Study Habits Research Articles

Influences of examination periods on the state of alertness of students at the Biosciences UFR of the Felix HOUPHOUET-BOIGNY University in Abidjan (Côte d’Ivoire)

Introduction: University exam periods are marked by increased workload and pressure to perform, leading to changes in lifestyle habits. These changes can strongly affect the physiological and psychological state of students. Objective: This study examines the influence of exam periods on the state of vigilance of students at the UFR Biosciences of the Félix HOUPHOUËT-BOIGNY University of Abidjan (Côte d’Ivoire). Methodology: A questionnaire survey was conducted among 100 students, including 50 during exam periods and 50 outside exam periods. Results: The results reveal a significant reduction in sleep duration during exams (5.54 ± 1.33 hours compared to 8.50 ± 1.64 hours during normal periods) and an increase in revision time (4.38 ± 1.85 hours versus 2 ± 0.88 hours). The alertness index decreased significantly during exams (0.95 ± 0.20 versus 1.67 ± 0.26). However, neither the number of examinations per day, nor the timing of revisions, nor their duration have a significant impact on vigilance. Thesis results suggest that exam periods negatively affect students ' alertness, mainly due to changes in sleep and study habits. Conclusion: This study highlights the importance of a balance between revision and rest to maintain optimal alertness during exams.

Relationship Between Street Hawking, Study Habit and Academic Performance of Upper Basic School Students in Federal Capital Territory, Abuja, Nigeria

Purpose: This study investigated the relationship between street hawking, study habits and academic performance of Upper Basic School Students in Federal Capital Territory, Abuja, Nigeria. Methodology: The research design adopted for the study was descriptive survey design. A total of 43,922 Upper Basic School Students comprises the population. Krejcie and Morgan (1970), was used in drawing the sample of 240 students. A Self-structured questionnaire was used to collect data from the respondents. The data collected was subjected to statistical analysis based on the six null hypotheses. A multiple correlation regression, an analysis of variance, t- test and Pearson correlation coefficient was used in analysing the hypotheses. Findings: The findings from the study showed that, there is no significant relationship between street hawking, study habits and academic performance of students in Federal Capital Territory, Nigeria, it further shows that there is no significant relationship between street hawking and study habits and that upper basic school students do not differ significantly in their study habit on the basis of gender. The results further revealed that there is no significant relationship between street hawking and academic performance of students in Upper Basic Schools, and that Students differ significantly in their academic performance based on different hawking time. It was further discovered that upper basic school Students do not differ significantly in their academic performance because of those engaged in street hawking and students who do not. Unique Contribution to Theory, Policy and Practice: It was recommended that parents should allow their ward hawk only after school and hours of hawking should be limited and as well monitored. The results of this have significantly address the long-standing view that students who are engaged in street hawking tent to perform poorly, academically. The non-relation obtained in this study has further revealed the need to look at other environmental factors that may likely influence academic performance of school children street hawkers. Further study may still be needed to reconcile the differences in performances in performances between students engaged in street hawking and those who do not.

Impact of school adjustment and study habits on English language achievement among senior secondary students

In the present study, we aim to investigate the impact of school adjustment and study habits on English language achievement among senior secondary students. This study is contrary to expectations; neither school adjustment nor study habits individually demonstrated a significant correlation with English language achievement. However, the combined effect of both factors revealed by regression analysis was significant at the 0.05 level, suggesting that they collectively contribute to predicting English language proficiency. These findings highlight the complex interplay of factors that influence language learning and the importance of considering multiple influences beyond individual variables.

Variables influencing students' learning motivation: critical literature review

This study presents a critical literature review exploring the variables influencing student learning motivation between 2017 and 2023. The study analyzes 84 empirical studies to identify trends and patterns across diverse demographics, including varied age groups and cultural backgrounds, focusing on contrasting Eastern and Western educational contexts. This study aims to fill the existing gap by examining a wider range of populations in recent years to assess the relationship between learning motivation and the factors that influence it. Six pivotal factors influencing learning motivation were identified: psychological values, cognitive factors, social and environmental influences, demographic factors, academic background and study habits, and interventions and programs, each contributing uniquely to the understanding of student motivation. Moreover, the findings underscore the predominance of psychological values in Eastern countries, whereas the Western literature focuses on social and environmental influences. This review acknowledges the nuanced relationship between cultural constructs and learning motivation research, emphasizing the need for culturally sensitive educational policies and practices. Additionally, by taking into account the recent advancements in technology and the effects of global events such as the COVID-19 pandemic, this study considers additional motivational factors, presenting a holistic view that could inform future educational interventions and academic policies. For example, the revised categorization in our study emphasizes the complex and interconnected nature of the factors affecting learning motivation, highlighting the interaction among psychological, social, cognitive, and demographic dimensions.

Translating theoretical insights into an emotion regulation flexibility intervention: assessing effectiveness

ABSTRACT Objective: Traditional research often categorizes emotion regulation strategies as adaptive or maladaptive, overlooking crucial situational and individual differences that dictate their efficacy. The literature highlights the need for a more nuanced approach, like the role of emotion regulation flexibility. Despite its importance, research on developing and testing interventions that promote this flexibility is scarce. Addressing this gap, our study designed and tested an “Emotion Regulation Flexibility Booster Program” (ERFBP). We aimed to assess its efficacy in improving emotion regulation flexibility (ERF) and its impact on various mental health indicators. Method: We recruited 153 participants with low emotion regulation flexibility, randomly assigning them to experimental, control, and no-treatment groups. The experimental group was provided with an intervention based on an ERF model. The control group received sessions on study habits, whereas no-treatment group received no training. Results: The analysis indicated that participants in the ERFBP group exhibited significant changes in ERF, subjective wellbeing, and emotion regulation goals and psychological distress compared to baseline measurements and post-intervention scores of other two groups. Conclusion: These findings support the effectiveness of the ERFBP in enhancing ERF and wellbeing. However, further research must confirm these findings across diverse contexts and populations.

Flipped Classrooms: Addressing Students Participation and Preparedness

The flipped classroom concept has gained attention in recent years as a modern pedagogical approach that offers an alternative to traditional teaching methods. While the flipped classroom model represents a significant shift in teaching strategies, its effectiveness in promoting active student participation and engagement cannot be guaranteed. The widespread use of mobile phones and computers has had a negative impact on digital learners, leading to a decline in the review of pre-class materials among higher education students. This paper critically examines the potential of the flipped classroom as an active learning strategy and raises questions about its effectiveness in meeting students' diverse needs. Results indicate that the flipped classroom teaching approach enhances student engagement and academic achievement. However, the effectiveness of this method hinges on digital learners adapting their study habits. A significant number of students fail to review course materials outside of class due to their reliance on digital tools, resulting in reduced pre-class preparation and fewer active participants in classroom discussions.

Investigating the Impact of Educational Aspirations, Study Habits, Parental Involvement, and Institutional Environment on Saudi EFL Learners’ Language Proficiency

The study assesses the impact of educational aspirations, study habits, parental involvement, and institutional environment on Saudi EFL learners’ language proficiency. It also examines if the demographic profiles of Saudi EFL learners differently shaped their worldviews and responses. As the study focuses on how certain independent variables (educational aspirations, study habits, parental involvement, and institutional environment) impacted the dependent variable (language proficiency), a descriptive quantitative approach was employed to collect data from respondents using a self-designed questionnaire with partial adoption of modified items. A simple random sample method was used to select 131 respondents (10% of the population) from the undergraduate population at the College of Science & Humanities and College of Business Administration, Prince Sattam bin Abdulaziz University, Saudi Arabia. The findings revealed that educational aspirations followed by institutional environment, study habits, and parental engagement affected the language proficiency of Saudi EFL learners. One way ANOVA analysis showed that year/level of study causes significant differences in the means of the study respondents. However, no statistically significant difference was observed in the means of the responses based on the professional profiles of their parents. The findings of the study hold significance for both language instructors and policymakers for effective teaching and policy making.

Peer Group Pressure, Study Habit And Academic Achievement Of Secondary School Students

The study focused on finding out the relationship between peer group pressure, study habit and academic achievement of secondary school students in Ebonyi North Education Zone of Ebonyi State. Three purposes and three research questions were formulated to guide the study. Three hypotheses were tested. A correlational survey design was adopted for the study. The population of the study was twenty-four thousand three hundred and sixty nine (24,369) secondary school students. Multistage sampling procedure was adopted for the study. 300 students were randomly sampled for the study. Instrument for data collection was a structured questionnaire titled Peer Group Pressure, Study Habit and Academic Achievement. The instrument was validated by three specialist. The internal consistency of the instrument was tested using Crombach Alpha procedure which yielded an overall index of 0.89. Data collected were analyzed using linear regression for research questions. The hypotheses were analyzed using regression tool. The results revealed a negative relationship between peer group pressure and academic achievement; a strong relationship between study habits and academic achievement, and a high relationship between peer group pressure, study habits and academic achievement. Furthermore there is a significant relationship between study habits and academic achievement, and between peer group pressure, study habits and academic achievement. It was recommended among other things that students should pay much attention to their study habits in order to improve their academic achievement

Mathematics Self-Efficacy and Study Habit as Predictors of Achievement of Senior Secondary School Students

This study therefore looked at Mathematics Self-Efficacy and Study Habit as Predictors of Academic Achievement of Senior Secondary School Students in Ijebu Ode Local Government Area, Ogun State, Nigeria. Three hypotheses that were examined at the 0.05 significance level served as the study's compass. Descriptive survey was used, 500 students sampled from 10 senior secondary schools in Ijebu ode using simple random sampling techniques. mathematical achievement test, study habit scale, and self-efficacy scale constitute the instruments, validated and demonstrates reliability coefficients of 0.78, 0.81 and 0.86. The results shows that self-efficacy and study habit will accurately forecast students' academic success in mathematics (F =38.328, p < 0.05 & F =35.011, p < 0.05) and jointly predict students' proficiency in mathematics (F = 49.136, p < 0.05). The conclusion derived is that both Study habits and self-efficacy are significant predictors of academic achievement of senior secondary school students in mathematics.

Egyetemi hallgatók tanulási szokásairól

What kind of electronically available content can students prefer? We conducted a questionnaire survey in which we asked about the study habits of university students: where, how, with whom, when, how much, where do they study? Do they use problem-solving software? We need to find out about it, since learning habits and strategies have changed significantly in recent years. Taking into account the answers to the questionnaire, we draw attention to some activities that improve the quality of education.

Research on the influencing factors of student performance

The aim of this report is to analyze the factors influencing student performance and to develop a predictive model for Grade Point Average (GPA) based on five aspects: demographic details, study habits, parental involvement, extracurricular activities, and academic achievement. Utilizing a multiple linear regression model, this report identifies key factors that significantly impact academic performance. The dataset includes a total of 14 student characteristics, such as parental education level, weekly study time, extracurricular activities, absences and so on. Through stepwise regression, non-significant factors were iteratively eliminated, leading to the development of a predictive model to determine the primary influences on student performance. The research findings underscore the significant role of weekly study time, absences, tutoring, parental support, extracurricular activities, sports, and music in student performance. In contrast, age, gender, ethnicity, parental education, and volunteering have negligible impact on GPA. These insights provide actionable guidance for educators and policymakers to implement targeted measures to enhance student performance.

The Influence of Information Systems on Students’ Academic Performance at the University of Professional Studies, Accra during the Period of Covid 19

This research aims to examine the Influence of Information Systems on Academic Performance at the University of Professional Studies, Accra during the Covid-19 period. A quantitative methodology was used to assess how the use of information system tools has influenced the performance of students. The study's goals were to determine how UPSA students have adapted to using information system tools, particularly during the pandemic, to identify the benefits and drawbacks of going virtual for UPSA students, and to look at how the use of information systems and students' academic performance are related. In participant selection,192 students from the Faculty of Management Studies were the study's intended target, with a little above 96 per cent (185) response rate. The convenience and purposive sampling techniques were employed. To analyze the data, SPSS Statistics 20 was employed. The results showed that the majority of students have adapted well to using information systems, which has enhanced their study habits, participation in groups, and cumulative grade point average. As a result, the study found a marginally positive link between information system use and academic achievement. In addition, the study found that online learning with information technologies is more expensive than face-to-face instruction, with network issues and high data costs being the two biggest difficulties for students. As a result, it was suggested that the Students' Representative Council and management provide students with credit packages and take into account students in underprivileged areas.

Implementasi Algoritma Naïve Bayes dalam Memprediksi Tingkat Kelulusan Siswa pada Sertifikasi Mikrotik Certified Network Associate (MTCNA)

The development of technology has increased the importance of certification in computer networking, such as the MikroTik Certified Network Associate (MTCNA). This certification is crucial for students who want to validate their skills and enhance their career prospects. However, predicting student graduation rates for the MTCNA certification presents various challenges, such as prior knowledge, study habits, and the complexity of the exam content. These factors can significantly affect the accuracy of predictions regarding student graduation rates. This study aims to address these issues by implementing the Naïve Bayes algorithm to predict student graduation rates for the MTCNA certification. The Naïve Bayes algorithm, known for its simplicity and effectiveness in classification problems, is expected to provide a more accurate predictive model. This study uses historical data on student performance and other relevant attributes. The results show that the Naïve Bayes model has an adequate prediction accuracy, with an accuracy rate of 91.70%. These findings are expected to provide valuable insights for educators and students, thereby improving preparation strategies and success rates in the MTCNA certification exam.

21st Century Learning Skills, Study Habits, and the Mathematics Performance of Grade 7 Students

This study examined the study habits, 21st-century learning skills, and mathematics performance of 132 Grade 7 students at Santa Maria National High School in the 2021-2022 school year. It looked at the kids' characteristics, study habits, and 21st-century learning skills to see how they correlated with their arithmetic ability. The study used a descriptive approach with tailored questionnaires, with data evaluated using frequency count, percentage, mean, and Spearman rho. The results revealed that the majority of pupils were of the suitable age, primarily female, lived in rural areas, and had parents working in a variety of occupations. They spent 1-4 hours a day on devices, with smartphones and the Brainly app being the most popular, and books were preferred as educational tools. The survey discovered that pupils had "very good" study habits, "high" 21st-century learning skills, and a "very satisfactory" level of mathematics achievement. There were no significant relationships observed between students' profiles and their study habits or 21st-century learning skills. However, there was a substantial link found between study habits and 21st-century learning ability. Communication and creativity skills were also found to be highly connected to math achievement. The study suggests that mathematics teachers integrate various applications, create interactive materials, and use teaching approaches that promote 21st-century abilities such as communication, creativity, and critical thinking through active learning, project-based, and problem-based projects.

PM&R Connections: A pilot study evaluating the adoptability and impact of a serious educational game on trainees at a Physical Medicine and Rehabilitation program.

To enhance engagement and educational outcomes, game-based learning has been introduced into undergraduate and graduate medical education programs. Using a free website, "PM&R Connections", a serious game, was created to provide trainees with an alternative method of reviewing content to identify knowledge gaps to direct studying. The game was used by 19/33 trainees and 92.3% of users required <10 minutes to complete a puzzle. 76.9% of users found the tool helpful, 69.2% recommended the game, and 92.3% desired more puzzles to be developed. Confusion on how to play and intimidation were the most reported barriers to play, and only 46% of users changed their study habits. The positive feedback and desire for more puzzles to be developed provide a foundation to further develop the game.

The predictive value of study orientations on mathematics performance in South African Grade 9 learners

Mathematics achievement is core to South Africa’s readiness for digital innovation, yet current pass rates in this subject are below the global average. Simply attributing mathematics performance to intelligence does not fully account for the multifaceted reality of achievement in the subject. The current study investigated the value of both cognitive and behavioural factors in predicting mathematics performance, as well as explored the interactions between these factors. A quantitative, cross-sectional design was employed. Grade 9 learners (N = 187) completed the Ravens’ Standard Progressive Matrices and the Study Orientation towards Mathematics assessments to establish their fluid intelligence, study attitude, mathematics anxiety, study habits, problem-solving behaviours and study milieu. Pearson correlation coefficients established the relationships between fluid intelligence, study orientations towards mathematics, and mathematics marks. These factors were also included in a linear regression and dominance analysis to compare their relative weights in influencing mathematics performance. Study attitude and fluid intelligence were found to be the most dominant, significant factors in the model, which explained 39% of the total variance (R2 = 0.390, F(6, 180), = 19.2, p 0.001). Moderator regressions between fluid intelligence and each of the study orientations further found that fluid intelligence and study orientations, with the exception of study milieu, independently influence mathematics performance.Contribution: This study proposes that educators and parents should support curriculum change that encourages positive attitudes towards mathematics and create supportive environments conducive to effective learning, rather than blaming a lack of cognitive potential for the disappointing mathematics pass rate.

A Comparative Study Of The Meaning Of Life, Academic Motivation, Learning Styles, Study Habits, And Academic Achievement Between University And College Students In Different Educational Institutions

In the rapidly evolving landscape of education, understanding the factors that contribute to students' academic success is more critical than ever. This study aimed to conduct a comparative analysis of the meaning of life, academic motivation, learning styles, study habits, and academic achievement between university and college students across different educational institutions. Using a sample of 800 participants, equally divided between university and college students, data were collected through validated questionnaires, including the Purpose in Life Test, Academic Motivation Scale, VARK Learning Styles Questionnaire, and Study Habits Inventory. Academic achievement was assessed using students' GPA records and their most recent semester results. Descriptive statistics, independent samples t-tests, and correlation analyses were employed to analyze the data. The results indicated that university students exhibited significantly higher levels of meaning of life, academic motivation, and study habits compared to college students. Positive correlations were identified between meaning of life and academic motivation, as well as between study habits and academic achievement, suggesting that these variables are interlinked in influencing student performance. Furthermore, regression analysis demonstrated that academic motivation, learning styles, and study habits significantly predicted the meaning of life in students, accounting for 62% of the variance. The study's findings underscore the importance of fostering educational practices that enhance intrinsic motivation, promote a sense of purpose, and support effective study strategies in students. These insights are crucial for educators, policymakers, and institutions aiming to create learning environments that facilitate both academic success and personal development. Limitations of the study include its reliance on self-reported data and the relatively homogenous sample, suggesting that future research should focus on more diverse populations and longitudinal approaches to understand the long-term effects of these educational factors on student outcomes.

Cultivation of Chinese Study Habits of Rural Middle School Students

The cultivation of Chinese learning habits among rural secondary school students is crucial to improving their academic performance and language proficiency. By establishing a favorable learning atmosphere, stimulating students’ interest in learning, and providing effective teaching methods and resources, rural secondary school students can be helped to better master Chinese language knowledge. In order to comprehensively promote rural secondary school students’ Chinese language learning, educators should focus on cultivating students’ independent learning abilities, encouraging diversified forms of teaching and learning, as well as strengthening teacher-student interaction and cooperation. These initiatives will help improve students’ language proficiency and overall academic performance.

UPAYA GURU DALAM MENGATASI KESULITAS BELAJAR SISWA

This research is motivated by students being less motivated in following the learning process, students lack mastery of learning material and student learning outcomes are still low. The purpose of this study is to describe the efforts of teachers in overcoming student learning difficulties in class VII-B SMP BNKP Telukdalam. The results of the research found were teachers' efforts in overcoming learning difficulties, namely providing remedial teaching (remidial), providing repetition activities for material (enrichment), forming group work for students, giving homework, explaining lessons back to students who do not understand, providing opportunities for students to ask questions, providing learning motivation, developing good attitudes and study habits towards students. Suggestions in this study are (1) To teachers, teachers to always try, look for factors, and make strategies in overcoming student learning difficulties that have been carried out by teachers so far. Teachers should improve in providing motivation or encouragement to students to be more active in proper learning. (2) Students should have attention to themselves, for example, if there is a problem that is difficult to solve alone, they should consult the teacher or others who can help solve the problem they face.

The Impact of Students’ Socio-economic Background, Study Habits, and Technology Access on Their Histology Learning Strategy During the COVID-19 Pandemic

The Impact of Students’ Socio-economic Background, Study Habits, and Technology Access on Their Histology Learning Strategy During the COVID-19 Pandemic