Study Habits Of Students Research Articles

Study habits of English-majored students: a case study in Vietnam

Study habits play a crucial role in the academic performance of students at all education levels. Especially, students’ study habits have been considerably impacted due to the Covid-19 pandemic. This study was conducted with the aim of investigating the study habits of students and their changes in this time to help learners understand their study habits and make some suitable adjustments to reach academic success. The data was collected through an online questionnaire administered to 325 English-majored students. Descriptive statistics, T-tests, ANOVA, and thematic coding were used to analyze the data. The findings revealed that there are significant differences in study habits of male and female students, particularly in terms of note-taking habits, mode of study, and time management habits while study habits were not affected by class levels and academic results. Besides, the majority of participants confirmed that their study habits relatively changed after the pandemic.

Nivel socioeconómico y hábitos de estudio en estudiantes del programa de estudios de educación primaria

El estudio desarrollado en la Universidad Nacional del Altiplano (Perú), centrado en el Programa de Estudios de Educación Primaria, se propuso explorar la compleja interacción entre factores socioeconómicos y hábitos de estudio. Empleando un enfoque correlacional, descriptivo y analítico, la investigación aspiraba a comprender las dinámicas que inciden en el rendimiento académico de los estudiantes. La selección cuidadosa de una muestra representativa de 200 estudiantes de ambos sexos se llevó a cabo para garantizar diversidad, utilizando herramientas confiables como la Encuesta Graffar de Necesidades de Nivel Socioeconómico y hábitos de estudio. Los resultados revelaron una distribución desigual en los niveles socioeconómicos, con el 50% de los estudiantes en el nivel más bajo. En cuanto a los hábitos de estudio, el 40.5% exhibió tendencias negativas, mientras que el 18% demostró una relación insatisfactoria entre su situación socioeconómica y sus hábitos de estudio. A pesar de estas observaciones, el análisis de correlación de Rho de Spearman reveló un p=0.090, indicando una correlación no significativa entre estos factores. En consecuencia, se concluyó que no existe una relación significativa entre la situación socioeconómica y los hábitos de estudio en el programa bajo investigación. Este hallazgo destaca la naturaleza multifacética de los determinantes del rendimiento académico, subrayando la necesidad de investigaciones continuas para diseñar estrategias educativas más efectivas en este contexto particular.

Factors Affecting Academic Performance of M. Sc. Level Students at Tribhuvan University

Background: Several factors contribute to a student's academic performance. Studies have examined the direct impact of student-related factors and the broader influence of social and economic factors.
 Objective: To identify the important factors influencing the academic performance of Master's level students at the Institute of Science and Technology (IoST), Tribhuvan University (TU).
 Materials and Methods: Primary data of 251 master’s level students was collected with a questionnaire adapted and developed from similar studies. The data was collected using convenience sampling. In addition to demographic and categorical questions, five-point Likert scale questions were also used. Data analysis involved fitting a multiple linear regression (MLR) with the identified significant independent variables. The goodness of fit of the model was evaluated to assess the accuracy and reliability of the final model in explaining variations in students' SGPA (Semester Grade Point Average).
 Results: The study revealed that students' motivation, study habits, and communication skills significantly influenced their SGPA. Study habits showed a coefficient of 0.118 (p < 0.001), indicating a positive and significant relationship with SGPA. Student motivation had a coefficient of 0.19 (p < 0.001). Similarly, Higher levels of motivation were linked to improved SGPA outcomes. Communication skills exhibited a coefficient of 0.086 (p < 0.001) at a 5% level of significance. All these factors had a positive coefficient which means students better on these factors on an average will tend to have better academic performance.
 Conclusion: Study habits, motivation, and communication skills were found to have a significant effect on students’ SGPA. Therefore, we can conclude that at the master's level in IoST, TU, the primary determinants of students' SGPA are their characteristics such as their motivation, study habits, and communication skills.

Effectiveness of Habit Reversal and Contingency Management Techniques on Study Habit Behaviour of Secondary School Students

The paper investigates the impact of Habit Reversal Technique (HRT) and Contingency Management (CMT) on the study habits of secondary school students, employing a quantitative research approach and secondary data sources. The results indicated that HRT effectively improves students' study habits, while CMT also demonstrates a positive influence on study habits. The study concludes that HRT can effectively transform negative behaviors, including poor study habits, into positive ones. Additionally, CMT is found to enhance both academic and non-academic activities, including study habits. The recommendations include granting school counselors the authority to utilize HRT for treating students with inadequate study habits and implementing CMT, involving reinforcement like tokens, to motivate students to adopt positive study habits.

Balancing Scale of Washback Effect of English Language Assessment in Junior High School Level: A Literature Review

The washback effect of English language assessments in junior high school has been a topic of debate among educators and researchers. While some argue that these assessments can have positive effects on students' learning, others suggest that they may have negative consequences. This article explores the washback effect of English language assessments at the junior high school level, examining both the positive and negative impacts. The study employs a review on predefined related literatures. The findings suggest that while English language assessments can have positive effects on students' motivation and study habits, they may also lead to teaching to the test and a narrow focus on assessment criteria. The article concludes with recommendations for improving the design and implementation of English language assessments to minimize negative washback effects.

Improving Creative Thinking Skills Using Project-Based Learning Integrated with Electronic Modules on Post-Covid-19 Viruses

The coronavirus outbreak has a huge effect on the world, especially on education in Indonesia. Learning during the pandemic had the impact of decreasing students' thinking abilities, one of which was the skills to think creatively. The decline in students' thinking ability still occurs during endemic periods, such as decreased student interest in learning, less active students in learning activities in the classroom, and changes in student study habits. Electronic modules are an alternative that is used in learning during endemic times. This research was conducted at four schools in the province of Banten, which aims to find out the increase in students' creative thinking abilities by using electronic modules that are integrated with project-based learning. Data were obtained based on quantitative methods based on pretest and posttest values adjusted for creative thinking indicators. Normality and homogeneity tests were carried out on the samples to find out the similarity of the samples taken. Based on the test findings, it is possible that there is a significant increase in students using electronic modules. In addition, the module is also declared to have high effectiveness based on the n-gain score test.

Influence Of Study Habits On The Academic Achievement: The Comparative Study Of Hostel Living And Day Scholars University Students

Environmental conditions can have an impact on study habits. Meanwhile, various theories state that study habits have an impact on academic achievement. On the other hand, there are students who choose to live in dormitories (hostel living students) and there are also students who go home every day (day-scholar). Thus, this condition is assumed to have an impact on student’s academic achievement. The aim of this research is to investigate differences in academic achievement between hostel living students and day-scholars. The sample was 213 undergraduate students at the University of Peshawar, Pakistan (102 day-scholars and 112 hostel living students). Student study habits are measured by the Study Habits Inventory (SHI) developed by Jones & Slate (1990) and student academic achievement is measured by the Cumulative Achievement Index (GPA). The results showed that study habits significantly predicted increased student academic achievement. Hostel living students have higher scores in study habits and academic achievement compared to day-scholars. A significant positive correlation was found between study habits and academic achievement. This shows that the dormitory environment encourages focused learning and contributes to academic achievement. Interventions for day-scholars should target improved time management and accessible study spaces to improve study habits and academic achievement.

Study habits of students from higher education institutions of the tutoring network of the central-south region, ANUIES

Although universal access to higher education has increased in recent decades, higher education faces a major dropout and failure problem, several authors claim that study habits are an important factor in academic performance. Objective: To analyze the study habits of the students of the Institutions of Higher Education that make up the Network of Tutorials of the Central-South Region of ANUIES, with the purpose that this research serves for decision-making, strategies and development of materials. academics. Methodology: A quantitative analysis was used as a research method, the study was of a descriptive, cross-sectional and comparative type between students with high and low performance of the HEIs of the Network; A total of 4995 students participated and were identified through the application of the Study Activities Questionnaire (C.A.E.). Results and Conclusion: In this investigation, after the analysis of the 10 dimensions, it was shown that study habits and personal habits are essential for students to obtain an optimal level of academic performance, so that HEIs can generate actions early, to avoid school dropout.

Study Habits of Primary School Students

Araştırmanın amacı, ilkokul düzeyinde 3. ve 4. sınıfa devam eden öğrencilerin ders çalışma alışkanlıklarını incelemektir. Çalışmada asıl amacın, öğrencilerin ders çalışma alışkanlıklarını olağan haliyle belirlemek olduğu için betimsel tarama modeli tercih edilmiştir. Çalışma evreni, İstanbul’un Avrupa kısmında eğitim öğretim faaliyeti sürdüren devlet okullarındaki 3. ve 4. sınıf seviyelerindeki öğrenciler; örneklemi ise Başakşehir, Bağcılar ve Bahçelievler ilçelerinde bulunan devlet okullarındaki 3. ve 4. sınıfta öğrenim gören 300 öğrenciden oluşmaktadır. Araştırmada “Ders Çalışma Alışkanlıkları Ölçeği” kullanılmıştır. Ölçekten elde edilen bulgulara göre araştırmada şu sonuçlara ulaşılmıştır: İlkokula devam eden 3. ve 4. sınıfların sahip oldukları ders çalışma alışkanlıkları genel anlamda, sınava hazırlanma ve çalışma ortamı, içsel motivasyon alt boyutlarına göre yüksek düzeyde, kaçınma davranışı alt boyutuna göre ise orta seviyededir. İlkokul öğrencilerinin ders çalışma alışkanlıklarında cinsiyet, anne-baba eğitim durumları, kardeş sayıları, anne-baba meslek dağılımları, günde ortalama ders çalışma süreleri dağılımı ve sınıf mevcudu dağılımlarına göre anlamlı bir fark olmadığı sonucuna ulaşılmıştır. Sınıf mevcudu kalabalık olan ilkokul öğrencilerinin ders çalışma alışkanlıkları kaçınma davranışı puanları sınıf mevcudu az olanlara göre daha yüksek çıkmıştır. Erkek öğrencilerin ders çalışma alışkanlıkları kaçınma davranışı alt boyutunda daha yüksektir. Kız öğrencilerin ders çalışma alışkanlıkları sınava hazırlanma ve çalışma ortamı alt boyutunda erkeklere göre daha yüksek olduğu sonucuna ulaşılmıştır. İlkokul öğrencilerinin öğrencilerin ders çalışma alışkanlıklarının, anne-baba eğitim durumlarına göre sınava hazırlanma ve çalışma ortamı alt boyutunda, anne-babanın eğitim seviyesinin arttıkça öğrencilerin lehine olarak arttığı sonucuna ulaşılmıştır. Ders çalışma alışkanlıklarının kendisine ait oda olma değişkenine göre, sınava hazırlanma-çalışma ortamı, içsel motivasyon ve aktif öğrenme alt boyutlarında ve genel toplamda kendisine ait odası olan ilkokul öğrencilerinin ders çalışma alışkanlıklarının daha yüksek olduğu sonuçlarına ulaşılmıştır.

Pengaruh Pola Asuh Orangtua dan Kebiasaan Belajar terhadap Prestasi Belajar Fisika

The purpose of this study was to determine the effect of parenting and study habits on physics learning achievement of students of class XI IPA SMAN 2 Cibinong in the 2010/2011 academic year. This research is a quantitative research. The data collection tool used is a survey by distributing questionnaires of parenting and study habits to students. The results of this study are in the form of numbers that have been processed. The data used in this study were taken from questionnaires and the odd semester report card results of the 2010/2011 school year. Parenting and study habits of students have a positive influence on the physics learning achievement of students at school. That is, the better the parenting style and learning habits of students, the better the physics learning achievement of students at school.Keywords: parenting, study habits, physics learning achievement

Analisis Konsep Diri Dan Kebiasaan Belajar Matematika Siswa

This research is motivated by the large number of students who have low self-concept and study habits. The aims of this study are: 1) To find out self-concept in students in class VII MTsN 3 Agam. 2) To find out the study habits of students in class VII MTsN 3 Agam. This research uses quantitative descriptive research. The research population was class VII MTsN 3 Agam in the 2022/2023 academic year, with a total of 160 students and the research sample was taken by simple random sampling consisting of 32 students. The instrument that the researcher used in this study was a questionnaire instrument for self-concept and study habits. The collected data were analyzed and determined from the students' self-concept and study habits by means of a percentage. The results of the study showed that the percentage of self-concept in class VII students of MTsN 3 Agam was 78.125% in the moderate category. And the percentage of study habits in class VII students of MTsN 3 Agam is 68.75% in the moderate category.

Study Habit Dimensions: Empirics of University Student Gambling and Social Networking Interference

The prevalence rate of gambling and social networking in the university setting interferes with students’ study habit dimensions. Thus, this study seeks to determine the dimensions of study habits exhibited by university students in Ghana, precisely the University of Cape Coast. The study adopted the descriptive survey design with a sample size of 351. The Study Habits Inventory (SHI) was adapted to determine the dimensions of students’ study habits. The inventory recorded a Cronbach’s Alpha coefficient (r) of .97. From the findings, it was evident that most students had satisfactory study habits in all five dimensions (Allotment of time, concentration, consultation, procedure in studying and reading and library use). Hence, it was inferred from the findings that the satisfactory study habits of students were because they did not have a very well-planned and organised study time. To this, it was recommended that, since one’s study habits can be interfered with by gambling and social life activities, the Study Habit Unit, in collaboration with the department academic counsellors, hall counsellors and a recommended “Gaming Research Unit” of the university should intermittently run an open forum where students can test their study habit dimensions and be acquainted so as to seek counsel or improvement where necessary

The Relationship Between Study Habits and Student Learning Outcomes in Mathematics Class V SD 106806 Cinta Rakyat

The purpose of this study was to determine the relationship between Study Habits and Mathematics Learning Outcomes of Class V students at SDN 106806 Cinta Rakyat. This research includes correlation research with quantitative methods. The sample of this study used the Probability Sampling Technique, namely the VA class of 27 people. Data collection in this study was carried out with instruments. Data analysis techniques use the Product Moment correlation formula and t-test. The results of this study indicate that the study habits of students at SDN 106806 Cinta Rakyat are in the Good category with an average score of 28.25 while for Mathematics learning outcomes students are in the Good category with an average of 86.19. Henceforth, the hypothesis is accepted or Ha which states that there is a significant relationship between study habits and mathematics learning outcomes of fifth grade students at SDN 106806 Cinta Rakyat. This is proven based on the results of the correlation test with the Product Moment technique found rcount > rtable (0.819> 0.381) with a significant level of 0.05. To find out the contribution of the X and Y variables, the formula R2 x 100% = (0.819)2 x 100% = 67.07% is used so that it can be said that the study habits of fifth grade students at SDN 106806 Cinta Rakyat have a 67.07% relationship with learning outcomes. Mathematics Class V SDN 106806 Cinta Rakyat.

The Relationship Between Digital Game Addiction Levels and Study Habits of Primary School 4th Grade Students: The Example of Ümraniye

Bu araştırmadaki amaç, ilkokul 4. sınıf öğrencilerinin algılanan dijital oyun bağımlılık düzeyleri ile ders çalışma alışkanlıkları arasındaki ilişkinin belirlenmesidir. Genel amaç çerçevesinde oluşturulan alt sorular; öğrencilerin dijital oyun bağımlılık puanları ile ders çalışma alışkanlıkları puanlarının cinsiyet, dijital oyun oynama süresi, anne ve babanın oyun oynayıp oynamaması, oyun sürelerine ebeveyn tarafından sınırlama getirilip getirilmemesi, ebeveyn tarafından öğrencinin fiziksel aktivitesinin desteklenip desteklenmemesine göre farklılaşıp farklılaşmadığına yönelik sorulardır. Araştırmada, nicel araştırma yöntemlerinden olan korelasyonel model ile betimsel tarama modelinden faydalanılmıştır. Evren, 2022-2023 eğitim öğretim yılında İstanbul ili Ümraniye ilçesinde yer alan 9.549 ilkokul 4. sınıf öğrencisi olarak belirlenmiştir. Evreni temsil etme yeteneğine sahip olan örneklem ise 465 ilkokul 4. sınıf öğrencisidir. Öğrencilere uygulanan formda kişisel bilgiler, “Çocuklar İçin Dijital Oyun Bağımlılığı Ölçeği” ve “Ders Çalışma Alışkanlıkları Ölçeği” vardır. Verilerin parametrik ve non-parametrik analizlerin yapılmasında SPSS 22.0 programından yararlanılmıştır. Analiz bulgularına göre araştırmaya katılan öğrencilerin dijital oyun bağımlılığı puanları ile ders çalışma alışkanlıkları puanları arasında anlamlı düzeyde negatif ilişki olduğu ortaya çıkmıştır. Bununla birlikte öğrencilerin dijital oyun bağımlılığı puanlarında cinsiyete, oyun oynama süresine, babanın oyun oynamasına, dijital oyun oynamada süre sınırlaması olmasına ve fiziksel aktiviteye teşvik edilmesine göre anlamlı farklılık olduğu görülmüştür. Öğrencilerin ders çalışma alışkanlık puanlarında cinsiyete, oyun oynama süresine, annenin oyun oynamasına, dijital oyun oynamada süre sınırlaması olmasına ve fiziksel aktiviteye teşvik edilmesine göre anlamlı farklılıklar tespit edilmiştir.

Study Habits of Undergraduate Medical Students in Bangladesh

The study habits of students are the most important factors that influence the performance of students. Poor study habits are considered one of the main causes of students’ academic failure and can have an important impact on their education and their occupational prospect. Currently, no time bound and elaborative research is found to identify the study habits of undergraduate medical students in Bangladesh. This descriptive-type of cross-sectional study was conducted in different medical colleges with the objective to find out the study habits of undergraduate medical students of Bangladesh. It also aimed to find out if there is any difference in study habits between the students with high, average and below-average grade achievers in professional examinations. Data were collected from 586 conveniently selected students from 10 government and 9 private medical colleges of Bangladesh within the period of one year. A pretested semi-structured, self-administered questionnaire was used for data collection. Study habits were assessed in seven domains namely textbook reading, note-taking, memorizing lessons, paying concentration, exam /test preparation, time management, and classroom-related activities. With regards to study habits, it was revealed that undergraduate medical students have an average study habit score in textbook reading (3.54±1.14), note taking (3.33±1.17), memorizing lessons (3.35±1.17), preparation for the test (3.53±1.18), time management (3.40±1.18) and classroom related activities (3.22±1.2) domains. There is a significant difference in study habit score of high grades and below-average grade achievers in professional examinations. This average score of study habits was below our expectations. This study recommended that teachers should make an effort to develop or improve the study habits of medical students by acquainting them with good and poor/ bad study habits. So that students can identify their poor study habits and can take the appropriate remedial measure. Teachers can guide weak students to develop effective study habits so that students’ learning can be enhanced. Bangladesh Journal of Medical Education Vol.14(2) July 2023: 45-55

PENGARUH POLA ASUH ORANG TUA DAN KEBIASAAN BELAJAR SISWA DI PASCA PENDEMI COVID-19 TERHADAP HASIL BELAJAR BAHASA INDONESIA PADA SISWA KELAS V GUGUS I WILAYAH III KEC. BONTOBAHARI KAB. BULUKUMBA

The Influence of Parenting Patterns and Study Habits of Students in the Post-Covid-19 Pandemic on Indonesian Language Learning Outcomes in Grade V Cluster I Region III Students, Kec. Bontobahari Kab. Bulukumba This study aims to determine (1) the effect of parenting style on the results of learning Indonesian in class V Cluster I region III Subdistrict Bontobahari Regency Bulukumba. (2) the influence of students' study habits in the post-covid-19 pandemic on Indonesian language learning outcomes in class V Cluster I region III Subdistrict Bontobahari Regency Bulukumba. (3) To determine the effect of parenting styles and student study habits in the post-covid-19 pandemic on Indonesian language learning outcomes in class V Cluster I Region III Subdistrict Bontobahari Regency Bulukumba. This research includes causality ex-post facto research. Sampling technique in this study using Saturated Sampling. The sample in this study were 45 respondents. Methods of data collection using questionnaires and documentation. The results of the study showed that (1) there was an influence of parenting style on the results of learning Indonesian in class V Cluster I region III Kec. Bontobahari Kab. Bulukumba. (2) There is an influence of students' study habits in the post-covid-19 pandemic on the results of learning Indonesian in class V Cluster I region III Subdistrict Bontobahari Regency Bulukumba. (3) There is an influence of parenting styles and student study habits in the post-covid-19 pandemic on the results of learning Indonesian in class V Cluster I region III Subdistrict Bontobahari Regency Bulukumba is 0.009 for the X1 variable and for the X2 variable it is 0.002.

A Study-on-Study Habits and Attitudes Among Secondary School Students

Abstract: Smart way of learning has to be the key to academic success for learners. This “Smart way” can be developed into strategies by studying the study habits and attitude of the student towards learning. Studying the study habits and attitude of students is of optimum importance to teachers, learners and caregivers, so as to promote and aid in the learning process of the students. Rote learning has been encouraged over time but there is a need of change in strategy of studying to meet the needs of the current competitive world. The main aim of this study is to determine the extent of study habitual patterns and a learner’s attitude studying in general as a single variable holistically. There was no significant difference found in the study habits of SBSE and ICSE secondary school students as well as any difference in the two genders study patterns. On an average it was found that the majority of the students in both the education systems had a poor study habit. This paper attempts at giving plausible solutions to improve the students study habits and attitudes. Here the researcher has used survey method and Test of Study Habits and Attitudes tool prepared and standardized by Dr. C.P. Mathur to collect data.

PERCEPTION OF TEACHERS ABOUT ONLINE TEACHING DURING COVID-19 AND THE DEVELOPMENT OF STUDY HABIT IN UNDERGRADUATE STUDENTS

This study deals with “Perception of Teachers about Online Learning during COVID-19 and Development of Study Habits in Undergraduate Students” at the University of Education, D. G. Khan Campus, Ghazi University and Meer Chakar khan Rind university DG khan. The study investigates the number of students who received education during the Covid situation to fulfill their educational aspirations, which created new ways and means for students to explore the study material and the effect of online learning on students to share their views with other students during class discussion. This study shows advantages and disadvantages among students to verify the effectiveness of student learning. Students acquired new concepts using various applications through an online learning process under the supervision of teachers. This study shows the disadvantage of the students regarding the study habits that are disappearing from their core to show the study essence among the students. Students attempted final papers in the form of groups at home, which had a negative impact on students' studies. This study confirms that online learning has proven to be valuable for students in line with current knowledge trends. There are various studies on the effectiveness of online learning among students, but the findings of this study differ from other studies. The population of the study was "Teachers who teach Undergraduates" from Social Sciences including B.S Economics and B.Ed (Hons) and Natural Sciences in B.S Phy and B.S Chemistry. Survey method was adopted as the research instrument for data collection of this study. SPSS software was used for data analysis. This study will be useful in the future for all students who want to get education from various internet sources and get the essence of online learning through interest development. Keywords: COVID_19, Study habits, online teaching, E-learning.

Factors Affecting the Study Habits of Third-Year Students During Pandemic

Factors Affecting the Study Habits of Third-Year Students During Pandemic

Inferred Study Habits of Students from E-Learning – Focusing on Increasing Test Scores in Pre-Enrollment Education

In this study, we used the placement test scores, e-learning history, and posttest scores obtained in the pre-enrollment education at University A conducted in 2015, 2016, and 2017 to exploratorily classify seven types of students according to learning habits (types). It was revealed that more than 80% (with the exception of English in 2016) of the highest placement test scores (Japanese ≥ 90, English ≥ 74 in this study) were of learners with learning habits (types) of long-term completion (LTrf) or mid-term completion (MTrf). Although the percentage of learners with LTrf or MTrf learning habits (types) gradually decreased as placement test scores declined, there was no significant change in learning habit trends and learning habits (types) other than for LTrf or MTrf. In addition, learners with large increases in posttest scores (posttest score - placement score) after completing e-learning were classified with learning habits (types) of LTrf or MTrf. However, it is not only the learners who improved their test scores that were progressing without bias during the learning period (LTrf or MTrf). It was also found that more than 65% progressed in their learning (logged in) without being biased during the learning period. These findings suggest that there is no significant difference between learners' learning habits (types), placement test scores, and test score growth.