Study habits pdf

The use of learning styles information, resources, facilities, and surveys by teachers and administration to customize pedagogy and the learning environment.

There was a considerable research that examined the relationship between students' learning styles and their academic performance Witkin, ; Gregorc, ; Claxton and Murrell, ; Brunner and Majewski, ; Schroeder, ; Klavas, These studies have consistently found that when learning styles were considered in the teaching process, academic performance increased.

Schroeder states that accommodating the variations in learning styles could improve curricula and the teaching process This research will concentrate solely on the first application which places the responsibility on the student. Ideally, the student is expected to become more self aware And apply the new information obtained from the BE Learning Style Profile in the Improvement of their study habits and classroom achievements.

Specifically, the research sought to answer the following questions: 1. What are the learning styles displayed by the students in learning Mathematical concepts in College Algebra? What are the study habits of the students in terms of the following: a. Hours spent in studying daily lessons in Mathematics? Supplemental and Advance Reading based on syllabus 2.

What is the significant difference the study habits of the students when they are classified as to gender?

What is the academic achievement level of the students in College Algebra? In what areas do they students felt need for remedial classes in learning Algebra? This was conducted to the students who composed two sections of Algebra scheduled at — 9 am and — 4 pm during the second semester of at Kalinga- Apayao State College.

The study considered two sections that were uncontrolled group of respondents. The teacher-made test was considered valid since it was pre-tested and post-tested and was statistically treated with the use of the Pearson correlation. While questionnaire on learning styles, the Learning Style inventory by Dun and Dun was adopted in this study.

On the other hand, the questionnaire on study habit was patterned in the study of Dr. Ranjana Choudhury. The study conducted first the survey on learning style and study habits. In the process, the students were asked to accomplish the Learning Style Inventory questionnaire and the Study Habit assessment form at the beginning of the term. After which they were given the teacher —made comprehensive tests during the term from which the results were recorded as their performance basis.

The raw data on learning styles were categorized as visual, auditory and tactile with use frequency counts. Further, the mean, chi-square test and t-test were used to see the differences and relationships between and among the variables. Descriptions and discussion of the results were done after each table presentation.

This implies that the teacher should teach with actions and provide instructional materials like video tapes that enhance the learning capabilities of students.

They can learn with music background and through other forms or instructional strategies that provides opportunities for them to learn through listening. In this case, teachers should vary the strategies so that the individual interest, strengths, and weaknesses of students can be discovered.

Table 2 presents the levels of study habits of the students in learning their lessons particularly in College Algebra Study periods 3 hours 2 hours 1 hour Mean Description High Average Low Hours spent in studying daily lessons in 10 49 41 1. The students spent at least two hours or average study habit in solving their assignments as shown by the computed mean of 2. In studying their lessons they also do it in at least two hours or an average study habit which is supported by the obtained mean of 1.

On the other hand, the students had a mean of 1. Each item carries weights of 2, 1 and 0 respectively. And the score is reversed for negative items. The study habits are measured on the basis of total scores obtained by the subjects. Specifically, this will answer the following questions: 1. What is the level of description of the study habits of top 20 and bottom 20 grade 12 STEM students in terms of: a.

Review time b. Place of Review c. Technique in Studying 2. What is the academic performance of the top 20 and bottom 20 grade 12 STEM students in terms of their grade? Is there a significant difference between the study habits and the academic performance of the top 20 and bottom 20 grade 12 STEM students? Based on the findings, what recommendation can be made? Statement of the Hypothesis The study habits and academic performance of the top 20 and bottom 20 grade 12 STEM students have no significant difference.

Through this study, STEM students can gain awareness and better understanding about the importance and the relationship between study habit and academic performance. In the same way, it gives them a more focused and precise perspective on how specific behaviors related to their studies influenced study habits. Through this study, a student will gain insights about the effect of a good study habit to the academic performance.

They will gain knowledge that good study habits have a good effect on the academic performance of the students. Other Researchers. Knowing the percentage of the students who has a good study habit and academic performance, other researchers can compose a study on the factors that could affect the study habits of a student or the factors that affect the academic performance of the students.

This study may also serve as a resource material for others who wish to carry out research in related field. Researchers can also enhance this study to better contribute to the body of knowledge. Having knowledge about the importance of study habits to the academic performance of the student, the can conduct seminars to encourage to students to have a good study habits in order to have a good academic performance.

Quantitative research methods use designs which maximize objectivity by using numbers, statistics and experimental control. Quantitative approaches in the study were used because the detailed information from the representative sample was required and generalizing of results and comparison across population was desired. Based on its quantitative approach, this research adopted a descriptive comparative survey design. Specific group is selected to answer a questionnaire with honesty at their own comfort.

The researchers then compare the study habits and academic performance of the top 20 and bottom 20 grade 12 STEM students. This research study wants to prove the significant and non-significant difference of study habits to selected grade 12 students specifically the STEM students. With these standards and recognition, the school is expected to have students with good study habits and good academic performance.

Research Respondents The researchers used purposive sampling in choosing the respondents. The researchers picked the top 20 and bottom 20 students of grade 12 STEM students based on their average grade in grade Sadhana Sharma. The inventory generally consists of three areas which relates to the review time, place of review and techniques of studying of the respondents.

For negative items the scoring is reversed. The maximum obtainable score is Higher score indicates good study habits. As basis for the academic performance, the researchers used the grade 11 average grade of the respondents.

The questionnaire also asked for the age and gender of the respondents for profiling purposes. Research Procedure The researchers will secure the list of top 20 and bottom 20 grade 12 STEM students who are enrolling during the first semester of S. Y based on their grade 11 average grade. The researchers asked the respondents to answer the questionnaire honestly. The researchers tabulated and tallied the result for the analysis of data.

The researchers are going to compare the study habits and academic performance of the top and bottom 20 grade 12 STEM students. Study Habits - refers to the act of gaining information in a regular basis of the grade 12 STEM students.

The study shows the following findings: 17 Table 1. The table reveals that the top 20 and bottom 20 grade 12 STEM students differ significantly in their study habits. The mean difference favored the top 20 grade 12 STEM students and the difference is significant at 0. Table 3. Table 4. The top 20 grade 12 STEM students showed better study habits than the bottom 20 students.

Recommendations No research effort can be said to be worthwhile if it does not emanate some of the important educational implications. It is anticipated that some of findings of the present study may help to show the comparison of the top 20 and bottom 20 students in terms of their study habits and academic performance as they are a wakeup call to students, teachers, school managers and parents among many education stake holders.

Therefore, the teachers and parents should identify good study habits and find ways and means of enhancing them among students. The present study proposes the integration of all subjects covering good study habits related to the subjects. This will act as a stronger foundation for purposeful scholarship. Self - Determination Theory: An analysis of student motivation in an accounting degree program. It is a general term for gambling using the Internet.

This includes various illegal acts such as online poker, casinos, sports betting, bingo lotteries and many more, which pathological gamblers commit. Grant et al.

Gambling could be very dangerous because it can lead to serious psychological, physical and financial harm. Individuals who become "hooked" frequently lose their jobs, homes and marriage and sometimes even contemplate suicide. Internet gambling is not alone in causing such consequences, but it facilitates and accentuates the challenges posed by problem gambling Carruthers, Jekayinfa et al.

This involves the use of calculators, which have facilities for multiple entries. Most invigilators, especially those who are not ICT-compliant may not know that it has such facilities. They may think it is an ordinary calculator. More often than not, many students who inscribed answers on their calculators have been caught in examination halls copying verbatim what they put on their calculators into their answer scripts.

In architecture, where computer is being used to write examination, students have been caught sending answers to another student through internet. Directly connected to the above is web site link with examination misconduct. Harris and Schoenig, view it as a tool of perpetuating examination misconduct. According to them, chat rooms and social networking sites have increased in popularity, the incidents of examinees violating confidentiality rules and exposing copyrighted test content have also increased.

Lecturers who are ready to collaborate with students in order to cheat in examinations often reveal pretest items, questions and answers prior examination through web-chat rooms and social networking sites. Nweke, sees mobile phones as other vital instruments of carrying out examination fraud. Nweke, believes immensely that the fraud has continued to rise among Nigerian students.

The figure increased to 3, in IT Realms online, Scientific Calculators that are capable of retrieving data stored, performing symbolic mathematical manipulation, integration or differentiation have also been caught with students in examination hall Assam, In another development, pocket organizers, hand-held computers, lap-top computers, electronic writing-pads or pen-input devices, calculators with typewriter-like keypads known as QWERTY, calculators with tape, calculators with graphical display, calculators that make noise or talk, or calculators in mobile phones have equally been associated with examination fraud in developed countries Assam, Instruction manuals and external storage media for example, card, tape, disk, smartcard or plug-in modules can equally be used to perpetuate examination misconduct.

Theoretical Insights In academia, happenings, events, habits and attitudes of mankind in the society are explained or analyzed with different paradigms. Functionalism is one of such in social sciences. Going by the paradigm, crime is regarded as a part of social life that is functional to the societal well-being Durkheim, cited by Omonijo, by providing a means of livelihood for a section of the society.

It equally provides a means of survival for those who are jobless. Unemployment manifests the lack of opportunity to participate in the legitimate job market and acquisition of legal earnings Freeman, cited by Saridakis and Spengler, Hence, the exclusion from legal income opportunities increases the expected returns from crime. Cases of underemployed and underpaid staff are equally crucial to this discourse.

Most of them are surviving in Nigeria through corruption Omonijo, In contrary, however, Marxian scholars condemn and dismiss functionalist point of view and argue that crime is the end product of exploitation of the proletariats by the bourgeois in capitalist societies.

In other words, cheating does not just erupt because there are specific functions attached to it, it is a reaction to the exploitation of the masses by the rulling class. Elites who perform state activities, use the general powers of the state to pursue their own particular interests within the state hierarchy Marx, Although this view undermines prevailence of crimes in socialists societies, but it rings a bell in the capitalist societies of many underdeveloped countries.

In Nigeria, it brings to bear or confirm bad management of the country by the elites in power as well as the looting of resources meant for national development to their own advantage; and to the detriment of common man Omonijo, The adverse effect of these is traceable to the current high level of lawlessness and poverty prevailing across the nation and it could play a cogent role in the escalation of cheating among citizenry. This seems to be encouraging other students to indulge in the act, averring that they would go scot free because the Nigerian legal framework appears to highlight the palliative and non- facilitator nature of criminal law.

It does not matter whether one is qualified or not, so long the candidate has a certificate and he or she is highly connected, the probability of fixing him or her up in a better place is higher than many qualified candidates. This could encourage cheating among students, mostly those who are not bright enough to pass their examinations in flying colours. Thirdly, the structure of Nigeria as a nation makes provision for people to be educated but the same system fails to make employment opportunities available for these people to earn a living and cater for their families, including paying their children school fees.

Some of these children may want to struggle in order to get their school fees themselves. During examinations they may want to do everything possible, including cheating to pass, knowing fully well what they passed through before getting their fees and obtaining another school fees to repeat a level is not easy. By and large, crime could provide a means of survival to a section of the public, resulting in temporary relief from poverty for this class of people Jeremiah The sociological relevance of the relief is very crucial to the continuity of the entire society.

As it preserves the section from starvation and extinction. Nevertheless, a section that is benefiting from crime cannot be compared with the majority that bear its cummulative brunt or effect on the long run.

The more crime escalates in a society, the more it contaminates or debauchs the whole nation and makes her backward in the comity of nations worldwide Anugwom, cited by Omonijo, Hence, its escalation should be curtailed with all seriousness.

Also, building societies based on equality and humane values of living void of accumulating personal wealth but for using knowledge, skills, talents and whatever resources available to make country better places for the entire citizenry Omonijo et al. However, countries could ensure effective and effecient security network either to prevent access of people to crime or to apprehend culprits and easily bring them to book, without fear or favour. Methodological issues 7.

Moreover, this design was deemed fit because the researchers did not consciously manipulate any of the variables of interest in the study, they were only measured as they had occurred. The study is an ex- post- facto research.

This involves excursion into literature and retrieving of information from registers. Information concerning the number of students caught with ICT devices in the last three years, their gender and type of ICT-tools, which they were using to perpetuate examination misconduct were retrieved from written documents produced by the Chairman of Examination Committees CEC in each of the three institutions.

Although, the researchers did not have direct contact with these students, but their record was obtained from CEC in each of these institutions. Precisely, one hundred and eight , forty-two 42 and forty -nine 49 was recorded in University A, University B and University C respectively. Although the figure is small but it is more valid and reliable than questionnaire that carries opinions of respondents, which may not reflect the reality on the issue under investigation.

In the context of issue in focus, the data has robust contextual validity; and in terms of the actual sample, the study has substantive ecological validity and is highly dependable for use in research involving dysfunctional examination behaviour.

Results Table 1 presents the descriptive statistics on ICT-devices and programs of students caught during examinations with each of the variables in their different levels.

Out of this figure, University A recorded students. University B recorded the least figure with 42 students. University C had the second highest figure with 49 students. Table 2 indicates the descriptive statistics on gender connotation of cheating habit among students. Five ICT-devices were identified or caught with students in the course of examinations in the three Universities in the last three years. Out of this figure, University A recorded the highest number of violators University B had the least figure University C had 49 students out of which The result as shown in Table 3 indicates that five ICT devices were identified with cheating during examinations among students.

These includes, mobile phone, which validates the submission of Nweke , who believes that mobile phones are vital instruments of engaging examination misconduct by many students, computer that corroborates Harris and Schoeing , who claim that most students engage computer to copy and send answers to another through internet, calculators, which is in line with Jekayinfa et al.

ICT-compliant students were more involved in e-cheating habit than other students in programs not science-oriented. Male students were more invoved in e-cheating habit than their female counterparts. This result could be justified based on the fact that male students are more involved in ICT-related courses than their female counterparts Anugwom et al. It could be the reason why male students were more involved in e-cheating habit than their female colleagues.

Hence, the two hypotheses tested were found to be accepted as they were statistically established to be significant. Reward for studying. Whole Scale. More satisf actory Moment Method T'able The value of F Sultana, B. There are many types of norms : age nonn, The coef'ficientp for the whole scale was grade norm,percentile norm and standard found to be.

The Therefore, in the present study percentile coefficientoCs for the five dimensions of norm was developed based upon cases study habits ranged from. Test-retest reliability of the scale was found to be. This reliability coefficient can be interpreted in The objective of the present study was to the light of logical definition of reliability develop a scale for measuring study habits that 78To of the variance of test scores was of secondary school students.

In order to true-score variance and only o error attain this purpos e, 92 items 66 positive variance Aiken, Thus coefficient and 26 negative were prepared with the ocs arnd test-retest reliability of the scale help of active cooperation of 8 experts in ensured that the scale is a reliable scale developrnent. T'he items covered instrument.

After pretesting on I 5 lOth motivation and academic achievement. Q I and Dhaka City. Through itern analysis the correlation between their study habit internal consistency and discrirninating scores and school motivation scores was valuep items 64positive and I 3 negative found to be. According to Anastasi , selected for the final scale.

More satisfactory results, however, evidence of reliability and validity of the were obtained when the respondents were full scale.

Such essential psychornetric classified as upper group and lower group properties were met in the present study. The value of F here 2, studies are invited for factorial and was found to be U.. The findings, therefore, suggest sample that the scale is fairly valid because it has the ability to sharply discriminate between 3.

This study may be replicated over high achievers and low achievers. The final step toward the process of , constructing a scale is the establishment 4.

For this purpose, in the present representative samples to develop study percentile norm was de veloped norms separately for di fferent grades based upon cases selected as and sexes.

Studies should be done to examine the intercorrelatiorls of the Bangladesh is in great need of stanclardized dimens ions of study habit and scales and specially there is no correl ation between cri terion scores standardized scale for measuring study and each dimension.

From that point of view, the present study may 6. Research should be done to improve be considered as a humble effort towards the questionnaire's usefulness for scale developrnent in Bangladesh.

This counseling purposes to evaluate its scale, however, can be used for educational contribution to the counseling counselingo developing learning process. Studies are invited to find out and well. Boston: Allyn and Bacon, Inc, pp. Anastasi, A. Identilying New York: Macmillan publishing co.

British Journal ol' cducational Anastasi, A. New York: Macmillan Publishing co. Lev, J.