EFFECTIVENESS OF STUDY HABITS

Effectiveness of Study Habits on the Academic Performances of the Grade 11 HUMSS

Students of Magalang Christian Ecumenical School Inc.

Jannella Carreon, Ivan Macalino, Jennifer Rodriguez, Ernestina Santos

EFFECTIVENESS OF STUDY HABITS

Introduction

In the era of globalization and technological revolution, education is considered as a first

step for every human activity. It plays a vital role in the development of human capital and is

linked with an individual well-being and opportunities for better living. It ensures the addition of

knowledge and skills that enable individual to increase their productivity and improve their

quality of life. Success as the name implies is wished for by everybody but it is not easily come

by on a mere platter of gold; one must work for it through hard work and diligence. Schools,

college and universities have no worth without students. The students’ performance play an

important role in producing the best quality graduates who will become great leaders and

manpower for a country thus responsible for the country economic and social development, the

student’s performance occupies a very important place in education as well as in the learning

process, (Ali et al., 2009).

It has long been recognized that in the process of learning the study habits of the student plays an

important role in their academic performance. Learning is reflected in the way a student respond

to environment, social, emotional and physical stimuli and understands new information. The

key to better learning and better academic performance in schools are good teachers, lecturers,

good study environment, parent’s cooperation, high quality books and the most important are the

study habits.

What are study habits?

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
EFFECTIVENESS OF STUDY HABITS

habits are good assets to learners because the 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”.

According to Hussain (2000) study habit refers to predispositions which students have developed

towards private readings through a period of time. According to him, study habit is a gateway to

successful achievement in studies.

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.

Good study habits are essential ingredients for excellent academic performances for every

student.

Fielden (2004) states that good study habits help the student in critical reflection in skills

outcomes such as selecting, analyzing, critiquing, and synthesizing.

For study to be effective, Freeman and Mors (1993) have observed that it should be regular,

intense and should cover long periods. The habits of studying must be a sustainable one, for that

matter students must see the need to develop good study habits. Study habits are important as

they influence the academic performance of students so parents and teachers must help in

improving the study habits of students.

Does a student necessarily need to have a specific place and things to study?

According to Palm Beach Community College (PBCC, 2008) that a student must have a special

place to study with plenty of room to work and students should not be cramped. They
EFFECTIVENESS OF STUDY HABITS

presupposes that study time will go better if a learner take a few minutes at the start to straighten

things up. A desk and straight-backed chair is usually best. “Don't get too comfortable--a bed is a

place to sleep, not to study” as what they said. A student must have everything close at hand

(book, pencils, paper, coffee, dictionary, computer, calculator, tape recorder, etc.) before starting

to study. Students are not suggested to spend on time jumping up and down to get things. The

PBCC suggests also that distracting noise should be minimized however they said that there are

some people need sound and some like silence. In this case, a learner must find what works for

him or her. Culprits are family and friends. Consider a "do not disturb" sign and turning on your

answering machine is the way also to have better study habits according to the PBBC.

What are the common study strategies that students use?

Many researches define the concept of study skills. Some of the more common study strategies

students used are motivational techniques, time management skills, note taking skills, test taking

skills, organizational skills and study habit skills (Haynes, 1993).

According to the how-to-study.com (2009), students who are very successful in their desired

career have good study habits. It is stated in the website that students apply these habits to all of

their classes. The website also recommends some tips in improving study habits. The website

also suggests that the student should try not to study all the subjects in just a period. The website

also added that if you try to do too much studying at one time, you will tire and your studying

will not be very effective. Space the work you have to do over shorter periods of time. Taking

short breaks will restore your mental energy.

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Different Ways of Studying of Females and Males

A research was carried out by Morahan (1999), he found out that male and female have different

ways of studying (study habit). In this study, he discovered that the male student took up courses

that have more of logic and sciences while female student were attracted to simpler courses and

such it is in line with their passion which require different study habit and might have a positive

effect on academic performance of students. Positive academic performance and achievement

depends upon the student’s ability to schedule his time, the plan of his study, the habit of

concentration, note –taking, mental review, over learning, the judicious application of whole and

part method massed and distributed learning and so on. In other words, positive academic

performance is a function of proper study habits and skills. Since study habits are an important

factor in learning, it becomes necessary to investigate into its nature.

Effects of Good Study Habits

According to Mark Crilly (2000), successful students are able to balance social activities with

good study habits. A diversion from studies will alleviate stress and help prevent from becoming

fatigued. He said that a student should make sure that he must take a break for an hour after

studies to meet with friends, to play some cards, work out at the gym, or to gab with anew

acquaintance. For this way, that student will find concentration when he do study, if he plans a

social activity afterwards. He said, “To develop a healthy social life, develop routine study

habits. After supper, lug your books and homework to the library, find a comfortable and quiet

niche, and study for two or three hours, taking intermittent 10 minute breaks every 45 minutes or

so.” Making friends with whom you share similar study habits, and share a table or a study space

with them would be a best way in developing study habits as what Mark said.
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Study Habits and Attitudes of Students

Many studies have analyzed the factors behind the performance of students. Earlier studies have

been carried out which focused on cognitive factors as predictors of academic success. Recently,

there has been a growing interest on the non-cognitive factors. A number of researchers have

examined the role of non-cognitive variables such as study skills (Fazal, S. et.al, 2012; Awang, G

& Sinnadurai, S.K., 2011; Demir et. al, 2012; Hassanbeigi et.al, 2011), study motivation (Tella,

A., 2007; Nonis and Hudson, 2008), study behavior (Yang Yang, 2011; Otto, 1978), study habits

(Crede and Kuncel, 2008; Nuthana & Yenagi, 2009; Nouhi et.al, 2008; Bashir et. al, 2012;

Boehler, 2001; Kurshid, 2012; Mutsotso et. al, 2010), and attitudes (Sarwar et.al, 2010 and Yu,

2011) on academic achievement. Some argued that these factors have strong relationship with

academic performance of students, while others concluded that it was the combination of the

different factors that could explain students’ academic performance.

In a more recent meta-analysis, Crede and Kuncel (2008) found that non-cognitive factors like

study habit, skill and study motivation, among other attitudinal constructs, accounted for

incremental variance in academic performance beyond standardized tests and previous grades.

Moreover, a literature review by Nagaraju (2004) pointed out that for good academic success,

good study habits and attitudes are important.

Study habit is the pattern of behavior adopted by students in the pursuit of their studies that

serves as the vehicle of learning. It is the degree to which the student engages in regular acts of

studying that are characterized by appropriate studying routines (e.g. reviews of material,

frequency of studying sessions, etc.) occurring in an environment that is conducive to studying.

Study attitudes, on the other hand, refers to a student’s positive attitude toward the specific act of
EFFECTIVENESS OF STUDY HABITS

studying and the student’s acceptance and approval of the broader goals of college education

(Crede and Kuncel, 2008). In short, study habits and attitudes of students are determined through

their time management ability, work methods, attitudes toward teachers and acceptance of

education.

Study Habits and Attitudes in Relation to Academic Performance

A substantial amount of research has examined the role of students’ study habits and their

attitudes to study on academic performance. The study of Osa-Edoh and Alutu (2012) 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. 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 (2009) 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 (2012) 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
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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. Student type was found to be a significant

predictor of academic achievement beyond and above students’ attribute variables (Yang, 2011).

Nonis and Hudson (2010) 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.

Hassanbeigi et al. (2011), in their study of the relationship between various study skills and

academic performance of university students, noted that the study skills scores of students with

GPA of 15 and above (out of 20) were statistically higher than those students with GPA of less

than 15 in all of the seven skills (time management and procrastination, concentration and

memory, study aids and note-taking, test strategies and test anxiety, organizing and processing

information, motivation and attitude, and reading and selecting the main idea).

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. (2012), which examined the effect of

development of efficient studying skills curriculum on academic achievements and studying

skills of learners, found that students can acquire efficient studying skills by means of curriculum
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for developing efficient studying skills. 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 (2010) also

propose a paradigm shift in study methods and suggest strategies for both lecturers and the

students in universities towards improved learning and performance. It is based on the

“distributed learning approach” that adequately cater for individual differences that exist among

the students. 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.

EFFECTIVENESS OF STUDY HABITS

Delimitation of the Study

The study is focused on the effectiveness of the study habits on the academic performances of

the Grade 11 HUMSS Students of Magalang Christian Ecumenical School, Inc.

The research instruments were administered and achievement tests were given to the respondents

through survey test taken during the first semester, S.Y 2018-2019.

Five students of each section were used as respondents of the study. They were all Grade 11

students taking up the Academic strand HUMSS.

EFFECTIVENESS OF STUDY HABITS

Conceptual Framework

This study focuses on the effectiveness of study habits on the academic performances of the

Grade 11 HUMSS Students, Academic Year 2018-2019. This study aims to determine the study

habits of the students using questionnaires and filling in their demographic profile, such as their

age, sex and grade/year.

Paradigm of the Study

Demographic Profile
• Age
• Sex
Effectiveness
• Grade/Year Questionnaires
of study habits
EFFECTIVENESS OF STUDY HABITS

Research Problems

The primary aim of this study is to examine the Effect of Study

Habits on Grade 11 HUMSS Students’ Academic Performances.

The study aims to answer the following questions: 1. Why study habits important? 2. What is the

effectiveness of the study habits on the academic performances of the Grade 11 HUMSS

Students? 3. How does study habits affects the academic performance of a student?

6s
EFFECTIVENESS OF STUDY HABITS

Methods

Respondents

The respondents must be Grade 11 HUMSS students of Malang Christian Ecumenical School,

Inc. The researchers will pick five respondents each section randomly. The respondents must be

knowledgeable about it and possesses the ability to give suggestions for the further improvement

of the study.

Instrument

The researchers will use survey questionnaires to determine the performances of the respondents.

Procedure

The survey questionnaires will be distributed to the respondents of each section. The gathered

data will be used by the researchers in revising and improving their study.