Self-Study Habits among Grade 12 Learners in Senior Secondary Schools in the Zambezi Region, Namibia

Abstract

The study surveyed the self-study habits among Grade 12 learners in senior secondary schools in the Zambezi region, Namibia. Using the quantitative research approach, a structured survey questionnaire was used to collect data on wide issues related to learners’ self-study habits as observed from the researchers’ experiences in dealing with diverse learners and literature. A total of 750 Grade 12 learners (consisting of 420 males and 330 females) selected using the simple random sampling technique participated in the study. The results of the study revealed that the majority of the participants (48% male and female 46%) always set target for themselves on the marks and grades they wanted to score in their tasks. Setting an effective goal prompts higher commitment to study among learners and leads to higher academic achievements. In addition, most learners (33% male and 29% female) indicated that they study everyday following their personal reading timetables, and always consult their teachers for assistance when they did not understand any concepts. However, it is worrisome that majority of the participants preferred to do their personal studies in empty classrooms instead of the library, which is traditionally designed and equipped to facilitate effective private study. The majority of the participants also indicated that they were unable to find time to study after school and did not engage in peer study group. Thus, it is important to sensitize the learners on the importance of using library for private studies, setting dedicated study time, and engaging in peer study groups as such groups have elements of built-in tutoring sessions.