Good Study Habits Research Articles

STUDY HABITS INFLUENCE MOTIVATION TOWARDS LEARNING STUDENTS

This study started from the premise that students 'learning habits affect the students' motivation. It is strengthened by seeing, reading and watching the existing reality in these days that students always given extra lessons beyond the limit when it will face a final exam. The purpose of this study was to test the students' learning habits on motivation to learn. Good study habits influence on motivation to learn at SDN Cisarua 03. The method used in this study is a simple linear regression. The data obtained in this study originated from the observation, documentation and questionnaire. The population in this research is class 5 A and 5 B amounting to 73 peoples, then of the 73 sampled by the number of 62 peoples. Sampling techniques in this study using random sampling with using Yamane formula taro. Instrument in this study consisted of 40 items of 20 questions for the variable study habits of student and 20 questions for the variable of learning motivation. Results from this study indicate that students' learning habits have influence with an average value of 38.20% through the regression equation Ŷ = 20.46 + 0,67X the remaining 61.80% is determined by other factors not included in the discussion on research this.

Sleep Restriction Impairs Vocabulary Learning when Adolescents Cram for Exams: The Need for Sleep Study.

The ability to recall facts is improved when learning takes place at spaced intervals, or when sleep follows shortly after learning. However, many students cram for exams and trade sleep for other activities. The aim of this study was to examine the interaction of study spacing and time in bed (TIB) for sleep on vocabulary learning in adolescents. In the Need for Sleep Study, which used a parallel-group design, 56 adolescents aged 15-19 years were randomly assigned to a week of either 5 h or 9 h of TIB for sleep each night as part of a 14-day protocol conducted at a boarding school. During the sleep manipulation period, participants studied 40 Graduate Record Examination (GRE)-type English words using digital flashcards. Word pairs were presented over 4 consecutive days (spaced items), or all at once during single study sessions (massed items), with total study time kept constant across conditions. Recall performance was examined 0 h, 24 h, and 120 h after all items were studied. For all retention intervals examined, recall of massed items was impaired by a greater amount in adolescents exposed to sleep restriction. In contrast, cued recall performance on spaced items was similar between sleep groups. Spaced learning conferred strong protection against the effects of sleep restriction on recall performance, whereas students who had insufficient sleep were more likely to forget items studied over short time intervals. These findings in adolescents demonstrate the importance of combining good study habits and good sleep habits to optimize learning outcomes.

DECISION MAKING STYLES AND STUDY ORIENTATION

The present study is an attempt to study the relationship of Study Orientation (Study Habits and Attitudes) with decision making styles among higher secondary students. Survey of Study Habits and Attitudes (SSHA) developed by Brown and Holtzman (1967) and Flinders Decision Making Questionnaires I and II (DMQ-I and DMQ-II) developed by Mann (1982) were used to collect data. As large as 148 Higher Secondary Students pursuing the first year study of Higher Secondary Course (HSC) participated in this study. There were 75 males and 73 females. Results reveal that there is significant positive correlation between study orientation and decision self-esteem of students. Also, there is significant association between students’ study orientation and their decision making styles. This association is reflected only in non-vigilant decisions but not in vigilant decisions. Gender effect in Study Orientation was observed favouring female students. Demographic variables like, course of study (arts/science), family income, number of family members, birth order and their residence do not have any effect on their study orientation. The results are interpreted in terms of the role of schools in teaching good study habits to students thereby enhancing their decision self-esteem and reducing their defensive avoidance, buck passing and procrastinating tendencies. Article visualizations:

Comprehensive Evaluation of College English Teaching Mode based on Online Courses: an Educational Practice from Anhui Polytechnic University

In the new college English teaching mode based on the network environment, multimedia network has been widely used. This new teaching mode can fully mobilize enthusiasm and subjective initiative of learners to learn English. In recent years, online classroom of English teaching has shown obvious advantages and characteristics. In this paper, the author analyzes the factors that will influence college English learning, the result of which shows that autonomous learning is an effective means for College English teaching, which will not only help to improve the students' comprehension ability but also strengthen the training of English language. At the same time, the external monitoring can promote the students to develop good study habits, and has a strong role in promoting students' autonomous learning ability.

Study habits and academic performance of first year MBBS students

Background: The goal of education is advancement in personnel, professional, social, and spiritual life. Objective: To observe the study habits, academic performance, and the relation between these two, among the first-year MBBS students in a medical college from southern part of India. Materials and Methods: For this study, self-assessment questionnaire developed and standardized by Palsane and Sarma was adopted. Palsane and Sarma Study Habits and Inventory (PSSHI), is a self-assessment questionnaire which is consisting of six domains and each domain is having a set of 5 statements and a total of 30 statements. Academic performance of the students was assessed with the marks they have obtained in the part completion test on hematology. Targeted population is first-year MBBS students, who were participated voluntarily in this study. Results: The mean PSSHI scores in students with good study habits and poor habits were 227.70±7.81 and 158.01±7.53 (p = 0.0001), and the mean academic performance scores were 16.15±2.11 and 8.88±1.96 (p = 0.0001), respectively. Correlation coefficient (r) between study habits and academic performance was 0.87 and 0.98 in group I and II, respectively. Conclusion: Students with fair study habits scored significantly more when compared with those having poor study habits, in the portion completion test.

English

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.

The Value of SAT Scores and High School Grades in the Selection of Honors Program Candidates from the Perspective of Honors Students and Graduates

AbstractAdmission to honors programs is competitive and typically relies heavily on the applicant's high school grades and SAT scores. Research shows that of the two criteria, the stronger predictor of performance in an honors curriculum is the high school record, which would imply that grades should receive the greater emphasis. We surveyed current students (109 respondents) and the graduates (203 respondents) of an honors program at a private university to determine their views about how high school grades and SAT scores should be treated in the honors admission decision. The majority in both groups indicated stronger support for a minimum high school GPA (74% of the current students and 72% of the alumni) than for a minimum SAT (49% of the students and 43% of the alumni). Similarly, a majority (74% of students, 67% of alumni) agreed that in the admissions process, a high GPA score should be allowed to override a nonqualifying SAT score. Conversely, only a minority (36% of students, 23% of alumni) supported the proposition that a good SAT score should be permitted to override a poor high school GPA. In cases where a discrepancy exists between the two criteria, the overwhelming view (84% of the students and 90% of the alumni) was that the high school GPA should receive the greater weight.A two‐step cluster analysis of the five items revealed the presence of two segments in both samples. The major differentiator between the two clusters was opinion about whether a high SAT score should be allowed to override a nonqualifying GPA. Since the defining feature of each cluster was whether or not good SAT scores should be allowed to override poor high school grades, we explored the relationship of opinion on this issue to motivation to enroll in an honors program and the perceived personality of the typical honors student. Surprisingly, very few of these items correlated to respondents’ position on this matter, and even the significant correlations were small in magnitude. The survey showed that irrespective of opinion about the SAT overriding GPA, honors students’ motivation to enroll in an honors program rests mainly on wanting to be with students who share both their ability and work ethic. In terms of personality, the typical honors student is viewed by honors participants themselves as someone who is more likely than the non‐honors student to be intellectually curious, highly motivated, possessing good study habits, and having a tendency to be compulsively driven to work hard. On the other hand, honors participants consider the typical honors student to be less likely than the non‐honors student to be extraverted, social, athletic, and to enjoy working in teams.

Correlates of Examination Malpractice among Secondary School Students in Oyo State, Nigeria.

The purpose of this study is to investigate the correlates of examination malpractice among secondary school students in Oyo State, Nigeria. The instrument used for the study was tagged Predisposing Factors towards Examination Malpractice Questionnaire (PFTEMQ). The instrument was administered to 300 students randomly selected from 20 multi staged selected secondary schools of five randomly selected local government areas of the state, whereby 15 students were randomly selected from each school. Two research questions were raised and one hypothesis generated. Pearson product Moment Correlation was used to answer research question one, while Multiple Regression Analysis was used to answer research question two; and the. T- Test statistics was used to analyze the only hypothesis generated. The result showed that there was a positive and significant relationship between some independent variables (students, parental, societal and government factors) on examination malpractice. However, teachers’ factor was not significant. Also there was a combined effect of the independent variables to the prediction of examination malpractice. The Government non- implementation of examination malpractices decree and lack of effective supervision of students during examination cause examination malpractices. The study also indicated that societal preference for paper qualification; inadequate preparation for examination, lack of self confidence, ill equipped schools, lack of good study habits cause examination malpractice. On the basis of the result, it was recommended that concerted efforts should be made at improving the level of discipline among students through counseling services in the school. Also parents should not mount pressure on students to pass at all cost, termination of appointment of any examination officials and teachers involved in examination malpractice should be in force to serve as a deterrent to others. Key words: Examination malpractice, students, teachers, parents, government, society.

Academic Performance, Aspirations, Attitudes And Study Habits As Determinants Of The Performance In Licensure Examination Of Accountancy Graduates

The graduates it produces often determine the quality of education offered by an institution. In like manner, the quality of graduates produced by an institution is measured by their performance in licensure examinations. The study determined the level of student’s academic performance, aspirations, attitudes towards accounting and study habits. It also determined the performance of the graduates in the Certified Public Accountant (CPA) licensure examination, as well as the relationship of the academic performance, aspirations, attitudes towards accounting and study habits and the performance in the licensure examination. One hundred twenty-four (124) respondents were considered in the study which utilized the descriptive-correlational method. A survey questionnaire determined the level of academic performance, aspirations, attitudes and study habits. Official results of the CPA Licensure Examination were retrieved from the Professional Regulation Commission. The study employed frequency counts, weighted means, ranking and regression analysis as statistical tools. The respondents had good academic performance, a high level of aspiration, a favorable attitude towards Accounting and good study habits. Performance of graduates is above the national passing percentage, though, graduates do not make it in the first attempt. Graduates performed best in the Theory of Accounts while the weakest performance is in Practical Accounting I. Academic performance, attitudes towards accounting and study habits are significantly related to the performance in the examination while the level of aspirations was not related. The study recommended the emphasis of students’ persistence to work toward their goals, study habits and passion in accounting in admitting prospective students. Regular assessment through a qualifying examination is also recommended to improve performance.

Study Habits of Higher Performing Engineering Students: A Survey

Education is any act or experience that has a formative effect on the mind, character or physical ability of an individual. The education is expected to be in tune with the emerging needs of the society. Education is seen to play role both in personal life and social and economic well-being of community. The real meaning of education is to gather Knowledge. However, the purpose learning has always been ignored. Purpose learning comes by forming good study habits. Students cannot learn quickly and thoroughly, until they inculcate good study habits in themselves. Engineering is a rigorous curriculum, but the key to succeed is studying smarter and harder. This paper describes the study habits which can help a student learn more effectively, thereby, in the process achieving higher grades. The literature review is done and the material is compiled from various research journals, articles and surveys. This paper equates the higher performing students to those having higher grades and knowledge. Also, a survey was conducted to support the theories. The survey results are presented in the end.

Practice of formative assessment system in regional anatomy course and its reflection

It is extremely necessary and important for colleges or universities to transform the education concepts that barricade students＇ initiative and creativity, especially the one that takes fi- nal examinations as sole standard to evaluate teaching and learning effects. In order to display and cultivate students＇ study ability more comprehensively, we manage to establish a set of formative eval- uation system for regional anatomy course, which involves tests and examinations and evaluations throughout the whole teaching and learning process. It solves the long-lasting problem that examina- tions are final purposes of teaching and learning, and thus, teaching values not only results but also learning process, which directs students＇ attention to conventional studies and helps develop good study habits, greatly reducing the randomness of final academic performances. The diverse assessment methods, along with accumulated assessment results, can improve students＇ learning effects through- out the whole semester. The fundamental purpose of this system is to inspire students＇ passion for study and creativity and monitor the teaching process. Key words: Human anatomy; Regional anatomy; Formative assessment system

Toward a Complexity of Online Learning: Learners in Online First-Year Writing

Abstract In response to the growing presence of online first-year writing courses, this paper describes a case study of two online first-year writing courses and addresses the questions: What do students in an online first-year writing course perceive as good study habits, and what helps them succeed? Data includes surveys, online discussions, course management statistics, and selected interviews. The study is supported by social cognitive theory described by psychologist Albert Bandura; this methodology allows for examination of internal, external, and behavioral characteristics of participating students. Results of the study indicate that students who rated themselves as making good use of study time also succeeded in the course. Insights from students include information about study activities, management of study time, access to technology, and attitudes about online courses. A surprising result of the study was that students did not consider communication with peers as a productive study activity, despite a deliberate attempt by instructors to build peer interaction into the course. Yet students also reported high levels of engagement and positive attitudes about online learning. The social cognitive lens provides helpful insights about these complex findings by examining the external, internal, and behavioral aspects of online first-year writing students in this study.

When Weaknesses Become Strengths

When Weaknesses Become Strengths

Modelling the dynamics of the students’ academic performance in the German region of the North Rhine-Westphalia: an epidemiological approach with uncertainty

Student academic underachievement is a concern of paramount importance in Europe, where around 15% of the students in the last high school courses do not achieve the minimum knowledge academic requirement. In this paper, we propose a model based on a system of differential equations to study the dynamics of the students’ academic performance in the German region of the North Rhine-Westphalia. This approach is supported by the idea that both good and bad study habits, are a mixture of personal decisions and influence of classmates. This model allows us to forecast the student academic performance by means of confidence intervals over the next few years.

The effect of short formative diagnostic web quizzes with minimal feedback

To help students gauge their understanding of basic concepts and encourage good study habits, we administered short online quizzes that use generic questions in the crucial first few weeks of a course. The purpose of the study was to investigate whether the combination of these web quizzes with generic questions with only binary feedback (right or wrong) would be beneficial for students' learning. We implemented these quizzes in three classes in two different subjects at two different universities, one in Sweden and one in the USA. The students' views on the quizzes' effect on their learning was investigated with surveys and interviews. Almost all students appreciated having these quizzes and 38% of them changed their view on how much they knew of the material covered in the course. Furthermore, over 20% of the students reported altering their study habits as a consequence, in particular studying harder or earlier. In conclusion, this study indicated that short quizzes using generic questions with limited correct/incorrect feedback on each question, have positive effects when administered early in courses. The combination of generic questions and short quizzes could be of value for those contemplating automatic formative assessment, particularly if there is some hesitation with respect to the resources needed for constructing and validating the automatic feedback.

Experiences in using Sage to integrate good study habits and problem solving techniques in engineering mathematics

In this paper, we discuss informally some practical experiences and results of getting students to use Sage while studying and solving problems in engineering mathematics within an existing curriculum and with minimum effort on our part. We had no lofty goals. We were simply trying to see if technology now existed for our students to effectively and efficiently check their by-hand solutions to problems in single and multivariable calculus in order to help them pass written exams. With Sage, our students could quickly and freely start by just checking calculations and/or create interactive 3D plots of all types to help them visualize and explore. This did seem to help them with their exams. And we found that encouraging students to use this method of study also helped them to think about the process of problem solving in an environment particularly well adapted for students of engineering. We explain by detailing an example.

Closing the Gap: An Exploration of First-Year Students' Expectations and Experiences of Learning

In line with Edinburgh Napier University's commitment to enhancing undergraduates' first-year experience (FYE), the aim of this qualitative research project was to examine the development of expectations, learning experiences and study attitudes of new psychology students over their first semester, with a view to informing the design of an intervention to support this transitional process. Support already existed in various forms, but departmental staff wished to establish a more targeted, consistent approach across programmes. Using an action research approach, data collected took the form of students' written reflections, elicited by means of open-ended questionnaires as part of normal induction activities at the start of both first and second semesters. Responses were obtained from two cohorts of first-year psychology students: the 2008–2009 cohort completed the Semester 2 questionnaire only, while the 2009–2010 cohort completed both Semester 1 and Semester 2 questionnaires. Responses were subjected to thematic analysis. Building on the common FYE theme of ‘mismatch’ between student and staff expectations, in this study the ‘psychological contract’ was applied as a theoretical framework for interpretation of findings. The Semester 1 questionnaire data showed realistic expectations but lacked in-depth reflection. The Semester 2 questionnaire responses on ‘experiences’ of the first semester showed a predominant concern with time- and self-management. However, evidence of good study habits, and metacognitive awareness of learning, were scarce, suggesting disparity between student and staff expectations. Interpretation of the data provided a rationale for a first-year intervention, implemented with the 2010–2011 cohort, aimed at ‘closing the gap’ by means of developing appropriate student psychological contracts.

College Students With and Without ADHD

Objective: To examine the relationship between ADHD medications, study habits, and academic achievement of ADHD-diagnosed undergraduates. Method: A total of 92 students with a self-reported ADHD diagnosis and a current prescription for ADHD medication were compared with 143 control students in a survey of academic performance. Results: Most ADHD students took stimulant medication and said the drugs helped them, yet believed they were worse than other students at planning and completing assignments and avoiding distractions. Although most study habits of ADHD students did not differ from controls, their high school and college GPA (grade point average), and ACT scores were significantly lower, and they withdrew from significantly more classes than did control students. Interestingly, preliminary data suggested that good study habits alone, even without stimulants, could overcome the achievement disparity of ADHD students. Conclusion: As previously shown for children and adolescents, stimulant medications alone did not eliminate the academic achievement deficit of ADHD undergraduates.

How Can You Pass the Exam? Listen to Those Who Know…

How Can You Pass the Exam? Listen to Those Who Know…

Relationship between Study Habits and Academic Performance: A Case of University of Cape Coast Distance Learners

This paper examined the relationship between study habits and the academic performance of students on the University of Cape Coast distance education programme. A Study Habits Inventory for Distance Learners (SHIDL) was used to collect data. A total of 879 participants took part in the study. ANOVA, t-test of independence, and Pearson’s Product Moment correlation coefficient were used in analyzing the data. The results showed that a statistically significant relationship exists between study habits and academic performance of distance learners on one hand and mode of preparing assignments on the other hand. It is therefore concluded that successful academic performance depends on the development of good study habits. By implication, academic counseling needs to be focused on good study habits.