN OGUN STATE.

BY

OMOTERE TOPEN.C.E., B.Ed

MAY, 2011

Published Online By:EgoBooster Books

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ABOUT THE AUTHOROmotere Tope attended Adeniran Ogunsanya College of Education, Otto- Ijanikin, Lagos from 2002 to 2006 (N.C.E. in Christian Religious Studies/ History) and holds a B.A. (Ed) in History and Diplomatic Studies from Tai Solarin University of Education, Ijagun, Ijebu-Ode, Ogun State. He has undergone training at the United States Institute of Peace (Online Training Program) with a certificate of course completion in Conflict Analysis.

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THE EFFECTS OF STUDY HABIT ON THE ACADEMIC PERFORMANCE OF STUDENTS: A CASE STUDY OF

SOME SECONDARY SCHOOLS IN OGUN STATE.

ABSTRACT

The study investigated the effects of study habit on the academic performance of students’ using some selected senior secondary schools in Ijebu-Ode Local Government Area of Ogun State as a case study. Two hundred (200) students were randomly selected from five senior secondary schools in the area. The instrument utilized for the study was a questionnaire named “Study Habit and Study Attitude Scale”(SHSAS). Four hypotheses were tested and the result showed that family background, peer group pressure, personality type of the student and the school environment all affect the reading habit of students in secondary schools. Data was analyzed using percentage. Based on the findings, appropriate parental counseling programme needs to be organized for parents that will educate them on how to motivate their wards to cultivate good study habits in order to enhance their academic performance. Hence, it is suggested that similar research with relevant research methodology should be used in carrying out research in other states of the federation to ascertain the degree of conformity which this research have on the study habit of all senior secondary school students in Nigeria

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TABLE OF CONTENTS

PAGETitle page-------------------------------------------------------------------------------iAbstract --------------------------------------------------------------------------------iiCertification--------------------------------------------------------------------------iiiDedication-----------------------------------------------------------------------------ivAcknowledgement--------------------------------------------------------------------vTable of content---------------------------------------------------------------------viiCHAPTER ONEIntroduction1.1 Background to the

Study-----------------------------------------------------11.2 Statement of the

Study--------------------------------------------------------41.3 Purpose of the

Study----------------------------------------------------------51.4 Research

Question-------------------------------------------------------------51.5 Research

Hypotheses----------------------------------------------------------61.6 Significance of the

Study-----------------------------------------------------61.7 Scope of the

Study-------------------------------------------------------------71.8 Operational Definition of

Terms--------------------------------------------7

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CHAPTER TWO2.1 Theoretical Framework and Empirical

Review---------------------------92.1.1 Concept of Study

habit--------------------------------------------------------92.1.2 Concept of Academic Performance----------------------------------------182.1.3 Factors Affecting Study Habit Among Secondary

School Students----------------------------------------------------------------192.1.4 Effects of Study Habit on Academic Performance

Of Students---------------------------------------------------------------------232.2 Empirical

Review--------------------------------------------------------------272.3 Appraisal of Literature-------------------------------------------------------30

CHAPTER THREE3.1 Research

Design--------------------------------------------------------------323.2 Population of the

Study-----------------------------------------------------323.3 Sample and Sampling

Procedure------------------------------------------323.4 Instrument of Data

Collection---------------------------------------------333.5 Procedure of

Administration-----------------------------------------------343.6 Method of Data

Analysis----------------------------------------------------34CHAPTER FOURResults and Summary of Findings4.1 Answers to Research

Questions-------------------------------------------354.2 Summary of

Findings-------------------------------------------------------42CHAPTER FIVESummary, Conclusion and Recommendation

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5.1 Discussion of Findings-------------------------------------------------------45

5.2 Conclusion---------------------------------------------------------------------47

5.3 Implication for Counseling Practice--------------------------------------47

5.4 Recommendation-------------------------------------------------------------48

5.5 Suggestions for Further Study---------------------------------------------49

REFERENCES-------------------------------------------------------------------------50APPENDICES-------------------------------------------------------------------------54

CHAPTER ONE

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INTRODUCTION

1.1 Background of the Study

Research on the correlation between study habit and

students academic achievement has for long received

attention from scholars and educational agencies. For

instance, the national Assessment of Educational Progress

(NAEP) in 1994 conducted a study to find out the relationship

between study habits and academic performance of the

students. Findings of the study revealed a positive

correlation between study habit and academic achievement.

Similarly, Onwuegbuzie (2001) conducted a series of studied

to find out the relationship between academic success and

study habit and reported positive relationship between the

two variables.

However, studies of school achievement indicate that

most students are under achievers. (Dizney, 2003, Okegbile,

20070 and Adetunji and Oladeji, 2007). A major reason for

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students’ under-developed potentialities may be in their lack

of learning strategies. Emily and Betty (2004) posit that it is

not an infrequent occurrence that students, who spend

inordinate amounts of time memorizing study materials, are

still barely getting by. To them, the student’s personal,

emotional, and social development may suffer from the

pressures created by the use of relatively inefficient learning

strategies.

Study habits are learning tendencies that enable

students to work privately. Azikiwe (1998) describes the

study habit as “the adopted way and manner a student plans

his private readings, after classroom learning so as to attain

mastery of the subject”. According to her, “good study

habits are good assets to learners because they (habits)

assist students to attain mastery in areas of specialization

and consequent excellent performance, while opposite

constitute constraints to learning and achievement leading

to failure”.

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Good (1998) define the term study habits 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.

In Nigeria, there are so many factors influencing the

ability of students to cultivate effective and efficient study

habit. Ozmert (2005) emphasized the importance of

environmental influence as a major factor in the

development of students studying habit. In the same vein,

Adetunji and Oladeji (2007) submit that the environment of

most children is not conducive for studying; it is in the light

of this that made some parents to prefer their children to go

to boarding school for proper discipline and to inculcate

better reading habit.

According to Hussain (2006) secondary school students

in public schools often come from economically poor and

average income families. These families face various

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problems causing emotional disturbance among their

children. They have poor academic performance. This

singular factor has caused serious damage to the

achievement status to secondary school students.

Achievement is generally a pedagogical terminology

used while determining learners’ success in formal education

and which is measured through reports examinations,

researches, and ratings with numerous factors of variables

exerting influence. Essentially, the National Policy on

education (Federal Republic of Nigeria, 2004) has identified

school achievement contents according to school subjects

which are classified as core or elective subjects.

Although studies abound on the causative and

predictive nature of factors of study habit on students

academic achievement, all factors of the variables tend to

focus on poor study habit while the effect is yet to be fully

accessed on the nations educational development.

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1.2 Statement of the problem

Due to the increasing nature of poor academic performance

of secondary school students especially in external

examinations like WAEC or JAMB, many educationists tend to

shift the blame on the teaching methodology adopted by the

teachers and lack of fund from the government to provide

quality textbooks. However, these might not be the main

reasons why students perform poorly in examinations. It is

clear from all indications that most secondary school

students have poor study habit which might lead to poor

academic performance.

As true as this might sound, it is yet to gather adequate

research evidence to prove that it is a key factor on why

students fail.

1.3 Purpose of the Study

The primary aim of this study was to examine the effect of

study habit on students’ academic performance. This

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general aim is expressed in the following specific objectives

which are to:

1. Assess the study habit of students in secondary school;

2. Compare the academic performance of students who have

developed a study habit and those who do not have study

habit;

3. Examine factors influencing students study habit;

4. Investigate the effect of study habit on student’s academic

performance.

1.4 Research Question

The following questions were raised to guide the study:

1. Is there any relationship between students study habit and

academic performance?

2. What is the nature of relationship between students study

habit and their family background?

3. How important is method of study on academic performance

of students?

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4. Does the school environment, student personality and peer

group affect the study habit of students?

1.5 Research Hypotheses

Four hypotheses were formulated based on the research

questions:

H01: There is no significant relationship between students

study habit and academic performance.

H02: There is no significant relationship between students

study habit and their family background.

H03: There is no significant relationship between method of

study and academic performance of students.

H04: There is no significant relationship between the school

environment, student personality and peer group and the

study habit of students.

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1.6 Significance of the Study

This study will be used to many people who may want

to know the factors that could make or mar student’s

academic performance. Therefore, the study is significant in

this regard.

- It attempts to combine study skills with study habit and how

they both affect academic performance of students.

- It will provide valuable information about the effects of poor

study habit on the academic performance of students.

- It will serve as resource materials for others who want to

carry out research in related field.

-

1.7 Scope/Delimitation of the Study

This study centers on effects of study habit on academic

performance of students in ijebu-Ode Local Government

Area of Ogun State. It is aimed at all secondary school

students in Ijebu-Ode but due to time, money and other 15

factors it will be limited to only five schools in Ijebu-Ode

Local Government Area of Ogun State.

1.8 Research Methodology

This study adopts the descriptive survey design. Two hundred

(200) students were randomly selected from five senior

secondary schools in Ijebu Ode Local Government Area of

Ogun State. The instrument utilized for the study was a

questionnaire named “Study Habit and Study Attitude

Scale”(SHSAS) Data was analyzed using percentage.

1.9 Operational Definition of terms

STUDY HABIT: This is a behaviour style that is

systematically formed by students towards learning and

achievement.

STUDY SKILLS: These are peculiar strategies developed by

the students in studying.

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ACADEMIC: This has been variously defined but for the

purpose of this study, Hornby (1991) define academic has

that which has to do with school college studies or learning

in other words designate the intellectual; aspect of education

particularly the final subject deals with organized knowledge.

ACADEMIC PERFORMANCE: This refers to the performance

that falls within specified standard. The specified standard is

usually called pass mark and the pass mark is score above

average which students are considered having passed and

below which students are considered having failed.

STUDENT: A person who is learning or studying at a place of

higher or further education.

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