Study Habits Research Articles

Study Habits and English Learning Achievement of Left-behind Children in a Selected Rural Primary School: A Correlation Study

In the process of urbanization, a large number of migrant workers have appeared. Such migration often leads to the migration of rural youth to cities, leaving their children to the care of older relatives due to various restrictions. This situation requires social attention to the overall well-being of left-behind children, especially in their education. Lack of parental guidance and support due to long-term separation often leads to unbalanced academic and personal life, leading to problems such as passive participation, disinterest in learning, inattention in class and poor note-taking. This paper aims to explore the influence of learning habits and English learning performance of left-behind children in rural primary schools in Shandong Province. This provides comprehensive support for left-behind children in rural areas and cultivates their ability to learn independently.

Perceptions of Pharmacy Faculty Regarding Factors Contributing to Declining First-Time NAPLEX Pass Rates.

Identify perceptions from pharmacy faculty across the Academy concerning factors that may be influencing NAPLEX first-time pass rates to highlight potential focused areas of further research based on common experiences. An anonymous 43-item Qualtrics™ questionnaire was distributed to faculty members from the American Association of Colleges of Pharmacy. Questions were predominantly 5-point Likert scale items (5=very large impact) and encompassed six domains: pharmacy school factors, COVID-19 educational modifications, testing factors, standardized testing, applicant preparedness, and student factors. Demographic data as well as perceptions were reported with means and standard deviations. In total 600 responses were analyzed. Respondents were predominantly female (66%) and white (78%). Most had a Doctor of Pharmacy degree, residency training, and were practicing as a licensed pharmacist within the Southern and Midwestern US. Respondents indicated that the decline in NAPLEX first-time pass rates is a moderate to large problem (mean 3.64, standard deviation [SD] 0.891), and the top potential influencing factors include student quality (mean 3.99, SD 0.876), student's critical thinking (mean 3.90, SD 0.947), study habits (mean 3.74, SD 0.920), and admission standards (mean 3.67, SD 1.082). The top 4 factors indicated by respondents as impacting NAPLEX first-time pass rates were related to the student quality. This result highlights the importance of exploring issues related to pharmacy admissions and the need to implement effective strategies to support an increasing number of potentially less prepared pharmacy students.

Comparative analysis of layered curriculum and project-based learning approaches in an oral radiological course.

This study aims to compare the effectiveness of the layered curriculum method (LCM) and project-based learning method (PBLM), on dental students in the evaluation of cysts and tumors affecting the jaws and surrounding tissues, which have an important place in dental practice. Forty-nine 3rd-year dental students who agreed to participate in the study voluntarily were randomly divided into two groups: LCM and PBLM. Pre-test was administered to all students. Students in the PBLM group were divided into five groups and each group was asked to complete a project within a 5-week period and present it to their groupmates at the end of the period. Students in the LCM group were asked to choose the activities most suitable for their learning styles at each layer and to progress by being evaluated by educators in brief interviews throughout the learning process. At the end of the 5-week training period, a post-test and a post-participation questionnaire were administered to students in both groups to obtain feedback. The pre-test and post-test results of the groups and their answers to the post-participation questionnaire were analyzed statistically. Post-test results were statistically higher than pre-test results in both LCM and PBLM groups (p<0.001). When the LCM and PBLM groups were compared, there was no statistically significant difference in terms of pre-test and post-test results (p>0.05). Both PBLM and LCM positively contributed to pre-graduate dental education by enhancing students' academic achievements. Students in both groups stated that their research skills, study habits, and learning motivation increased. Since both models adopt the theory of multiple intelligences, similar methods are recommended for inclusion in dental education.

The Importance of Knowledge of Study Techniques and Their Impact on Academic Performance

Objective: The main objective of the research is to identify the role of knowledge about study techniques and its impact on the academic performance of students of the Academic Unit of Accounting and Administration (UACYA) at the Autonomous University of Nayarit (UAN). With the results obtained, it will be possible to demonstrate the importance of training them in this subject and make proposals for improvement. Achieving benefits for the student, being a conscious and responsible subject of their cognitive processes and the construction of their knowledge. Theoretical Framework: The conceptualization of meaningful learning is presented, from its precursor David Ausubel (1969), in which the individual is the constructor of his own knowledge, relating the concepts to be learned and with the information he already possesses. Achieving this, the guideline is given to obtain self-regulated learning, where learners are able to plan, control and direct their own learning, through metacognitive, motivational and behavioral processes. Supported by the use of strategies of study habits and techniques that allow them to meet their objectives and impacting their academic performance. Method: A non-experimental design was used, since there was no control with the variables under study, and it was also of a transectional correlational type, since the correlations between the factors under study were analyzed. The students analyzed were those who were found in the facilities of the Academic Unit of Accounting and Administration, so the type of sampling was of convenience, achieving a sample of 328 students. To analyze the correlations, the exploratory and confirmatory factor analysis was used, where first a divergent and convergent analysis was performed, then the reliability analysis, and once the instrument was validated, the exploratory factor analysis was performed, which used the AMOS (Analysis of Moment Structures) software for the confirmatory analysis and adequacy of the model. Results and Discussion: When applying the factor analysis, it was found that the variables were correctly grouped in three components, with a result of 56.478% of the total variance, being acceptable for the social studies, subsequently the KMO test was 0.799 and Bartlett's sphericity was less than .001, confirming the analysis. After elimination of items (p3 and p4) in the Confirmatory Factor Analysis, the fit indices complied with the acceptable values of CFI and RMSEA, obtaining a final adjusted and valid model, i.e. three consistent and relevant dimensions for future research. Research Implications: The practical and theoretical implications of this study highlight the importance of seeking strategies to generate in higher level learners the knowledge about study habits and techniques, which will lead them to be able to manage their own knowledge, and therefore fulfill their academic objectives. At the same time to seek to promote further educational research on issues related to meaningful and self-regulated learning. Originality/Value: This study contributes to the literature by demonstrating the importance of understanding the study habits and techniques of higher education students, and how their application in the learning process impacts academic performance. It sets the guideline for higher education institutions to develop in their students the ability to manage their own knowledge.

The Influence of Emotional Intelligence on Student Learning Outcomes: A Study of Physical Education in Junior High School Students

Excellent teachers will produce quality students who resemble their teachers. Teaching is a very challenging and stressful job that creates emotional stress for teachers and significantly impacts students. Studies of emotional intelligence with student learning outcomes at the junior high school level in physical education subjects still need to be completed. Therefore, a deeper exploration in this study was conducted to uncover it. This study analyzes the relationship between emotional intelligence and students’ physical education learning outcomes in junior high school. The participants in this study were junior high school students in Southeast Maluku Regency. The sampling technique used was random sampling, namely sampling from population members in a simple random manner. The research instrument used emotional intelligence, namely, an assessment rubric developed by Daniel Goleman and a physical education learning outcomes test. The results showed that emotional intelligence significantly affected students’ physical education learning outcomes. The correlation between study habits and students’ physical education learning outcomes obtained in this study shows its meaningfulness. It provides a clue that study habits are one of the main factors contributing to student learning outcomes. From the results, improving study habits will significantly contribute to students’ learning outcomes in physical education. Consequently, this study contributes to the body of knowledge on emotional intelligence by offering implications for teachers at primary to higher education levels. Keywords: emotional intelligence, learning outcomes, physical education

School Connectedness and Academic Burnout in Middle School Students: A Multiple Serial Mediation Model

Higher levels of school connectedness are associated with better study habits, but their relationship with academic burnout and the underlying mechanisms have not been revealed. We used a questionnaire to investigate the relationship between school connectedness and academic burnout and the mediating mechanisms of burnout in a sample of 394 Chinese middle school students, controlling for class, gender, and grade level. The results revealed that (1) school connectedness, autonomous motivation to learn, and core self-evaluations were significantly negatively related to academic burnout; and that (2) academic self-handicapping, core self-evaluations, and autonomous motivation to learn individually mediated the effects of school connectedness on academic burnout and mediated the effects of multiple factors. Therefore, educators should pay attention to the emotional needs of junior high school students, increase the level of school connectedness, consciously help students cultivate positive psychological factors such as autonomous motivation and core self-evaluations, reduce academic self-handicapping, increase their learning pleasure, and alleviate junior high school students’ academic burnout.

PENGARUH KEPERCAYAAN DIRI TERHADAP HASIL BELAJAR MATEMATIKA

In this research, the aim is to determine the effect of self-confidence on student exam results. The type of research used is ex post quantitative. The sample in this research was class XII students. Data collection techniques use questionnaires and semester MID exam results. From the results of the analysis carried out using the ex post facto method, it can be seen that there is a relevant influence on self-confidence regarding the results of the class XII mathematics exam at Delisha Private Vocational School. This can be seen from the results obtained with the value = 2.624 &gt; = 2.100 (significance level 0.017). Based on this explanation, it is hoped that students can have self-confidence and positive study habits, as well as improve their learning outcomes. Furthermore, teachers are expected to make learning more enjoyable than before.

Mind-body Balance. Experience Workshop for New Entry Students in Engineering

Objective: Evaluate a comprehensive educational intervention in groups of new students in engineering, using techniques for the management of their mental health, to reinforce their conditions for learning. Theoretical Framework: Development of graphic organizers, reinforcement of self-esteem, ability to concentrate, and balanced diet, strengthen study habits and techniques, maintaining mental health, and improving school performance. This topic presents the main concepts and theories that support the research. Method: An educational intervention was designed and carried out for 550 engineering students. They joined a workshop on personal balance for their entry in 2017. Perception surveys and personal testimonies were applied. Their academic performance was analyzed after one year and contrasted with other generations. Results and Discussion: Testimonials and responses to perception surveys from students and the teacher showed more than 82% acceptance. The techniques were perceived as beneficial elements for personal life, and an alternative for mental health management. Their academic performance one year after entering was similar to that of those who had a better entry profile. Research Implications: The results were used to establish an engineering entry strategy and improve the school career, benefiting terminal efficiency. Originality/Value: This study offers the evaluation of the comprehensive intervention applied to engineering students to guide the admission strategy.

Emotional Intelligence and Study Habits as Predictors of Online Learning Motivation of Students in Filipino

The study aims to predict the level of emotional intelligence, study habits, and their significant influence on the online learning motivation of students in Filipino. Analysis was conducted on data collected from 251 STEM students in selected public Senior High Schools who still opted for online learning as delivery of instruction. The study used a quantitative research design and applied a descriptive-correlational technique. Meanwhile, the adopted survey questionnaire was validated and used to gather the data needed for the study. Results revealed through weighted mean that the level of emotional intelligence, study habits, and online learning motivation of students in Filipino were high. With the help of regression analysis, results proved that there was a significant relationship among variables. Thus, the study also showed that learners with high levels of emotional intelligence and study habits significantly influenced their motivation to learn in an online environment, which results in academic success. These findings indicate that a strong foundation in emotion and systematic study habits in learning plays a vital role in sustaining motivation and acquiring knowledge online. Therefore, students will be more engaged in an online learning environment and will be encouraged to learn intrinsically when their emotional intelligence and study habits are well-established. School management, teachers, and institutions can use these findings to understand, support, and make interventions for the development of motivation in the modern way of learning in the online world.

Evaluating our “impact”: reflections from the personal learning advice service

The neoliberalisation of higher education in the UK has placed greater pressure on Learning Development units to demonstrate impact. Together with increased regulatory scrutiny from bodies such as the Office for Students in England (and the monitoring of B3 thresholds, awarding gaps, the Teaching Excellence Framework, and other measures), rigorous evaluation is arguably more crucial than ever. In this workshop, we offered reflections and learning from the evaluation of the four-year Personal Learning Advice Service pilot at the Open University (UK). The Personal Learning Advice (PLA) Service project is an Access and Participation Plan initiative which has delivered a one-to-one and group coaching and mentoring service (Clay et al., 2023) for students from disadvantaged backgrounds since January 2021 (Lochtie and Hillman, 2023). Coaching and mentoring approaches have been used by our team to support students’ learning and study habits, wellbeing, and help-seeking behaviours (Hillman et al., in press). In the first part of this workshop, we shared learning from approaches used to evaluate the work of the service – from narrative and empirical evidence to causal evaluation in randomised controlled trials (TASO, 2022) – and situated this in the wider literature on evaluation in HE (Sabri, 2023). We shared findings from our work and reflected on the standards of evidence in HE (OfS, 2019). In the second part of the workshop, we invited delegates to consider how they measure and evaluate impact in their own context. We also explored relevant LD scholarship and publications. Our presentation aligned with the ALDcon24 theme ‘Building Learning Development for the Future’, and we sought to invite discussion about the way we demonstrate ‘impact’ as Learning Developers.

Creating online, inclusive spaces for learning: ‘Study Together’ with the personal learning advice service

There is a wealth of scholarship on the benefits of synchronous writing sessions for staff and students in higher education (Kornhaber et al., 2016; Eardley et al., 2021; Morley and Aston, 2023). In the Personal Learning Advice (PLA) Service at the Open University UK (OU), we developed bespoke, online study spaces for students from groups currently underrepresented in higher education – known as ‘Study Together’ sessions. The sessions prioritise students from minoritised ethnic groups, students with disabilities, and students with mental health needs who are at risk of poorer study outcomes. This presentation charted the development of Study Together in response to student feedback and evaluation and sought to show the value of ‘targeted’ invitations to engage students with spaces for learning development. Our presentation began by outlining the rationale for a 2022-23 Study Together pilot and its impact on community and belonging for students with mental health declarations (Lavery et al., 2023). We shared our approach to hosting Study Together and the techniques used to create an inclusive, productive study space; we showed how these approaches allowed us to incorporate timed study bursts and reflective practice, building positive study habits among students. Finally, we presented findings from the evaluation of Study Together in 2023-24 and situated this within the wider literature on the benefits of virtual communities of practice for learning. Our presentation spoke directly to the ALDcon24 theme ‘Building inclusive learning development spaces’ and invited delegates to consider the place of virtual, guided study spaces in their own practice.

Learners’ Conduct and Educational Achievement

Learners’ conduct may be taken from several factors which may be the cause for their educational achievement. This study aimed to determine the level of learners’ conduct and educational achievement. This also determined the relationship between the learners’ conduct and educational achievement. The respondents of this study were the teachers (n=105) from the selected schools in the Division of Cagayan de Oro City. This study used descriptive correlational research design with documentary analysis and utilized an adapted and modified survey questionnaire as its instrument to gather the data from respondents. Statistical tools like frequency and percentage, mean and standard deviation, Pearson Product Moment Correlation Coefficient were used to find out the relationships between the variables. Results showed that the learners’ conduct was at moderate level on which family has the highest mean score while teacher has the lowest mean score. Learners’ educational achievement was at a satisfactory level. Learners’ conduct was negatively correlated with educational achievement. Though negatively correlated but it can be concluded that family plays an important role in molding learners’ conduct. Thus, the school may hold parenting seminars to remind parents of the importance of family in developing the learners’ conduct. If learners have desirable conduct, they would have good study habits that would improve their educational achievement.

Influence of Social Media on Grade 12 HUMSS Students’ Academic Behavior

This study investigates the possible influences of social media to the students' academic behavior. Awareness of the potential outcomes of using social media can help them understand the possible impacts. The goal of this study is to develop plans to enhance students' holistic development and encourage responsible social media use by addressing these consequences. This research will be conducted at a Senior High School in Digos City. The sampling design for this study is a survey questionnaire. Furthermore, the study's respondents are Grade 12 HUMSS students who use various social media platforms. To add to that, this study will use the survey instrument, specifically the questionnaire. This study will use an attitudinal measure, a quantitative way to assess a person's attitude. This study aims to collect data and information regarding students' academic behavior. The findings conclude that social media helps the students' in various ways, including the improvements they made by searching for the things they wanted to understand. However, social media also distracted the students, affecting their study habits and academic performance. In conclusion, social media affected the students' lives moderately. They are distracted by social media, but their academic behavior is untroubled at all.

Study habits in upper secondary education before and after the COVID-19 pandemic.

El objetivo de nuestra investigación fue evaluar los cambios en los hábitos de estudio de los estudiantes de secundaria provocados por la pandemia de COVID-19 mediante el Cuestionario de Hábitos y Técnicas de Estudio (SHTQ). Nuestro enfoque fue cuantitativo, considerando que los hábitos de estudio influyen en el rendimiento académico. Nuestra investigación fue exploratoria y correlacional. El instrumento fue completado antes de la pandemia por 339 estudiantes (presencialmente), y durante la pandemia por solo 68 estudiantes en la plataforma FORMS. Las variables de estudio consideraron sexo, nivel de educación y ocupación de los padres. Las escalas de hábitos de estudio fueron lugar de estudio (PST), planificación (PLA), atención (ATT), técnicas de estudio (STE), actitud (ATT) y trabajo (WOR). Observamos que WOR tuvo un promedio más alto en mujeres. En las escalas STE y ATT, los estudiantes del curso propedéutico tuvieron valores más altos que los estudiantes de secundaria. La ocupación del padre influyó en el STE, ATT y el promedio general de las escalas (p &lt; 0,05). Los hijos de profesionales tuvieron puntajes más altos en estas escalas. Se encontraron cambios en los ítems dentro de cada escala. Sugerimos que los ítems se adapten a las nuevas condiciones educativas en las que las tecnologías de la información y la comunicación adquieren mayor importancia.

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.

The attitudes towards learning and study habits of Australian medical students

Background/Purpose Medical curricula are designed to provide students with strong foundational biomedical knowledge and the opportunity to develop and practice effective, appropriate, and safe clinical skills. However, instruction on optimal study strategies (i.e. “learning how to learn”) is often overlooked in medical programs. In this paper, we explore the attitudes towards learning and study habits of a large cohort of graduate-entry medical students in Australia. Method Participants in this observational study were invited to complete a questionnaire regarding their attitudes towards study behaviours and strategies, and to complete regular “study diaries” using a custom smartphone application. We collected data for first to fourth-year medical students at various timepoints throughout their academic year. Results We found that these students generally had a high level of literacy regarding the efficacy of evidence-based study techniques, such as practice testing and active participation, but also tended to favour less effective and more convenient and time-efficient study approaches and activities. Students also reported engaging in distracting off-task activities during approximately 61% of their “private study” sessions; however, due to the self-report nature of the data, this is likely an underestimate. Conclusion In conclusion, we found that there appears to be a disconnect between medical students’ knowledge and practice of effective study techniques. Given this apparent dissonance—and the significant demands placed on student time and attention—we encourage educators to consider how they might best support students to engage in effective study techniques.

The Perceived Value of Proving in Learning Engineering Mathematics and its Dependence on Motivation and Study Habits

This study reports on engineering students (N=369) from two Swedish universities and focuses on their perceived value of proving in learning engineering mathematics and some factors that may explain the observed variation in the perceived value. Our findings show that there is no significant difference in the perceived value between female and male students. In general, proving is not highly valued, and students are not confident in their skills in proving, except for proving by mathematical induction. However, students’ motivation in mathematics correlates with the perceived value and certain study habits are more regular among those students who appreciate proving as a suitable method for learning mathematics. Examples of such study habits include actively communicating with mathematics course teachers and reading the course textbook both before and after lectures.

Integrating Social Media into Educational Strategies: Examining the Impact of Social Media Usage on High School Students’ Academic Performance

Academic achievement shapes future opportunities, and social media significantly influences this. Despite its growing prominence, social media's specific effects on high school students’ academic outcomes in Khyber Pakhtunkhwa, Pakistan, remain unexplored. This study fills this gap by examining how social media usage relates to academic performance, study habits, study time, and perceived benefits among 402 high school students (283 males, 118 females) from 12 public and private schools. Employing a quantitative survey design, we used a "Social Media and Academic Achievement of Students" questionnaire adapted from Peter (2015). The findings reveal that sharing academic information with classmates on social media significantly enhances academic performance. However, social media usage showed no statistically significant effects on study habits and time allocation. Additionally, students reported moderate benefits from using social media for academic purposes. These results emphasize integrating social media in education to enhance student engagement and performance, and underscore the need for effective time management to manage distractions. The study's limitations include its regional focus and the self-reported nature of the data. Future research should explore these dynamics in different regions and with varied methodologies to further validate these findings.

Study Habits and Learning Performance Of Grade 6 Indigenous Learners In A District

Study Habits and Learning Performance Of Grade 6 Indigenous Learners In A District

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.