2.8 Study Habits and Academic Performance of Junior High School
advertisement
INFLUENCE OF STUDY HABITS ON ACADEMIC PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS IN THE GOMOA WEST DISTRICT TABLE OF CONTENTS Contents Page Declaration … … … … … … … … … ii Acknowledgement … … … … … … … … iii … … … … … … … … … iv Table of Contents … … … … … … … … v List of Tables … … … … … … … … … ix … … … … … … … … … x … … … … … … … … 1 1.2 Background to the Study… … … … … … … 1 1.3 Statement of the Problem… … … … … … … 9 … … … … … … 10 1.5 Objectives of the Study … … … … … … … 10 1.6 Research Hypotheses… … … … … … … … 10 1.7 Significance of the Study… … … … … … … 11 1.8 Delimitation of the Study … … … … … … … 12 1.9 Organization of the Study… … … … … … … 12 … … … … … 13 2.2 Habits Formation and Significance… … … … … … 13 2.2.1 Characteristics of Habits … … … … … … … 15 2.2.2 Importance of Habits …… … … … … … … 15 Dedication Abstract CHAPTER ONE 1.1 Introduction… 1.4 Purpose of the Study… … CHAPTER TWO REVIEW OF RELATED LITERATURE 2.1 Introduction… … … … … … … … 16 2. 4 Study Habits of Students and Their Significance… … … … 19 2.4.1 Developing Good Study Habits … … … … 20 … 21 2.3 Concept of Study Habits… … … … … 2.5 Factors Influencing Study Habits of Junior High School Students… 2.5.1 Other Factors that Influence Study Habits of Junior High School Students… 22 2.5.1.1 Gender and Study Habits of Students… … … … 22 2.5.1.2 Study Habits and Socio-economic Status of Parents … … … 22 … … 24 2.6 Concept of Academic Performance… … … … … 2.7 Factors Influencing Academic Performance of Junior High School Students… 25 2.7.1 Parent’s Level of Education and Academic Performance of Students… 27 2.7.2 Parental Income or Occupation and Academic Performance of Students… 28 2.7.3 Type of Size of Family and Academic Performance of Students... ... 30 2.7.4 Ordinal Position and Academic Performance of Students… … … 32 2.7.5 Gender and Academic Performance of Students … … … … 33 2.7.6 Age and Academic Performance of Students… … … … 36 2.8 Study Habits and Academic Performance of Junior High School Students… … … 39 2.9.1 Homework/Assignments and Academic Performance… … … 39 2.9.2 Time Allocation and Academic Performance… … … … 43 2.9.3 Reading Note-Taking and Academic Performance… … … … 45 2.9.4 Mental Concentration and Academic Performance… … … … 47 2.10 Theoretical Framework of the Study… … … … … … 48 2.10.1 Thorndike’s Theory of Reinforcement… … … … … 48 2.9 Other Dimensions of Study Habits… … … … 37 2.10.1.1 How Thorndike’s Law of Learning Relates to Students’ Study Habits… 52 2.10.2 Hull’s Theory… 2.11 Summary… … … … … … … … … 54 … … … … … … … 56 CHAPTER THREE METHODOLOGY… … … … … … … … 57 … … … … … … … 57 3.2 Research Design… … … … … … … … 57 3.3 Population of the Study … … … … … … … 58 3.4 Sample and Sampling Procedures… … … … … … 58 3.5 Area of Study… … … … … … … … … 59 3.6 Instrumentation… … … … … … … … … 60 3.6.1 Validity… … … … … … … … … 61 3.6.2 Reliability… … … … … … … … … 63 3.7 Mode of Data Collection … … … … … … … 63 3.8 Data Analysis Procedure … … … … … … … 64 RESULTS ANALYSIS AND DISCUSSIONS… … … … ... 65 … … … … 65 4.2 Biographical Characteristics of Respondents… … … … … 65 3.1 Introduction… … CHAPTER FOUR 4.1 Introduction… … … 4.3 Analysis of Hypotheses... … … … … … … ... ... 69 Hypothesis One… … … … … … … … … 69 Hypothesis Two… … … … … … … … … 70 Hypothesis Three… … … … … … … … … 72 Hypothesis Four… … … … … … … … 73 4.4 Discussion of Results … … … … … ... ... ... 74 … CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATIONS … … 79 5.1 Introduction… … … … … … … … … 79 5.2 Summary… … … … … … … … … 79 5.3 Main Findings… … … … … … … … … 81 … … … … … … … … 81 … … … … … … 82 … … … … … … 82 … … … … … 84 5.4 Conclusions… 5.5 Implication for Counselling… 5.6 Recommendations… … 5.7 Suggestions for Further Studies… REFERENCES… … … … … … … … … 85 APPENDICES… … … … … … … … … 100 LIST OF TABLES Table 3.1: Distribution of student population by circuit and sample … … 58 Table 3.2: Item listings, factor loadings and communalities for the three-factor PC solution… … … … … … ... Table 4.1: Age range of students … … … … … … … 62 Table 4.2: Sex of students… … … … … … … … 66 Table 4.3: Parents’ level of education… … … … … … 67 Table 4.4: Father’s sector of occupation … … … … … … 68 Table 4.5: Mother’s sector of occupation … … … … … … 68 … … 69 Table 4.6: Multiple Regression on study habits of students…. Table 4.7: Independent Samples (t-test) of sex differences in students’ study habits… … … … … … … … … 71 Table 4.8: Independent Samples (t-test) of age differences in students’ study habits… … … … … … … … … 72 Table 4.9: Independent Samples (t-test) of quality of study in students’ academic performance … … … … … … … .... 74 ABSTRACT The main objective of this study was to find out the influence of study habits on academic performance of junior high school students. In all, 420 respondents comprising junior high school form two (JSH 2) students were involved in the study. The purposive and simple random sampling techniques were used to select students for the study. A questionnaire, Study Habits Inventory (SHI) was the main instrument used for data collection. Data from the questionnaire were coded, categorized and analysed using multiple regression and independent samples t-test. The main findings revealed that despite other dimensions of study habits thus; examination, homework and assignment, reading and note-taking, concentration, only time management explains the bulk of the variables that predicts students’ study habits. Therefore, for an excellent performance, there is the need for students to form good study habits in respect of the other dimensions. Also, male students use time management related study habits more than their female counterparts. Based upon the findings, it was recommended that all stake holders in education i.e. parents, teachers and government should encourage students in their respective areas of responsibilities, such as providing study materials, conducive place of study, recognizing excellence, appreciating students hardwork as soon as possible among others. These will help to motivate the students positively towards their study. More so, it is important for female students whose studies are negatively influenced by femininity to be encouraged to work hard as academic is not only reserved for men. CHAPTER ONE INTRODUCTION 1.1 Background to the Study Education is the process of developing the capacities and potentials of the individual so as to prepare that individual to be successful in a specific society or culture. From this perspective, education is serving primarily as an individual developmental function. Education begins at birth and continues throughout life. It is constant and ongoing. Schooling generally begins somewhere between the ages of four and six when children are gathered together for the purpose of specific guidance related skills and competencies that society deems important. In the past, once the formal primary and secondary schooling was completed the process was finished. However, in today’s information age, adults are quite often learning in informal setting throughout their working lives and even into retirement. Education, in its broadest sense, may be defined as a process designed to inculcate the knowledge, skills and attitudes necessary to enable individuals to cope effectively with their environment (Abdulkareem, 1990). Its primary purpose is to foster and promote the fullest individual self-realization for all people. Achieving this goal requires understanding of commitment to the proposition that education is a primary instrument for social and economic advancement of human welfare (Verma, 1990). The world is becoming more and more competitive and quality of performance has become the key factor for personal progress. Parents desire that their children climb the ladder of academic performance to as high a level as possible. This desire for a high level of performance puts a lot of pressure on students, teachers, and schools and in general, the education system itself. It appears as if the whole system of education revolves round the academic performance of students, though various other outcomes are also expected from the system. Thus, a lot of time and effort of the schools are used in helping students to achieve better in their scholastic endeavours. The importance of scholastic and academic performance has raised important questions for educational researchers (Ramaswamy, 1990). Jimoh (2000) also described education as the totality of the experiences made available to individuals in formal or informal situations, to make them develop a rounded personality and to be useful to themselves and the society at large. From what has been said, it can be concluded that education, inculcates the knowledge, skills and attitudes necessary to enable individuals to cope effectively with their environment. Considering the numerous advantages that are derived from education, no amount of resources expended on it can be described as too much. For that matter, a person’s education is closely linked to life chances, income level and well-being (Battle & Lewis, 2002). Therefore, it is important to have a clear understanding of what benefits or hinders one’s educational attainment. Parents and guardians send their children to school to acquire relevant educational skills, knowledge and good morals so as to be useful to themselves and the society. However, reports on the high rate of poor academic performance in junior high schools are of great concern to many Ghanaians. Although education is not the only road to success in the working world, much is made to identify, evaluate, track and encourage the progress of students in schools. Parents care about their children’s academic performance because they believe good academic results will provide more career choices and job security. Schools invest in fostering good academic performance for the same reason, and are also often influenced by concerns about the school’s reputation and possibility of monetary aid from government institutions which can hinge on the overall academic performance of the schools. Good academic performance usually brings satisfaction and happiness to the individual and to the family as a whole. Research has established that students’ academic performance is the product of an inter-play of factors like good and effective study habits and skills, good teachers, and congenial school and home environment (Onocha & Okpala, 1985; Soyibo, 1986; Odebumni, 1988; Ajayi, 1988). Thus, students’ poor performance in an examination could be attributed to teacher non-performance, poor study habits, and uncongenial learning environment. When good performance is not attained, the individual and other family members experience feelings of anxiety concerning the individual’s academic world. It is expedient to state here that the need to improve academic performance is one of the basic objectives of educating the students. In every school setting, academic performance is what each student strives to achieve, and the attainment of good performance can only be enhanced through good study habits. Several studies (Akinboye, 1980; Adetola 1988; Pinda, 2000) have established that students’ academic performance is highly influenced by their study habits. Specifically, Bakare (1977) stressed that the study habits of students cannot be ignored from their academic performance because success in academic endeavours depends largely on reading in the search of knowledge and facts. Anameze (2001) noted that since education is regarded as an agent of national development, factors that promote academic performance such as effective study habits among students should be encouraged. According to Anameze, the promotion of effective study habits among students should be of profound interest to all stakeholders in the field of education. Akinboye (1980) however, opined that academic performance manifest itself in the type of study habits the junior high school student adapts. In spite of attempts made by teachers and the government of Ghana by committing a third of the nation’s budget to education, students’ study habits have negatively impacted on students’ performance in examinations. Writing on the topic ‘‘Poor Academic Performance among Students in the Ashanti Region’’ in the Friday April 29, 2011 issue of the Ghana News Agency, Agyemang-Mensah (2011, April 29) complained about poor academic performance of public basic schools in the region. According to AgyemangMensah, poor academic performance is as a result of students’ inability to develop good study habit procedures. Elsewhere, in Nigeria, research findings and practical experiences suggest that many secondary school students have defective study habits. For instance, Nwani (1985) noted that poor academic performance is widespread among students in Nigerian schools. According to Nwani, poor academic performance is among those factors that are responsible for students’ maladaptive behaviours especially in schools. This is not different from Ghanaian junior high school in the sense that poor academic performance of students has been of much concern to all and sundry. The problem is so much that it has led to the widely acclaimed fallen standard of education in the Gomoa West District at large. For example, students’ academic performance in both internal and external examinations had been used to determine excellence in the output of work by teachers and methods used in teaching (Ajao, 2001). Many studies have been carried out which make it available today of an important catalogue on study habits (Ogunmakin, 2001; Kumar, 2002; Gbore, 2006). It is argued that study habits have strong relationship with academic performance of students while other researchers (Owolabi, 1996; Whihite & D’ Onofrio, 1993) suggest that it is the combination of the study habits and other factors that could explain students’ academic performance in any course of study. It is believed that when students in the school setting study hard their grades would improve. Consequently, effective study habits are said to promote academic performance among students (Robbins, 2002). It is recognized that the study behaviour adopted by students ultimately bring about the desired performance such as grades in school. Appraising this, Azikiwe (1998, p. 106) describes study habits 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 Azikiwe, “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 the opposite constitute constraints to learning and performance leading to failure” (p. 106). Good (1998) on the other hand, defines study habits as the student’s way of study whether systematic, efficient or inefficient. Good, further explains that good study habits produce positive academic performance while inefficient study habits lead to academic failure. Many students perform poorly academically, due to factors other than low intellectual capacity. One such factor is poor study habits, which often result in poor academic performance even among the naturally bright students. So, study habits serve as the vehicle of learning which may be seen as both means and ends of learning and they play a very important role in the life of students. Success or failure of each student depends upon his or her own study habits. Some students study more but they fail to achieve more while others study less but achieve more. Success of each student definitely depends upon ability, intelligence and effort. Study habits are intended to elicit and guide one’s cognitive processes during learning. Study habits are influenced by attitudes, personality traits, and levels of aspirations, teaching methods adopted and material they are to learn. For this matter, it is the effort of teachers to develop good study habits among junior high school students. In contemporary Ghanaian society, there are many factors considered to be influencing the ability of students to cultivate effective and efficient study habits. For instance, Etsey; Amedahe and Edjah (2004) in their study of some private and public schools in Ghana revealed that academic performance is better in private schools due to more effective supervision of work. Thus, effective supervision improves the quality of teaching and learning in the classroom (Neagley & Evans, 1970). Eamon (2005) sees the importance of environmental influence as a major factor in the development of students’ study habits. Jeynes (2002) submits that the environment of most students is not conducive for studying. Trawick (1999) posits that problems related to students’ study habits are associated with student’s response to homework and assignments, reading and note-taking, time allocation, study period procedures, students’ concentration towards examination and consultation with teachers. The inability to utilize effectively and positively these sources of study problems may stand in the way of effective study and good performance among junior high school students. In addition to the above Bakare (1977) explained further that there are many factors affecting study orientation expressive of study habits and attitudes of students. Individual differences, effective usage of time, note-taking, study habits training, teacher, family, proper study environment, homework, using library, reading, listening and writing are outstanding common factors. However, interest and will are very important determinant factors of study habits and attitudes. It is revealed that students who have inner control do not need to be controlled too often when they undertake an assignment but students who are controlled with outer factors such as teacher or parents’ encouragement need guidance and encouragement too often to perform academically (Bacanli, 2002). Gender has been identified as one of the variables that are related to differences found in academic performance of students. Different researches have demonstrated the existence of different attribution patterns in boys and girls, such that while girls tend to give more emphasis to effort when explaining their performance (Lightbody, 1996; Georgiou, 1999; Powers & Wagner, 1984), boys appeal more to ability and luck as causes of their academic performance (Burgner & Hewston, 1993). Although the literacy rate is more among boys than girls; it is quite interesting to observe that girls are securing better ranks than boys in almost all competitive examinations. Earlier, some research findings reported that intelligence was the only factor that causes gender variations among high achievers (Robinson, 1970). Later, some attributed familiar factors like parental aspiration, beliefs and their socioeconomic status as the main factors that cause age and gender differences among high achievers (Malathi, 1987).There is increasing evidence that females are outperforming males in secondary education across a range of subjects (Malathi, 1987). Several studies have been undertaken examining the impact of gender on undergraduate engineering performance, ranging from early year performance to that of later years, with conflicting results (Robinson, 1970). Some of the literature suggests that gender differences are dependent on the type of assessment utilized, reporting that females tend to perform better than males in coursework. For many years, educators have been concerned with differences in the enrollments and performances of gender in engineering. Academic performance is affected by many factors such as motivation, student ability, the quality of secondary education received. Grades depend not only on how much students know but also on conformity to institutional demands, such as whether students follow the teacher's directions and turn in assignments on time (Bacanli, 2002). Family background is a key factor to a student’s life outside of school and it is one of the most important influences on students’ learning and includes factors such as socio-economic status, two-parents versus single-parents households, divorce, parenting practices and aspirations, maternal characteristics, family size and neighbourhood (Majoribanks, 1996). The environment at home is a primary socialization agent and influences a student’s interest in school and aspirations for the future. The socio-economic status of a student is most commonly determined by combining parents’ educational level, occupational status and income level (Jeynes, 2002). Intelligence, attitudes, aptitudes and interests are patterned by socio-economic background of the individual. Regarding this phenomenon, Jeynes (2002) noted that socio-economic status includes both the social and economic status of the individual in the group. The variations in performance are also due to the differences in socio-economic status of students, differential treatment given by parents, parent’s educational level, and influence of the surroundings among others. This view point perfectly supports the argument of Telford and Sawrey (1964) who emphasized that students belonging to higher socio-economic status are not only brilliant but also are provided better opportunities for developing intellectually, physically and emotionally. The type of intellectual environment in the home will definitely have an impact on the student’s academic performance. The enhancement of academic success can be achieved through effective study habits. Lack of effective study habits among students result in poor academic performance. It is believed that better academic performance requires hard work, a sense of commitment, dedication, sacrifice and above all effective study habits. Therefore, serious planning and a positive attitude towards one’s study should be encouraged among students to ensure good academic performance. 1.2 Statement of the Problem Due to the increasing nature of poor academic performance among junior high school students especially in external examinations like the Basic Education Certificate Examination (BECE), many educationists tend to shift the blame on the teaching methodology adopted by teachers and lack of funds from the government to provide quality textbooks. However, these might not be the main reasons why students perform poorly in examinations. Some factors pointed out by researchers as having impact on students’ study habits and academic performance are lack of good and effective study skills and well equipped libraries. Observations and interactions with students indicate that most junior high school students have poor study habits which might lead to poor academic performance. It is against this background that the study was conducted to determine if study habits significantly have any influence on the academic performance of junior high school students in the Gomoa West District of the Central Region on Ghana. 1.3 Purpose of the Study The purpose of this study is to investigate the influence the study habits on academic performance of junior high school students in the Gomoa West district. 1.4 Objectives of the Study The primary aim of this study is to examine the influence of study habits on students’ academic performance. This general aim is expressed in the following specific objectives which are to: 1. Assess the study habits of junior high school students in the Gomoa West district. 2. Examine the relationship between sex differences in study habits of students. 3. Compare the age differences in study habits of students. 4. Assess the relationship between the quality of study habits and academic performance of students. 1.5 Research Hypotheses The following research hypotheses were formulated and tested: 1. There will be a significant effect of students’ study habits on their academic performance. 2. There will be a significant relationship between sex differences in study habits of students. 3. There will be a significant age difference in study habits of students. 4. There will be a significant relationship between quality of study habits and academic performance of students. 1.6 Significance of the Study The findings of this research are intended to add to the existing information on the influence of study habits on academic performance of junior high school students. It will be significant to students, teachers, parents, school counsellors, policy makers and the government in assisting and encouraging students to realize the importance of study habits on their academic performance. Students will benefit more from the findings of this study as they will be offered the necessary assistance as and how to develop good study habits which will help to improve upon their academic performance. Students will also be given information on how study habits affect their academic performances and the results of this study will make them aware of the common study habits among other co-students. The study will guide teachers and school counsellors who always have the desire to see their students perform well by giving them the right techniques of developing study habits. It will again help teachers in understanding better the diversity of learning in students and as such, develop more effective methodologies in teaching their subject matter for better understanding of students. Parents on the other hand will be accorded the opportunity to play their roles in providing motivation and rewards to students to encourage the formation and maintenance of good study habits among students at the family level. Also, the study will help the government to provide the needed learning materials and facilities to motivate students to enhance the development of good study habits. More so, the study will serve as a guide and resource document to policy makers and stakeholders in developing curriculum materials and text books, taking into consideration students’ needs and aspirations as they study to pass their examinations both at the secondary and tertiary levels. 1.7 Delimitations of the Study Even though the study involved all junior high schools in the Gomoa West District, it was limited to only junior high school form two (JHS 2) students. The sample size consisted of 420 students from selected schools within the district. 1.8 Organization of the Study The study was presented in five chapters. The first chapter constituted the introduction, and comprised the background to the study, statement of the problem, purpose of the study, research hypotheses, significance of the study, as well as delimitation of the study. The second chapter constituted a review of related literature on concept of study habits, factors influencing study habits of students, concept of academic performance, factors influencing academic performance of students, other dimensions of study habits as well as theoretical framework and summary of the literature reviewed. In chapter three, the methodology for the study was explained. This comprised the research design, population, sample and sampling procedure, instrumentation, validity, reliability and mode of collecting data and its analysis. Chapter four dealt with data presentation and analysis, and finally, the fifth chapter discussed summary of findings, conclusions, recommendations, and suggestions for further research.
