Relationship Between Study Habits and Academic Achievement of Secondary School II Students’ in Chemistry in Aguata Local Government Area of Anambra State

Abstract

This present study was conducted to examine the relationship between study habit and academic achievement of secondary school student (II) in chemistry. Four hypotheses were formulated in order to direct the study and a descriptive correlation design was also used to ascertain the relationship between the independent variable (study habit) and the dependent variable (academic achievement). The sample which comprised of 200 students was randomly selected from a total population of 1000 student choosing from 10 schools. The selection which was done through the random sampling technique. Two sets of standardized instruments were employed. Which are faced validated by the supervisor who vetted the item developed. A study habit questionnaire (SHQ) which was divided into four. Batches including solitary, grouped, note-taking and study time and was developed into a four-point Likert scale of four choices varying from Strongly Agreed to Strongly Disagreed. Secondly, student Academic Achievement test on chemistry (CAT) comprising of 20 multiple choice question to choose the right answer. Pearson moment correlation analysis was the statistical tool adopted to test the hypotheses of the study. The result of the study which reveals that group study habit and note-taking are significantly related to students’ academic achievement in chemistry at p<0.05. Whereas solitary and study time did not significantly relate to academic achievement of chemistry students base on this findings and result, it can be concluded that developing a good study habit will enhance the student academic achievement in chemistry. Hence, I recommend that students should endeavor to acquire one study habit or the other in other to have a good academic success.