Understanding How Study Habits Impact Academic Success in Different Subjects in Oshimili South Local Government Area of Delta State

Understanding How Study Habits Impact Academic Success in Different Subjects in Oshimili South Local Government Area of Delta State

ABSTRACT

This study examined the impact of study habit on students’ academic success in Oshimili South Local Government Area of Delta State. Four research questions guide the study. The study adopted descriptive survey research design. The population of the study comprised 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area of Delta State. A total of 200 students were selected from the population of senior secondary school students across the 13 public secondary schools in Oshimili South through simple random sampling technique. The instrument used for data collection is a structured questionnaire titled “Study Habits and Academic Success in Different Subjects Questionnaire (SHASDSQ). A draft copy of the questionnaire was validated two lecturers from Federal College of Education (Technical) Asaba. To establish the reliability of the instrument, a pilot study was conducted involving a small sample. The reliability of the instrument was assessed using the Cronbach’s alpha coefficient, which measures internal consistency. A Cronbach’s alpha value of 0.70 was obtained indicating that the items within the instrument are reliably measuring the same underlying concept. The researcher administered the 200 copies of the questionnaire to senior secondary school students in Oshimili South Local Government Area of Delta State and 199 were retrieved and analysed using mean and standard deviation statistics. Findings of the study revealed that there are specific study habits that are most effective in improving academic performance across various subjects in secondary schools’ in Oshimili South. It was recommended that government should ensure the provision of adequate educational resources, including well-equipped libraries, digital learning tools, and conducive environments for studying in secondary schools.

 CHAPTER ONE

INTRODUCTION

• Background to the study

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 acquisition of knowledge and skills that enable individual to increase their productivity and improve their quality of life. Research on the correlation between study habit and students academic achievement has for long received attention from scholars and educational agencies. For instance, the national Assessment of Educational Progress (NAEP) in 1994 conducted a study to find out the relationship between study habits and academic performance of the students. Findings of the study revealed a positive correlation between study habit and academic achievement. Similarly, Onwuegbuzie (2021) conducted a series of studied to find out the relationship between academic success and study habit and reported positive relationship between the two variables.

However, studies of school achievement indicate that most students are under achievers. (Dizney, 2016, Okegbile, 2017 and Adetunji  and Oladeji, 2017). A major reason for students’ underdeveloped potentialities may be in their lack of learning strategies. Emily and Betty (2014) posit that it is not an infrequent occurrence that students, who spend inordinate amounts of time memorizing study materials, are still barely getting by. To them, the student’s personal, emotional, and social development may suffer from the pressures created by the use of relatively inefficient learning strategies.

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 habits are good assets to learners because they (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”.  Good (2018) 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.  Study habits are the well-planned intended methods of study, the chain of approaches in the process of memorising,  systematizing, regulating, retaining novel facts and ideas related to the learning materials, which has gained the shape of consistent endeavours on the part of students, towards comprehending academic subjects and qualifying examinations. The constant practices a person utilizes to study and learn are called study habits. Study habits, whether systematically, efficient or inefficient, may be defined as the ways students utilize to study. The various behavioural patterns adopted by the students to prepare for learning academic material or simply qualifying various tests. These are the various approaches, techniques and strategies applied by a person to learn, generally with a view to achieve success. The better the study habits the best will be the grades in the examinations.

Crede and Kuncel (2018) defines study habit as study routines, including, but not restricted to, frequency of studying  sessions, review of material, self-testing, rehearsal of learned material, and studying in a conducive environment. Study habits are predominantly essential for all students whose requirements include time management, note taking, internet skill, the eradication of disruption and assigning a high importance to study. Flippo and Caverly (200) “Study habits are the learned patterns of studying that may occur with or without conscious awareness or deliberate efforts”.  Gelat (2019) defines, “Study habits as the ways of studying whether systematically or unsystematically, efficiently or otherwise. Study can be interpreted as a planned program of subject mastery.” Azikiwe (2018), Study habit is “The adopted way and manner a student plans his private reading after classroom learning so as to attain mastery of the subject. Good study habits are good asset to learners because study habits help students to attain mastery in areas of specialization and ensuing excellent performance, while the opposite becomes constraint to learning and achievement leading to failure”. Palsane and Sharma (2021) has defined study habits in an operational manner as, “ Study habits means budgeting time, physical conditions for study, heath, reading ability, notes taking factor in learning motivation, memory and taking examination preparing for examination, use of examination results.” Percival and Ellington (2019), defines study habit as, “the method or techniques of effective learning which in turn involve a set of study skills as organization of time, effective use of time, reading skills, essay writing, report writing skills, note-taking, examination techniques and even job-hunting skills.” Smith (2020), “Study habits includes student‘s habit of concentration, notes taking, time budgeting and study method.”

Study habits are thus the consistent behavioural patterns, routines, styles, modes, manners, techniques and strategies  employed by a person to learn or to comprehend the study material in order to qualify the examinations or attain the predetermined academic goal(s).

How a student takes his or her studies, greatly determines his/her level of academic achievements. The level of preparation and learning strategies developed and employed consciously by students, go a long way to influence their level of academic performance.  Thus, study habit is one of the greatest students or learning factors that hugely influences students’ academic achievements. If undermined by students at all levels, teachers, administrators, parents and guardians, school counselors and the government, then, the trend and menace of students’ abysmal performance in both internal  and  external  examinations  would   continue   to  boom and become more devastating and alarming.  A study habit is the regularity with which a student dedicates time to their studies. This habit involves setting specific times each day or week to focus on academic work. Consistency in study schedules helps students manage their time effectively, leading to better retention of information. A study schedule also reduces stress by preventing last-minute cramming and ensuring a steady progression through the material. According to research, students who adhere to a consistent study schedule tend to perform better academically due to the disciplined approach to learning (Credé & Kuncel, 2016).

Mark and Howard (2019) are of the opinion that the most common challenge to the success of students in all ramifications is a lack of effective or positive (good) study habit. They further maintain that if students can develop a good study habit and with good discipline, they are bound to perform remarkably well in their academic pursuit.  Husain (2020) stresses that lack of effective or positive (good) study habits is a critical study problem among students at all levels. Grace (2017) also maintains that the process of learning is still a little mysterious but studies  do  show  that  the  most   effective   process   for  studying involves highly active behavior over a period of time. In other words, to study effectively, one must read, draw, compare, memorize and test himself over time.  The concept of study habit according to Husain (2020) is broad, as it combines nearly all other sub-concepts such as study attitude, study methods and study skills. Attitude is a mental and natural state of readiness, organized through experience, exerting a direct influence on the individual’s response to all objects and situations with which is related.

Attitude towards study has great contribution on academic achievement, and good study pattern.

Successful learners adopt positive attitude towards study, and do not waste time or energy over what they have to do. If the learning experience is pleasant, the learner’s attitude and motivation is usually positive, and if the learning experience is not pleasant he tends to avoid it.

Negative attitude towards study sometimes finds expression in comment such as “I study but cannot remember what I study” or “the lessons are too long”. Attitude serves as index on how we think and feel about people, objects and issues in our environment. Study attitude, according to Husain (2020), refers to the predispositions which students have developed towards private readings through a period of time. According to him, study attitude offers great possibilities for successful achievement in studies. Study method is the knowledge and application of effective study skills or techniques by students. Several study methods have been identified several effective study methods and skills that could be used by students based on the learning environment (Husain, 2020).  Kelli (2019) posits that for students to succeed in their studies, they must be able to appropriately assimilate course content, digest it, reflect on it and be able to articulate the information in written and/or oral form. What is fundamental is the ability of a student to acquire effective study habits. Many students feel that the hours of study are the most important.

However, students can study for hours on end and retain very little. The more appropriate question is how students should study more effectively. Developing good time management skills is very important. Students must realize that there is a time to be in class, a time for study, time for family, time to socialize and time to just be alone. The critical issue is recognition that there must be an appropriate balance. Students should also have vision. A clearly articulated picture of the future they intend to create for themselves is very important and contributes to students’ success in school. This will promote a passion for what they wish to do. Passion is critical and leads to an intense interest, dedication and commitment to achieving career goals and objectives.

Marc (2018) explains that students with learning problems, however, may still have generally inefficient and ineffective study habits and skills. Becoming aware of  your  learning  habits  or  styles  will  help  students  to  understand why they sometimes get frustrated with common study methods. He observes that good study habits are essential to educational success; as they contribute to a successful academic future. Good study habits lead to good grades while good grades lead to admissions to better colleges and universities, possibly with a scholarship thrown in. This in turn, will lead to a great career. Developing good study habits to Marc is very crucial for every student irrespective of his level of education. It boosts students’ ability to be self- disciplined, self-directed and ultimately successful in their degree programs.

The sooner a student starts practicing and developing good habits, the better chance he will have that he will continue with them. Procrastination can be overcome with proper study habits and improving one’s study habits is the key to better studying. Being organized and having homework routines are the most important things in helping a child/student develop good study habits for life. Developing good study habits help spell success and a student will find himself working more efficiently and experiencing lesser stress in the process. He adds that having effective study habits creates a more efficient academic environment. Planning your study schedule as a student in advance and faithfully sticking to it saves time. When students have good study habits, they tend to be less stressed. Students who are anxious on exam day are typically the procrastinators who come unprepared. Students who organize their lives and stick to their established study schedules are confident and relaxed at test-taking time (Marc, 2018).

Ashish (2013) opines that if students must ensure academic success throughout the entire year, it is important to ditch bad study habits and establish good ones. He further maintains that no matter what age or academic level, employing effective study strategies can make all the difference between acing a class, barely passing or worse and failing miserably. She admits that many of today’s most common study methods or habits can lead to utter disappointment despite best efforts and intentions. To Ashish (2017), knowing exactly what does and does not work on a personal level, even tracking study patterns and correlating it with related grades and then proactively creating a study plan and schedule around the proven effective methods, is the most powerful study tool of all.  Adeninyi (2017) maintains that good study habits allows students to study independently at home and aspire for higher educational career. The formation of good study habits in secondary school level further serves as the basis for students’ performance in external examinations such as West African Examinations Council (WAEC), National Examinations Council (NECO) and Joint Admissions and Matriculation Board (JAMB).

In the view of Agba (2017), unserious students do study anyhow without specific techniques, and he submits  that  such  students are  most  likely  to  perform below average. Thus, he concludes that good study habits help students to: attend classes very often and do so on time. It also helps them to submit  their assignment on time, read or prepare very well for tests and exams, take down notes and develop the points independently, ask relevant questions in class; thereby having good grades at the end of the term or semester. Monday (2018) writing on bad study habits maintains that developing good study habits in school will help students succeed in class and achieve educational goals. Similarly, Bolling (2020) asserts that good study habit through planning helps students prepare for what is ahead, and accomplish their academic goals. Thus, lack of study habits clearly puts students at a disadvantage, and is one of the main reasons students need remedial classes, fall behind in coursework and drop out of school. Developing good study habits drastically lowers students’ risk of academic struggles, and failure to complete a college degree. Hence, Bolling (2020) submits that students who tend to perform high across most of their subjects can be considered to have good study habits by being actively involved in their own learning process, continuous planning and carefully monitoring of the educational task that they are required to complete.

Different students have different and unique study habits. What may be a good study habit to a particular student may be a bad one indeed to another student. As such, it is often difficult to practically pin-point that this is good and that is bad. In the opinion of Katelyn (2017), there is no doubt that different people study in different ways and it is a near certainty that what works for one person may not work for another. John (2020) opines that not all students are alike.

There are several key study habits that are crucial to all students’ success. One of such is study in a good environment, a little bit of background music, such as classical with no lyrics are fine and a good studying location. Whether studying in rain or shine, day or night, what is most important is to be consistent and stay on one schedule.

Generally, study habits can be classified into two-good study habits, and bad study habits. Good study habits according to Katelyn (2017) are sometimes referred to as positive or productive study habits. As the name implies, they are those pleasant study habits which have the tendency to improve the academic performance of students or that seem to produce good results. They are the study habits which make students successful in their studies after developing and applying them throughout their academic career.  Good study habits occur as a result of practice and knowing what methods are most effective for you as a student. When studying, stay away from distractions, such as the computer. Instead of procrastinating, work on a long term assignment daily, instead of studying the night before, study a little each night. Review what you learned in class every day  when  you  get  home,  before  starting homework. Also, a good tip is to review what you did in class the previous day at the beginning of class when you have a few minutes before the teacher starts talking. By learning the ways that you learn the best, you will be successful in your studies.

Katelyn (2017) therefore, identifies fourteen positive or good study habits which students can employ in order to improve their academic performance. They are: attending all classes, reviewing your notes daily, reading material prior to it being covered in class, study daily, have at least one conference with the professor, develop and learn a word list for the course, read materials to improve your background in the course (other than text), attend help session, attend learning resource lab when available, develop a list of possible questions, ask questions in class, study an old exam (when available), avoid a last minute cram session, and sleep at least 8 hours the night before exams commence.

On the other hand, bad study habits according to John (2020) are negative or non-productive study habits which are undesirable and counter-productive to students’ academic performance. When developed and utilized by students at all levels, they tend to hamper academic progress and performance of the users. Due to the peculiarity and uniqueness of individual student, what may be considered as bad study habits to student “A”, may seem to be very productive and efficient for student. However, bad study habits generally range from procrastination, truancy, not taking note, selective reading, studying while watching television or what is generally regarded as distractive study etc. Nikki (2017) identifies bad reading habits to include studying with friends, listening to loud music, studying in uncomfortable conditions, cramming, etc.

There are several factors that tend to affect students study habits. Anything can affect students’ study habits. Their ability to study and concentrate can be increased by finding a quiet place where they can concentrate. Distractions such as  phones,  chat  rooms,  messaging, TV, video games, music and computers can all decrease students’ ability to learn. Whatever is going on around and within a student’s own mind is going to affect his study habits.  Another critical study habit is the practice of taking comprehensive and organized notes during lectures or while reading. Effective note-taking helps in summarizing and understanding complex concepts, making it easier to review later. It allows students to engage actively with the material, which enhances memory retention. Moreover, well-structured notes can serve as valuable resources during exam preparation. Effective note-taking has been shown to improve academic performance by helping students process information more deeply (Morehead, Dunlosky, & Rawson, 2019). Active learning is a study habit that involves engaging with the material through techniques such as summarizing, questioning, and teaching others. This habit goes beyond passive reading or listening, requiring students to interact with the content critically. Active learning techniques encourage deeper understanding and better retention of information, as students are more likely to remember material they have actively processed. Research has found that active learning is more effective than traditional passive study methods, leading to improved academic outcomes (Freeman et al., 2017). The study environment plays a crucial role in the effectiveness of study habits. This habit involves creating a conducive study space, free from distractions, with adequate lighting, and comfortable seating. A well-organized study environment can significantly enhance concentration and productivity, leading to more effective learning sessions. Studies suggest that students who study in environments optimized for learning tend to have better focus and higher academic achievement (Gillen-O’Neel, Huynh, & Fuligni, 2016). A good study habit includes regular self-assessment and reflection on one’s understanding of the material. This habit involves testing oneself, identifying areas of weakness, and revising accordingly. Self-assessment allows students to track their progress and make necessary adjustments to their study strategies. Reflecting on what has been learned reinforces knowledge and helps in the long-term retention of information. Research shows that students who regularly assess their understanding and reflect on their learning are more likely to achieve academic success (Brown, Roediger, & McDaniel, 2020).

In Nigeria, there are so many factors influencing the ability of students to cultivate effective and efficient study habit. Ozmert (2018) emphasized the importance of environmental influence as a major factor in the development of students studying habit. In the same vein, Adetunji and Oladeji (2017) submit that the environment of most children is not conducive for studying; it is in the light of this that made some parents to prefer their children to go to boarding school for proper discipline and to inculcate better reading habit.  According to Hussain (2017) secondary school students in public schools often come from economically poor and average income families. These families face various problems causing emotional disturbance among their children. They have poor academic performance.

Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017).

Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools (Bell, 2017). Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security (Bell, 2017). Similarly, schools invests in fostering good academic habits for the same reason. For example, they often influence concerns about the school’s reputation and the possibility of monetary aid from government institutions, which shows the overall academic performance of the school. Academic performance is the extent to which a student has achieved their short or long-term educational goals (Bell, 2017). Academic performance is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts (Bhagat, 2013).

In the same vain, study habit tends to enhance participation in learning activities which in turn enhances students’ motivation towards learning. Students class participation is the rate at which students engage and contribute during lessons. They participate by answering questions, asking questions and making contributions where necessary. This is determined largely by the method of mode of instructional delivery. Dickson (2019) opined that when digital materials are used in instructional delivery, it helps to enhance students’ participation in learning activities. They tend to be very active because it promotes individualized learning and encourages problem-solving among students. Motivating students to learn is a complex and multifaceted task that involves various factors.

Motivation towards learning on the other hand refers to the internal or external factors that drive individuals to engage in and persist with the process of acquiring knowledge, skills, and understanding. It is the desire, energy, and enthusiasm that propel students or learners to actively participate in educational activities and seek to achieve learning objectives (Robert, 2019). Motivation can significantly impact a person’s attitude towards learning and their ultimate success in the educational journey. Motivation towards learning according (Olson, 2019) can be categorized into two main types: Intrinsic motivation: This type of motivation comes from within the individual. It is driven by personal interest, curiosity, and the inherent satisfaction derived from the learning process itself. When someone is intrinsically motivated to learn, they are more likely to engage in learning activities because they find them enjoyable, fulfilling, or personally meaningful. Intrinsic motivation is often associated with long-term commitment to learning and a deep understanding of the subject matter; Extrinsic motivation comes from external factors such as rewards, recognition, grades, or the desire to avoid punishment. While it may not be as enduring as intrinsic motivation, it can still be a powerful tool for encouraging learning. Extrinsic motivation can take the form of tangible rewards (e.g., certificates, prizes), social recognition (e.g., praise from teachers or peers), or the promise of future opportunities (e.g., career advancement). Effective education often combines both intrinsic and extrinsic motivation strategies to foster a positive learning environment. When learners see the practical application of what they are learning and understand its significance in their lives, they are more motivated. Allowing learners some control over their learning choices and methods can boost motivation by giving them a sense of ownership.

Hence the need to understand how study habits impact academic success in different subjects in Oshimili South Local Government Area of Delta State.

1.2 Statement of the problem

One of the most important results of education is academic performance, which affects students’ prospects in the future and advances society as a whole. However, academic achievement has varied among students in Delta State’s Oshimili South Local Government Area in a variety of topics. While some kids perform very well in a particular subject, others find it difficult to achieve academic requirements, which worries educators, parents, and legislators.

Students’ study habits are one possible explanation for these discrepancies. Academic success is greatly influenced by students’ study habits, which include time management, learning techniques, and attention and memory skills. Nevertheless, there is a paucity of empirical research in this area examining the precise influence that these study habits have on academic success in various areas.

Therefore, the issue is the lack of knowledge on how diverse study habits affect students’ academic performance in various disciplines in Oshimili South Local Government Area. Due to this information gap, it is difficult for teachers to create focused interventions and for students to adopt efficient study techniques that could improve their performance in every topic. Hence the need to understand how study habits impact academic success in different subjects in Oshimili South Local Government Area of Delta State.

1.3 Aim and Objectives of the study

The main purpose of this study is to examine the impact of study habits on students’ academic success in different subjects in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:

1. Determine the specific study habits that are most effective in improving academic performance of students across various subjects.
2. Analyze how study habits vary between different subjects that enhances academic performance of students among secondary schools’ study in Oshimili South.
3. Examine the influence of study habit on students’ participation in learning activities leading the good academic performance in Secondary Schools in Oshimili South.
4. Determine the influence of study habit on students’ motivation towards learning leading the good academic success in Secondary Schools in Oshimili South.

1.4 Research Questions

The following questions were raised to guide the study:

1. What are specific study habits that are most effective in improving academic performance across various subjects in secondary schools’ study in Oshimili South?
2. How does study habits vary between different subjects that enhances academic performance in secondary schools’ study in Oshimili South?
3. How does study habit influence students’ participation in learning activities leading the good academic performance in Secondary Schools in Oshimili South?
4. How does study habit influence students’ motivation towards learning leading the good academic performance in Secondary Schools in Oshimili South.

1.5 Significance of the study

This study would be beneficial to students, teachers, parents, school management and future researchers.

The study could help students recognize the importance of developing effective study strategies tailored to different subjects. It could encourage students to take control of their learning process, fostering self-discipline and responsibility. Students can better manage their time by understanding how specific study habits impact performance, leading to reduced stress and improved academic outcomes. This knowledge can help students avoid procrastination by showing the benefits of consistent study routines. Students can identify their strengths and weaknesses in various subjects, allowing them to focus on areas that need improvement. Developing good study habits early on can set a foundation for lifelong learning and success beyond secondary school. Understanding the link between study habits and success can boost students’ confidence and motivation, as they see a clear path to achieving their academic goals. This study can help students realize that academic success is not just about natural ability but also about the effort and strategies they employ. Overall, it empowers students to take a proactive approach to their education, leading to better academic outcomes and personal growth.

Teachers can use the findings to identify which study habits are most effective for different subjects, allowing them to guide students more effectively. Understanding the role of study habits in academic success enables teachers to design instructional strategies that reinforce positive habits. Teachers can provide more targeted support to students who struggle by helping them develop study habits that align with their learning needs. The study offers insights that can help teachers differentiate instruction based on students’ study habits, ensuring that all students can succeed. Teachers can incorporate lessons on effective study habits into their curriculum, teaching students how to learn, not just what to learn. Understanding the link between study habits and academic performance can help teachers identify students who may need additional support or interventions. Teachers can use this knowledge to foster a classroom environment that encourages and rewards good study habits. The study can help teachers communicate more effectively with students about the importance of study habits, reinforcing their role in academic success. By understanding how study habits impact different subjects, teachers can tailor their feedback to students, offering more constructive and relevant advice. Teachers can also use this knowledge to collaborate with parents, ensuring that study habits are supported both at home and in the classroom.

Parents can better support their children’s academic success by understanding the importance of developing effective study habits. The study provides parents with insights into how they can create a conducive home environment that encourages positive study habits. Understanding the impact of study habits can help parents guide their children in establishing routines that balance schoolwork with other activities. Parents can use the study’s findings to identify and address potential challenges their children may face in different subjects. The study empowers parents to be more involved in their children’s education by understanding how their support at home can influence academic success. Parents can work with teachers to reinforce study habits that are effective for different subjects, creating a more cohesive support system for their children. By understanding the role of study habits, parents can set realistic expectations and provide the necessary resources for their children to succeed. The study can help parents recognize that academic success is not just about intelligence but also about the effort and strategies their children use. Parents can use this knowledge to encourage and motivate their children, reinforcing the importance of consistent effort and good study habits. Overall, the study helps parents play a more active and informed role in their children’s education, leading to better academic outcomes.

School management can use the study’s findings to develop programs that promote effective study habits among students. Understanding the impact of study habits on academic success can inform decisions about curriculum design and instructional practices. School management can implement policies that encourage teachers to focus on teaching study skills alongside academic content. The study can guide the development of support services, such as tutoring or study skills workshops, that address students’ needs in different subjects. School management can use the findings to evaluate and improve the overall academic performance of the school by focusing on study habits. Understanding the role of study habits can help school management identify areas where students may need additional resources or support. The study can inform professional development programs for teachers, emphasizing the importance of study habits in academic success. School management can collaborate with parents and teachers to create a school-wide culture that values and promotes good study habits. The study’s findings can help school management make data-driven decisions about interventions and support programs that target specific subjects. By understanding the link between study habits and academic success, school management can create a more effective and supportive learning environment for all students.

Future researchers can build on this study to explore the impact of study habits in different educational contexts, such as higher education or vocational training. The study provides a foundation for investigating the long-term effects of study habits on academic success and career outcomes. Future researchers can use the study’s findings to examine how study habits interact with other factors, such as motivation, intelligence, and socioeconomic status. The study opens up new avenues for research on the development and effectiveness of interventions designed to improve study habits. Researchers can use the study to explore how technology and digital tools influence study habits and academic success. The study provides a framework for comparative research on study habits and academic success across different cultures or educational systems. Future researchers can investigate how study habits evolve over time and their impact on lifelong learning and personal development. The study’s findings can inform research on the role of parents, teachers, and school management in shaping students’ study habits. Researchers can use the study as a basis for developing and testing new theories related to learning, cognition, and academic performance. The study contributes to the broader field of educational research by highlighting the importance of study habits as a key factor in academic success.

1.6 Delimitation of the Study

This study is focused on understanding how study habits impact academic success in different subjects. The study is delimited to public secondary schools in Oshimili South Local Government Area of Delta State. With particular emphasis on specific study habits that are most effective in improving academic performance across various subjects, how does study habits vary between different subjects that enhances academic success, how does study habit influence students’ participation in learning activities leading the good academic success and how does study habit influence students’ motivation towards learning leading the good academic success.

1.7 Area of the Study

The study was carried out in Oshimili South Local Government Area of Delta State. This local government area is significant as it encompasses the capital city of Delta State, Asaba, making it a focal point for various social, economic, and educational activities in the region. Geographically, Oshimili South is situated approximately between latitudes 6.1753° N and 6.2036° N, and longitudes 6.7306° E and 6.7728° E. It is bounded by the Anambra River to the west, which serves as a natural boundary with Anambra State, and is bordered by Oshimili North to the north and Ika South to the east.

Oshimili South is characterized by a diverse population that engages predominantly in various occupations, including trade, agriculture, and public service. The area has a vibrant market culture, with numerous local markets providing opportunities for small and medium-scale businesses. Agriculture, particularly farming and fishing, also plays a crucial role in the livelihood of the inhabitants, contributing to the local economy.

Education is a cornerstone of the community in Oshimili South, with a robust network of private, faith-based, and public secondary schools. The local government area hosts 13 public secondary schools, complemented by numerous private institutions. This high concentration of educational facilities has led to a substantial population of secondary school students, providing a fertile ground for educational research.

The presence of a significant number of public secondary school students makes Oshimili South an ideal area for this study. The diverse educational settings, combined with the socioeconomic dynamics of the community, allow for a comprehensive examination of various educational factors, including teacher motivation and its impact on student engagement and academic performance. Thus, the area’s unique characteristics not only highlight its educational importance but also underscore its suitability for conducting meaningful research in the field of education.

1. 8 Definition of Terms

Study Habit: This refers to the regular practices or routines that students engage in to facilitate learning and academic work, such as time management, organization, and specific study techniques.

Academic Success: This is the achievement of desired educational goals, often measured by grades, test scores, or the successful completion of academic programs.

Participation in Learning Activities: This involves actively engaging in educational tasks or exercises, such as attending classes, contributing to discussions, completing assignments, and collaborating in group work.

Motivation: This is the internal drive or external stimuli that encourage individuals to pursue and persist in academic tasks, often influencing their level of effort and persistence in achieving educational goals.

Pages:  101

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.