Vol. 7(7), pp.

134-141, September, 2015

DOI: 10.5897/IJEAPS2015.0404
Article Number: A18769055459 International Journal of Educational
ISSN 2141-6656
Copyright © 2015 Administration and Policy Studies
Author(s) retain the copyright of this article
http://www.academicjournals.org/IJEAPS

Full Length Research Paper

Study of the relationship between study habits and

academic achievement of students: A case of Spicer
Higher Secondary School, India
Evans Atsiaya siahi1* and Julius K. Maiyo2
1
University of Pune, India.
2
Kibabii University College, India.
Received 28 April, 2015, Accepted 10 August, 2015

The studies on the correlation of academic achievement have paved way for control and manipulation
of related variables for quality results in schools. In spite of the facts that schools impart uniform
classroom instructions to all students, wide range of difference is observed in their academic
achievement. The study sought to determine the relationship between study habits and academic
achievement of students. A survey design was employed in this descriptive correlation study. The
target population included the 9th standard students at Spicer Higher Secondary School. Stratified
random sampling was used to select the respondents, study habits inventory by N.M. Palsane and
school examinations records was the main instrument for data collection. Quantitative method was
used to analyze field data collected. Interpretation and recommendations of the findings was made
accordingly as per computed Pearson’s product moment coefficient of correlation. Results of this study
revealed a positive relationship of 0.66 between study habits and academic achievement. The results
implied that the study habits need a significant attention if we are to improve performance. There was a
clear finding that the teachers and students seem not to take effort in developing good study habits.

Key words: Study habits and academic achievement.

INTRODUCTION

Background of the study truth that education aims at discovering aptitudes as well
as to progressively prepare man for social activity;
Looking at the history of mankind, we find that each because of this, education through which the basic needs
century has witnessed different transformations. Accor- (food, shelter and clothing) are provided is necessary for
dingly, there has been new emphasis and shift in the survival of the society.
educational processes (Mangal, 2001, p.1). Simply put, performance is how well or badly
Education is an activity or process, which modifies the something is done. Its relevance stand out because of
behavior of a person from instinctive to human behavior the significance it holds to the society. In the educational
(Taneja, 2003, p.9). This definition reveals the innate parlance, performance manifests through academic

*Corresponding author. E-mail: [email protected].

Author agree that this article remain permanently open access under the terms of the Creative Commons
Attribution License 4.0 International License
 Siahi and Maiyo 135

achievement, which is the manifestation of a student‟s b. Teacher-related: teaching skills, method of teaching,
habit of study and they in turn are formed and personality and behavior, classroom interaction, teaching
strengthened through education. The development of experience, teacher motivation, home work and
good study habits is equally relative and helpful not only reinforcement.
in academic work but in career actualization. c. Home-related: socio-economic status, home
And because this interrelationship cannot be overlooked, environment, religion, birth order, family size and cultural
the academic achievement and study habit of the student influence.
to a large extent culminates into shaping an individual d. School-related: school climate, medium of instruction,
destiny. The general belief is that students who exercise type and location of school.
good study habits are likely to excel than those with poor
study habits. According to Sharma (2005, p.67)” academic This study addressed the increasing importance of the
performance is a necessary evil because one kind of student‟s academic achievement measured by the test
ability is rewarded economically and socially more than scores, through examining study habits of students in its
others.” This necessitates concern over factors that are relation. So a question arises in mind whether this factor
commonly linked with academic achievement. is related to academic achievement or not? This was an
effort to search for the relation.
There is tremendous pressure on students to earn good Little study has been done looking at the learning
grades because academic achievement is assumed to habits of students at any level of the education system
possess predictive value and used to bar the gate or to especially in Asia, much which is directed to mainly the
open between the primary, secondary schools and western countries. Sawar et al. (2009, p.204)
university, and also between the university and certain acknowledge the fact that,
social professions (Sharma, 2005, p.69).
“since we live in the information age, this fact clearly
Parents desire that their children climb the ladder of makes new demand on the educational system, requiring
performance to the highest level as much as possible. radical changes on „what‟ and „how‟ pupils learn and why
The desire puts a lot of pressure on students, teachers, students are not doing as per expectations.”
schools and the entire education system in general,
making it to revolve around the academic achievement of It is important to have a clear understanding of what
students. The importance of academic achievement has benefits or hinders one‟s educational achievement. This
raised several queries among educational researchers, is the premise on which this study is justified.
such as why does one student perform better than
another? Unfortunately,
Statement of problem
“explanations provided however correct they may be, in
their own way, have placed a lopsided view of the Achievement is the end-product of all educational
problem and merely scratched its surface” (Dashpande, endeavors. The main concern of all educational efforts is
1984, p.6).” to see that the learner achieves. The distressing
phenomena: scholastic underachievement and failure
In search for an answer to the queries, a number of have caused serious concern to educationists, guidance
attempts have been made by researchers to identify counselors and educational planners for several decades
factors which influence academic achievement. Badhiri as this amount to colossal wastage of resources available
(1991)‟s investigation into the causes of low achievement for education.
in government high schools in Chenglapattu Educational
District, Tamil Nadu showed that the causes of poor “This necessitates serious probe into the causes that
performance were low motivation, policy of liberal underlie and factors that lead to underachievement and
promotion to the next class, poor study habits and lack of failure, so that means could be devised to grapple with
parental involvement in education. It could be stated that this enormous problem (Mishra and Danga 2005).”
the variables that influence academic achievement of
students by and large fall in the following four categories
highlighted as: Objectives of study

Student-related, Teacher-related, Home-relate and The objectives of the study were as follows.
School-related: th
a. To determine students‟ academic achievement of 9
a. Student-related: intelligence, anxiety, interest, standard while at 8th standard in the academic year 2008-
achievement motivation, aptitude, emotional stability, 2009 at Spicer Higher Secondary School.
study habits and language ability. b. To determine student‟s study habits of 9th standard at
136 Int. J. Educ. Admin. Pol. Stud.

Spicer Higher secondary School in 2009/10 academic general principles can be derived about studying
year. efficiently. Here are some good study habits that lead to
th
c. To find out the effect of study habits of 9 standard better academic achievement.
students on academic achievement at Spicer Higher
Secondary School in academic year 2009/10. 1. Attending classes regularly
2. Taking down notes during teaching
3. Concentrating on study
4. Studying with aim of getting meaning not cramming
THEORETICAL FRAMEWORK
5. Preparing a time table
6. Following a time table
This study is based on social cognitive theory propounded
7. Having proper rest periods
by Albert Bandura as early as in the 1960s.
8. Facing the problems regarding home environment and
planning.
Social cognitive theory strongly lays emphasis on one‟s
9. Facing the challenges posed by school environment
cognition. It suggests that the mind is an active force that
10. Keeping daily survey of work done
constructs one‟s reality selectively, encodes information,
performs behavior on the basis of values and Good study habits rest on the attitudes towards work and
expectations and impose structure on its own actions. sense of responsibilities. Child (1981, p.95) reports that,
It is through an understanding of the processes
involved in one‟s construction of reality that enables “studies with human and animal subjects have revealed
human behavior to be understood, predicted and that an ability to learn how to solve problems of a given
changed. In view of the theory, the student‟s academic kind can be developed with sufficient practice on tasks of
achievement is a product of interaction of his personality a similar nature.”
and consequently, study behavior he develops basing on
his expectations of the outcome of his actions. Study habits vary from student to student. Some habits
are considered to be more desirable than others from
the point of view of academic achievement. Crow and
Crow (2007, p.261)‟s Educational Psychology states that
REVIEW OF RELATED RESEARCHES TO STUDY
study requires a purpose and what one learns as a result
HABITS
of study depends largely upon the degree to which one
succeeds in achieving that aim or purpose. Child (1981,
Study habits is a well planned and deliberate pattern of
p.95)‟s Psychology and the Teacher asserts that we talk
study, which has attained a form of consistency on the
about forming bad or good habits in many everyday
part of the students towards understanding academic
activities in both social and educational contexts. We
subjects and passing examination (Pauk, 1962; Deese,
behave, by and large, in characteristic ways because we
1952; Akinboye, 1974 cited by Oyedeji). Therefore, study
have discovered through experience that some
can be interpreted as a planned program of subject
responses are more effective than others.
matter master. According to Crow and Crow, (2007),
Sawar et al. (2009) in their analysis on “Study
the chief purposes of study are: to acquire knowledge
Orientation of High and Low Academic Achievers at
and habits which will be useful in meeting new situations,
Secondary School Level on Pakistan” revealed that the
interpreting ideas, making judgments creating new ideas
high achievers had better study orientation, study attitude
and to perfect skills.
than the low achievers.
Therefore, successful achievement in any form of
academic activity is based upon study, interpretation and
application. Everyone has different study habits. All often, METHODOLOGY OF RESEARCH
students perform poorly in school simply because they
Research design
lack good study habits. In many cases, students do not
know where to begin. Those students in high school who The study adopted a descriptive correlation survey design
succeed especially well usually study alone and follow a
study technique that has been worked out by them and Type of research
that incorporates desirable procedures. Good health,
This research is an applied research. It aims at improving students
sufficient sleep, appropriate exercise and nutritious diet
as products of education system by developing generalization
are essential to achievement of good study results. Study about the behavior of students which are a pre-requisite for success
conditions that are unfavorable include inadequate in examinations.
lighting, extremes of temperatures, humidity, poor
posture, subnormal physical conditions and emotional Methods of research
disturbance.
Although habits differ from person to person, some The study applied quantitative approach. Vermeulen (1993, p.15)
 Siahi and Maiyo 137

Table 1. Distribution of sample based on gender.

Gender Frequency Percentage (%) Cumulative percentage (%)

Boys 48 56.5 56.5
Girls 37 43.5 100.0
Total 85 100

Table 2. Procedure of sampling.

Purposive sampling Standard Simple random Stratified random

Population
method available sampling sampling Sample
8th
9th 85 students of
th
th 9 104 Indian origin
English Medium school 10 Indian present
standard students
standards

describes quantitative studies as “focused on specific questions Population

and hypotheses that remain constant throughout the investigation
and the analysis is undertaken by means of standardized statistical The present study targeted 104 students of 9 th standard at Spicer
procedures.” Higher Secondary School, in the academic year 2009-10.
Thus quantitative research methods use designs which maximize
objectivity by using numbers, statistics and experimental control.
Quantitative approaches in the study were used because the Sample
detailed information from the representative sample was required
and generalizing of results and comparison across population was The researcher selected English medium school using non
desired. probability based purposive sampling method. The sample
Descriptive research studies are those studies which are comprised of 85 students, selected by stratified random sampling
concerned with describing the characteristics of a particular technique from one institution: Spicer Higher Secondary School. All
individual or of group (Kothari, 2009:37).” boys and girls of Indian origin, who were present on the days of
Based on its quantitative approach, the study is a descriptive data collection, were included in the study (Tables 1 and 2).
research. It was decided on the basis of the nature of the research
problem. Descriptive research methods according to Best and Khan
(2009, p.133), Data collection tools

“deal with the relationship among non-manipulated variables, Researcher used standardized tools to increase validity and
because the events or conditions have already occurred, the reliability of data collected, that is, Study Habits Inventory developed
researcher merely selects the relevant variables for an analysis of by Palsane M.N. For academic achievement and test scores for
their relationships. The researcher starts with the observation of annual examination for the year 2008/9 while the students were in
dependent variable(s), and then studies the independent variables 8th standard was used. The advantage of standardized tests over
in retrospect seeking for their possible effects on the dependent the interview and questionnaire is that they are objective and
variable(s).” standardized descriptions of behaviours quantified by numeric
scores (Table 3).
This inventory was constructed and standardized by M.N.
This qualifies the present study to be a descriptive correlation
Palsane of Poona University, Department of Experimental
study.
Psychology. There are 45 statements in this inventory and three
alternatives, viz: a) always b) sometimes and c) rarely or never. All
these are used to frame statements depicting good as well as bad
Research variables study habits. No time limit for giving answers
The present research is a relational study that considered the Reliability of the Scale: The test – retest (interval of 4 weeks)
principles of applied research and is based on two variables namely reliability coefficient is 0.88.
independent variable (study habits) and dependent variable
(academic achievement). Validity: This inventory is a kind of checklist and poses only face
validity.

Location of the study

Indices of academic achievement
The place of study was Spicer Higher Secondary School, Pune
City, State of Maharashtra, India. Academic performance can be assessed in a variety of ways. In the
138 Int. J. Educ. Admin. Pol. Stud.

Table 3. Description of data collection tools.

Data collection tool Items

Budgeting time, physical conditions of study, reading ability, note taking, factors
Study Habits Inventory by Palsane, M.N. in learning motivation, memory, taking
Examination, preparation for examination and health.

Table 4. Data analysis and statistical tools. Table 5. Scores made by 85 students upon academic
achievement.
Objective Statistical tool
1 Frequency, mean and Class intervals. Class interval Frequency Mid point
2 Frequency, mean and Class intervals. scores (No. of respondents (X)
3 Pearson‟s coefficient of correlation 95-100 4 97.5
90-94 6 92.0
85-89 9 87.0
western countries, measures such as grade-point average, 80-84 14 82.0
performance on standard tests like the Stanford Achievement test, 75-79 11 77.0
the Science Research Associates (SRA) tests and Standardized 70-74 12 72.0
tests of reading have been used. 65-69 10 67.0
In India, the total or aggregate of marks scored in all the subjects
in a particular examination is usually taken as an index of academic 60-64 6 62.0
achievement. Thus, the researcher used the student‟s marks at 8 th 55-59 6 57.0
standard. 50-54 7 52.0
N = 85
Statistical techniques of analysis

The researcher made us of frequency counts, percentage tabulation

and graphs to determine student‟s academic achievement and 4 students scored above 95. Concentration of scores, 56
study habits, thus answering objectives 1 and 2.
Pearson‟s product moment coefficient of correlation (r) was used students scored between 64.5 and 85.5. Only one
to establish the extent of relationship between the variables for student scored below average. The mean score was
objective 3. 74.4%. The performance is generally above average.
Data analysis involved scoring coding, classification and Score range was found to be 48 marks.
tabulation of the data collected. The preliminary analysis procedures
included frequencies, percentages and means (Table 4).
Interpretation
RESULTS OF RESEARCH
It is clear from Table 5, even in one school where
In pursuance of the objectives of the present study, the students are taught at the same time the same teachers‟
analysis yielded some significant findings pertaining to under similar conditions variations seem to occur as
the relationship between study habits and academic indicated. This is a statistical support for some deep
achievement of students. The study revealed the probe on the much needed phenomenon of student
following facts: achievement so as to bring about educational indications
to augment the observed scenarios of great disparity in
Academic Achievement: The mean of test scores was score attainment. Anwar (2013 ) in his study found
above average marks obtained in the school exams. It variation in mean score of the academic achievement of
was 74.4%. the students having good study habits as 72.7046 and
Objective 1: To determine students‟ academic that of the students having poor study habits as 57.8943.
th th
achievement of 9 standard while at 8 standard in the This is in agreement with Child (1981, p.95) who asserts
academic year 2008-2009 at Spicer Higher secondary that we talk about forming bad or good habits in many
school (Table 5) everyday activities in both social and educational
contexts. We behave, by and large, in characteristic ways
Observation because we have discovered through experience that
some responses are more effective than others. It means
From table, the score with the highest frequency were that the academic achievements of the students having
between 80-84 scores. There is excellence performance, good and poor study habits differ significantly and the
 Siahi and Maiyo 139

Table 6 Scores made by 85 students upon study habit scale.

Class interval Frequency (NO of respondents) Mid point Interpretation

75-85 - - Excellent
64-74 14 69 Good
53-63 41 58 Average
42-52 22 47 Unsatisfactory
31-41 08 36 Very unsatisfactory
Total N=85

students having good study habits achieve higher than developing study habits in schools. Although it is the
the students having poor study habits. In recent times, students to know and to use good rules of study, the
reports of large scale educational failure among Nigerian teachers need to be well acquainted with the functioning
school going adolescents has raised more attention and of study rules in order that they may give guidance in
greater concerns among stakeholders in Nigerian study practices.
education. Isangedighi (1999) observed that indiscipline,
inadequate motivation on the part of students, lack of “There is experimental evidence to support the
information couple with teachers‟ nonchalant attitude to assumption that distributed effort is more effective than
work and students‟ negative self-concept have often effort applied continuously” Crow and Crow (2007,
resulted into students‟ inconsistent and poor academic p.278).
performances. Anwar observes that in all educational
institutions, the whole teaching learning process is Most teachers emphasize on long hours study, which in
directed towards achievement in the academic field as most cases yields low result. In a more recent meta-
well as in the sphere of co-curricular activities. The analysis, Crede and Kuncel (2008) found that non-
academic achievement is required to be of greater value cognitive factors like study habit, skill and study
and for the attainment of which the students, teachers motivation, among other attitudinal constructs, accounted
and parents strive towards it. But, it is a well known fact for incremental variance in academic performance
that all the students can never attain the same level of beyond standardized tests and previous grades.
achievement in the examination and in the recent past it According to Menzel, cited by Rana and Kausar (2011),
has been realized that the number of failure is increasing. many students fail not because they lack ability but
This has posed a problem before all those concerned because they do not have adequate study skills. Students
with education and teaching. who have difficulty in college frequently do not have
adequate study habits that affect their academic
Study Habits: Majority of students (48.2%) had average achievement.
study habits, 25.9% unsatisfactory study habits, 16.5% Moreover, a study by Nagaraju (2004) found that
good study habits and 9.4% very unsatisfactory, class students usually do not devote sufficient time to their
mean was found to be 55.33 in study habits. studies and seldom have proper study habits.
Objective 2: To determine student‟s study habits of 9th Mendezabal (2013)‟s study showed that the participants
standard at Spicer Higher Secondary School in 2009/10 do not have favorable study habits and attitudes. Among
academic year. the noted unfavorable study habits were inefficient time
management, lack of planning and concentration in their
studies, poor skills in reading, ineffective test taking
Observation techniques, and failure to inform their teachers of their
difficulties with school work and ask for their help. The
Table 6 reveals that majority of students‟ exhibit average participants also demonstrated unfavorable attitudes
study habits, despite higher academic performance toward teachers‟ classroom behavior and methods.
indicated in earlier observations. 22 students showed
unsatisfactory study habits and notably 8 students High relationship between study habits and academic
practiced very unsatisfactory habits. Range was 35. achievement: it was positive and significantly related to
academic achievement, as indicated by coefficient of
correlation index „r‟ of 0.66. This is in consistent with
Interpretation Anwar (2013)‟s study which revealed that the correlation
coefficient between study habits and academic
It seems from the table, very little is done about achievement is 0.695. This shows positive correlation
140 Int. J. Educ. Admin. Pol. Stud.

Table 7. Effect of study habits on student‟s academic agreed with this finding that many students fail not
achievement. because they lack ability but because they do not have
adequate study skills. Students who have difficulty in
Coefficient of correlation in between ‘r’ frequently college do not have adequate study habits.
Study habits and academic achievement 0.66 Bashir and Mattoo (2012)‟s findings revealed a highly
significant relation among various variables of study habits
and academic performance. Successful achievement in any
form of activity is based upon study, interpretation and
between academic achievement and study habits and the application (Yoloye 1999); and that study should have a
magnitude of the relationship is high and strong. It means purpose. It therefore depends on individual to decide why
that when there is an increase in the scores of study he or she wants to study, either to gain new ideas or to
habits there will be also an increase in the academic find out relationship between two different things. What
achievements of the students. one learns as a result of study depends on the degree at
Objective 3: To find out the effect of study habits of 9th which one succeeds in achieving that aim or purpose
standard students on academic achievement at Spicer
Higher Secondary School in 2009/10 academic year.
Conclusion

Observation If academic failure is to be forestalled and standards

improved, it is inescapable that schools from elementary
As shown in Table 7 there is high relationship between level should provide relevant values and stimulating
study habits and academic achievement. academic environments. Students should not be con-
demned but be encouraged and linked to teachers with
whom they can establish reflective intellectual com-
Interpretation panionship that will help improve study habits.

Table 7 shows a positive index meaning an increase in

RECOMMENDATIONS
good study habits corresponds to an increase in
academic achievement while a decrease of good study No research effort can be said to be worthwhile if it does
habits leads to low academic achievement. According to not emanate some of the important educational
Fagbemi (2001), the degree of learning depends on the implications. It is anticipated that some of findings of the
amount of time the child is actively engaged in learning. present study may help to improve academic
The time spent on studying helps students to retain the achievement of students as they are a wakeup call to
materials learnt, which will eventually boost the students‟ students, teachers, school managers and parents among
performance outcome during tests or examinations. many education stake holders.
Mendezabal (2013) further revealed that their perfor- The present study findings on study habits correlates
mance in licensure examinations was quite low. with previous research that found that students who invest
Significant relationship between study habits and attitudes more in school do better‟ (Battle and Lewis, 2002) and that
and performance in licensure examination were clearly those who exude more effort also perform better
shown in this study. Further analysis revealed that study (Carbonaro, 2005 cited by Barry, 2006).
habits (work methods and time management) of the Therefore, the teachers and parents should identify
participants were correlated with their success in licensure good study habits and find ways and means of enhancing
examination while study attitudes (i.e. attitudes toward them among students.
teachers and educational acceptance) were not significantly The present study proposes the integration of all
related to success in licensure examination. This subjects covering good study habits related to the
connotes that students who had favorable study habits th
subjects at 8 standard and a practical exercise on study
are likely to pass the licensure examination. habits to be introduced at B.Ed level. This will act as a
The present study was consistent with the findings of stronger foundation for purposeful scholarship.
earlier studies (Crede and Kuncel, 2008; Nuthana and
Yenagi, 2009; Awang and Sinnadurai, 2011; Khurshid et
al., 2012; Osa-Edoh and Alutu, 2012; Nonis and Hudson, Conflict of Interests
2010), which reported significant correlation between
study habits and academic achievement. In Mendezabal The authors have not declared any conflicts of interest.
(2013)‟s study, the unfavorable study habits and attitudes
of the students may have contributed to their low
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