NATURE AND DETERMINANTS OF STUDY HABITS OF UNDERGRADUATE STUDENTS

Joseph Bentil, Alfred Kuranchie, Hagar Ayisi-Boateng

Abstract


This investigated the nature of study habits and how the demographic variables (sex, age, level and residential status) determine the study habits among full-time regular undergraduate students. Using the cross-sectional survey design, 621 full-time undergraduate students were sampled through proportionate stratified random sampling. Structured questionnaire which had a reliability co-efficient of 0.91 determined through Cronbach alpha was the main instrument used for data collection. The data were analyzed using descriptive statistics such as mean, and standard deviation and inferential statistics such as independent samples t-test and One way between groups ANOVA. The study revealed that the undergraduate students practised homework and assignment most, followed by concentration related study habits, reading and note-taking, examination related study habits while time management related study habits was the least study habits practiced among the students. It was also discovered that students’ demographic variables like sex and level were statistically significant with their study habits. This was seen as male students had better study habits than the females while level 100 full-time undergraduate students had better study habits than their counterparts in level 200, level 300 and level 400 respectively. Besides, it was disclosed that though not statistically significant, students who were resident on-campus had better study habits than their counterparts living outside campus. Furthermore, it was revealed that there is a general disinterest in the practice of study habits as students advanced in age. Based on these findings, it was recommended that the University Management and Academic Board through various departments should introduce study skill courses to assist students in the development of effective study habits. In so doing, these demographic variables should be factored in rolling out interventions for improved academic performance.

Article visualizations:

Hit counter


Keywords


study habits, sex, age, level of study, residential status

Full Text:

PDF

References


Alavi, H., & Lesani, M. (2017). Study habits achievement: A comparison of medical and paramedical students. International Journal of Indian Psychology, 4(2), 70-75.

Ary, D., Jacobs, L. C., Sorensen, K. C., & Walker D. A. (2014). Introduction to research in education (9th ed.). California: Wadsworth.

Bakare, C. G. M. (1977). Study habits inventory. Ibadan: Psychoeducational Research Productions.

Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family and Consumer Sciences Research Journal, 33(2), 106–120.

Cardelle-Elawar, M. & Nevin A. (2003). The role of motivation on strengthening teacher identity: Emerging themes. Action in Teacher Education, 23(3), 48-58.

Credé, M. & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425-453.

Estes, T. H. & Richards, H. C. (1999). Habits of study and test performance. Journal of Literacy Research, 17(1), 1-13.

Harper, T. & Row, A. (2009). Effective study habits. Retrieved from www.arbeitsblaetter.com. 12/3/2016.

Hashemian, M. & Hashemian, A. (2014). Investigating study habits of library and information sciences students of Isfahan University and Isfahan University of medical sciences. Iran Journal Medicine Education. 14(9), 751–757.

Jafari, H., Aghaei, A., & Khatony, A. (2019). Relationship between study habits and academic achievement in students of medical sciences in Kermanshah-Iran. Advances in Medical Education and Practice, 10, 637–643.

Kaur, A. & Pathania, R. (2015). Study habits and academic performance among late adolescents. Stud Home Com Sci, 9(1), 33-35.

Khurshid, D. F., Tanveer, A. & Qasmi, F. N. (2012). Relationship between study habits and academic achievement among hostel living and day scholars’ university students. British Journal of Humanities and Social Sciences, 3(2), 34-42.

Kizlik, B. (2012). Effective Study Skills. Effective Study Skills. From http://vndang.blogspot.com/2013/09/learning-strategy-effective-study.html

Lalrintluangi, N. (2018). Study habits and academics achievement of undergraduate students in Aizawl City. Journal of Humanities and Social Science, 23(7), 1-5.

Lawrence, A. S. (2014). Relationship between study habit and academic achievement of higher secondary school students. Indian Journal of Applied Research, 4(6), 143-45.

Mehraj, U. D. S. & Qamar, J. (2012). Study Habits of Higher Secondary School Students of Working and Non-working Mothers. Journal of Education and Practice, 3(12), 119-126.

Momanyi, J. M., Too, J., & Simiyu, C. (2015). Effect of students’ age on academic motivation and academic performance among high school students in Kenya. Asian Journal of Education and e-Learning, 3(5), 337–342.

Nonis, S. A., & Hudson, G. I. (2010). Performance of College Students: Impact of study time and study habits. Journal Education and Business 85(4), 229–38.

Nouhi, E., Shakoori, A. & Nakhei, N. (2008). Study habits and skills, and academic achievement of students in Kerman University of medical sciences. Journal of Medicine Education 12(3, 4), 77-80

Numan, A., & Hasan, S. S. (2017). Effect of study habits on test anxiety and academic achievement of undergraduate students. Journal of Research and Reflections in Education, 11(1), 1–14.

Oli, A., Hossain, M. A., & Rana, M. S. (2018). Role of self-esteem and study habit on academic achievement of university students. Bangladesh Journal of Psychology, 21, 81–92.

Oluwatimilehin, J. T. B., & Owoyele, J. W. (2012). Study habits and academic achievement in core subjects among Junior Secondary School Students in Ondo State, Nigeria. Bulgarian Journal of Science and Education Policy (BJSEP), 6(1), 55-68.

Onuoha, U. D., & Subair, M. O. (2013). Study habits of undergraduate students in selected federal universities in South-west Nigeria. Educational Research, 4(10), 717-721.

Ossai, M. C. (2011) study habit predicts examination behavior: An imperative for enhance quality of college guidance and counseling. Mediterranean Journal of Social Science, 2(1), 23-28.

Ossai, M. C. (2012). Age and gender differences in study habit: A framework for proactive counseling against low academic achievement. Journal of Education and Social Research, 2(3), 67-73.

Pillai, S. K. (2012). An empirical Study on study habits of X standard students in Nagarkovil District, Research Expo International Multidisciplinary Research Journal, 2(4),45-59.

Rabia, M., Mubarak, N., Tallat, H. & Nasir, W. (2017). A study on study habits and academic performance of students. International Journal of Asian Social Science, 7(10), 891-897.

Rezaie, L. H., Seyed, S. F., Reza, M. S., Chehrzad, M. M., & Kazem, N. L. E. (2017). The relationship between the study habits and the academic performance of medical sciences students. Journal of Holistic Nursing Midwifery, 27(2), 65–73.

Rodgers, L. S., & Tennison, L. R. (2009). A preliminary assessment of adjustment disorder among First-Year College Students. Archives of Psychiatric Nursing, 23(3), 220-230

Salami, C. G. E. (2013). Gender academic achievement in Delta State University, Asaba. Universal Journal of Education and General studies, 2(3), 118-126.

Sandhu, S. S. (2014). Academic achievement of adolescents in relation to their emotional intelligence and study habits. Edubeam Multidisciplinary, 12(1), 1-10.

Siahi, E. A, & Maiyo, J. K. (2015). Study of the relationship between study habits and academic achievement of students: A case of spicer higher secondary school, Indian International Journal of Educational Administration Policy Studies, 7(7), 134–141.

Torabi, M., Haghani, J. & Mousavi, I. (2014). Reviewing the dental students’ skills and habits in Kerman University of Medical Sciences, Iran. Strides Dev Med Educ., 11(2), 244–250.

Udeani, U. (2012). The relationship between study habits, test anxiety and science achievement. Journal of Education and Practice, 3(8), 151-157.

Voyles, M. J. (2011). Student academic success as related to student age and gender (EdD Thesis, University of Tennessee, Chattanooga). Retrieved on December 29, 2019 from https://scholar.utc.edu/cgi/viewcontent.cgi?article=1085&context=theses.

Wood, W., & Neal, D. T. (2007). A new look at habits and the habit-goal interface. Psychological Review, 114, 843–863.

Wrenn, C. G. & Humber, W. J. (1941). Study Habits Associated with High and Low Scholarship. Journal of Educational Psychology, 1941, 32, 611-6.

Yazdani, S. & Hossein, F. (2004). Graduate medical degree program, (4th ed.). Tehran: SBMU Education Development center.




DOI: http://dx.doi.org/10.46827/ejsss.v6i5.1110

Copyright (c) 2021 Joseph Bentil, Alfred Kuranchie, Hagar Ayisi-Boateng

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2016 - 2023. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.


 

Hit counter