Abstract

This study aimed to investigate the relationship of students study habits and attitudes
and their performance in licensure examinations. The participants were graduates in
school year 2009-2010 from the different programs of the University which require
licensure examination. The study habits and attitudes of the participants were assessed
by administering the Survey of Study Habits and Attitudes (SSHA) developed by
Brown and Holtzman (1967) during their final year in the University and their
performance (overall rating) in the different licensure examinations was generated from
the records of the Philippine Professional Regulation Commission. Results of the study
showed that the participants do not have favorable study habits and attitudes. Among
the noted unfavorable study habits were inefficient time management, lack of planning
and concentration in their studies, poor skills in reading, ineffective test taking
techniques, and failure to inform their teachers of their difficulties with school work and
ask for their help. The participants also demonstrated unfavorable attitudes toward
teachers classroom behavior and methods. It was further revealed that their
performance in licensure examinations was quite low. Significant relationship between
study habits and attitudes and performance in licensure examination were clearly shown
in this study. Further analysis revealed that study habits (work methods and time
management) of the participants were correlated with their success in licensure
examination while study attitudes (i.e. attitudes toward teachers and educational
acceptance) were not significantly related to success in licensure examination. This
connotes that students who have favorable study habits will likely pass the licensure
examination.

Keywords: study habits, study attitudes, academic performance.

Citation: Mendezabal, M. J. N. (2013). Study Habits and Attitudes: The Road to Academic Success. Open Science
Repository Education, Online(open-access), e70081928. doi:10.7392/Education.70081928

Received: January 21, 2013

Published: February 15, 2013

.
Copyright: 2013 Mendezabal, M. J. N Creative Commons Attribution 3.0 Unported License.

Contact: research@open-science-repository.com
Introduction
Students academic performance occupies a very important place in education as well
as in the learning process. It is considered as a key criterion to judge ones total
potentialities and capacities (Nuthana & Yenagi, 2009) which are frequently measured
by the examination results. It is used to pass judgment on the quality of education
offered by academic institutions. In fact, it is still the most topical debate in higher
learning institutions that caused great concern to educators and researchers due to the
alarming examination performance of students.

In the report of the Professional Regulation Commission (PRC) on performance of

graduates in the different licensure and board examinations, data show that
performance of graduates has been declining in the last ten years. The overall passing
rates are quite low (around 36% on the average). In the 2010 professional licensure
examinations given by the PRC, almost 70 percent of college graduates in the country
failed and, last year, only 125,419 of the 345,182 or 36.3 percent college and technical
school graduates passed their respective professional eligibility examinations as per
PRC records. These statistics were based on the results of licensure examinations for
45 groups of professionals. Among the lowest number of passing rates were posted by:
elementary teachers (15.4 percent); secondary teachers (23.3 percent); electronics
engineers (23.5 percent); and registered electrical engineers (31.9 percent) (Philippine
Education_Sector Assessment Project, 2011). What explains these performance
discrepancies? Multiple reports indicate that academic success cannot be predicted by
a single variable. It is dependent upon many factors; both cognitive and non-cognitive.

Numerous studies have been carried out which focused on cognitive factors as
predictors of academic success. Recently, there has been a growing interest on the
non-cognitive factors. A number of researchers have examined the role of non-cognitive
variables such as study skills (Fazal, S. et.al, 2012; Awang, G & Sinnadurai, S.K., 2011;
Demir et. al, 2012; Hassanbeigi et.al, 2011), study motivation (Tella, A., 2007; Nonis and
Hudson, 2008), study behavior (Yang Yang, 2011; Otto, 1978), study habits (Crede and
Kuncel, 2008; Nuthana & Yenagi, 2009; Nouhi et.al, 2008; Bashir et. al, 2012; Boehler,
2001; Kurshid, 2012; Mutsotso et. al, 2010), and attitudes (Sarwar et.al, 2010 and Yu,
2011) on academic achievement. Some argued that these factors have strong
relationship with academic performance of students while others concluded that it was
the combination of the different factors that could explain students academic
performance.

In a more recent meta-analysis, Crede and Kuncel (2008) found that non-cognitive
factors like study habit, skill and study motivation, among other attitudinal constructs,
accounted for incremental variance in academic performance beyond standardized
tests and previous grades. Moreover, a literature review by Nagaraju (2004) pointed out
that, for good academic success, good study habits and attitudes are important. Hence,
it is imperative and desirable that a probe into the pattern of study habits and attitudes
of students be made.
Statement of the problem/research questions

This study has its primary objective to assess the study habits and attitudes of the
students and their relationship to performance outcomes in licensure examinations.
Specifically, the study was organized around the following questions:

1. What are the study habits and attitudes of the students?

2. How did the students perform in the licensure examinations?

3. Are students study habits and attitudes correlated with board examination
performance?

Significance of the study

A number of studies pointed out that study habits and attitudes are important in
academic success. Hence, it is important and desirable that a probe into the pattern of
study habits and attitudes of the students and its relationship with licensure examination
performance be made.

Outcomes of this study may form the basis for future intervention programs which aim at
improving students study habits and attitudes that will eventually improve their
performance outcomes in licensure examinations, which is an indicator of quality
education in higher institutions of learning.

Literature review

This section discusses the factors that are well known to influence students academic
achievement.

Theoretical framework

This study was based on Martin Fords Motivational Systems Theory (MST). This
framework focuses on the individual as the unit of analysis, but embeds the individual in
the biological, social, and environmental contexts that are crucial to development. Ford
proposed a simple mathematical formula that attempts to represent all these factors in
one model. The formula for effective person-in-context functioning is:
 Achievement = (Motivation x Skill) x Responsive Environment

The formula proposes that actual achievement and competence are the results of a
motivated, skillful, and biologically capable person interacting with a responsive
environment (Ford, 1992).

Similar formula was used by Pinder (1984) and others (cited in Nonis & Hudson, 2006)
to demonstrate performance as a multiplicative function of both ability and motivation.

Performance = Ability x Motivation

The above formula indicates that a student with very high ability but low motivation is
unlikely to perform well, whereas a student with low ability but high motivation is likely to
perform well. That is, the variability in motivation across students may dampen
associations between ability and performance. In the same vein, one can argue that it is
simply the study habits and attitudes that ultimately bring about the desired performance
and not students inner desires or motivations. Therefore, similar to how motivation
interacts with ability to influence academic performance, one can infer that study habits
and attitudes interact with ability to influence student performance in board examination.

Board Exam Performance = Ability x (Study Habits and Attitudes)

Students academic performance

Academic performance of students has been the subject of intensive research over the
past years. It has become an issue of standards and quality in education as judged from
the performance of students in national licensure and board examinations. However,
various reports have documented the poor examination performance of students. For
example the report of the PRC on performance of graduates in the different licensure
and board examinations which has been declining in the last ten years. The overall
passing rates are quite low (around 36% on the average). In the 2010 professional
licensure examinations given by the PRC, almost 70 percent of college graduates in the
country failed and, last year, only 125,419 of the 345,182 or 36.3 percent college and
technical school graduates passed their respective professional eligibility examinations,
as per PRC records. This statistics were based on the results of licensure examinations
for 45 groups of professionals. Among the lowest number of passing rates were posted
by: elementary teachers (15.4 percent); secondary teachers (23.3 percent); electronic
engineers (23.5 percent); and registered electrical engineers (31.9 percent) (Philippine
Education Sector Assessment Project, 2011). Other report provided data about
education standard; indicating that deterioration had occurred in all fields of education in
the society.

The low performance of students in licensure examinations has important ramifications

to educators, schools and the educational system in general. Hence, there is a need to
look into the factors that contribute to the academic performance of students.

Study habits and attitudes of students

Many studies have analyzed the factors behind the performance of students. Earlier
studies have been carried out which focused on cognitive factors as predictors of
academic success. Recently, there has been a growing interest on the non-cognitive
factors. A number of researchers have examined the role of non-cognitive variables
such as study skills (Fazal, S. et.al, 2012; Awang, G & Sinnadurai, S.K., 2011; Demir et.
al, 2012; Hassanbeigi et.al, 2011), study motivation (Tella, A., 2007; Nonis and Hudson,
2008), study behavior (Yang Yang, 2011; Otto, 1978), study habits (Crede and Kuncel,
2008; Nuthana & Yenagi, 2009; Nouhi et.al, 2008; Bashir et. al, 2012; Boehler, 2001;
Kurshid, 2012; Mutsotso et. al, 2010), and attitudes (Sarwar et.al, 2010 and Yu, 2011)
on academic achievement. Some argued that these factors have strong relationship
with academic performance of students, while others concluded that it was the
combination of the different factors that could explain students academic performance.

In a more recent meta-analysis, Crede and Kuncel (2008) found that non-cognitive
factors like study habit, skill and study motivation, among other attitudinal constructs,
accounted for incremental variance in academic performance beyond standardized
tests and previous grades. Moreover, a literature review by Nagaraju (2004) pointed out
that for good academic success, good study habits and attitudes are important.

Study habit is the pattern of behavior adopted by students in the pursuit of their studies
that serves as the vehicle of learning. It is the degree to which the student engages in
regular acts of studying that are characterized by appropriate studying routines (e.g.
reviews of material, frequency of studying sessions, etc.) occurring in an environment
that is conducive to studying. Study attitudes, on the other hand, refers to a students
positive attitude toward the specific act of studying and the students acceptance and
approval of the broader goals of college education (Crede and Kuncel, 2008). In short,
study habits and attitudes of students are determined through their time management
ability, work methods, attitudes toward teachers and acceptance of education.

A review of literature highlighted the importance of students study habits and attitudes in
their academic performance. According to Menzel, cited by Rana and Kausar (2011),
many students fail not because they lack ability but because they do not have adequate
study skills. Students who have difficulty in college frequently do not have adequate
study habits that affect their academic achievement. A central problem noted was that
many of these students had not learned how to take effective notes and manage time
for studying (cited by Mutsotso S.N. & Abenga E.S., 2010). Moreover, a study by
Nagaraju (2004) found that students usually do not devote sufficient time to their studies
and seldom have proper study habits.

Efficient study habits are associated with a favorable attitude toward learning in general.
As cited by Otto (1978), beliefs in the value of intellectual pursuits and in the importance
of education are positively related to academic performance. An important aspect of a
students attitude toward education is the value he sees in what he has to learn. In the
study of Sarwar et. al (2010), it was discovered that a significant relationship between
student attitudes and academic performance exists. Another research found
discrepancy between the study attitudes of high and low-achieving students. High-
achieving students had a more positive attitude toward study in that they detected and
reacted positively to the favorable aspects of the situation they found themselves in,
while the low-achieving students tended to be fault-finders, reacting to the negative
aspects of study such as distractions and minor annoyances. The high-achieving
students found tertiary work an interesting challenge, accepted the restrictions and
conformed to the demands made upon them more readily, while the low achievers
appeared to lack high-level motivation. The more successful group was also found to be
more realistic and discriminating in their assessment of those situations which were
highly relevant to scholastic achievement, such as discipline and work priorities, and
they were better organized in both their work and leisure activities.

In terms of attitude towards teachers, the high achievers generally have a positive
attitude towards teachers. For instance, as compared to low achievers, the high
achievers more often say that their teachers are competent, impartial, and interested in
their duties (Sarwar, M., Bashir, M., Khan, M.N., & Khan, M.S., 2009). Yu (2011) in his
study revealed that among the SHSA factors examined, student perception of teacher
effectiveness influence accounting performance.

Study habits and attitudes in relation to academic performance

A substantial amount of research has examined the role of students study habits and
their attitudes to study on academic performance. The study of Osa-Edoh and Alutu
(2012) which examined the usefulness of imbibing in the students study habit, as a
means of enhancing their academic performance, revealed a high correlation between
study habits and students academic performance. This suggests that it is only when
students imbibe or cultivate proper study habits that their academic performance can be
improved upon.

Similarly, Nuthana and Yenagi (2009) found significant correlation between study habits
and academic achievement. It further revealed that reading and note-taking habits,
habits of concentration, and preparation for examination had significant correlation with
academic achievement. The authors pointed out that students who are better in reading
and note-taking, well prepared for the board examination and have concentration may
have better academic achievement. An association between study skills and academic
performance also has been found to prevail among undergraduate students. The study
of Fazal (2012) identified various study skills used by learners and ascertain which
study skills is more related to academic achievement. Results of the study indicate
significant relationship of time-management skills, reading and note-taking skills with
academic achievement. Students with higher academic achievement used a wide range
of study skills as compared to students with lower academic achievement.

Another study was conducted using a Q factor analysis to understand the study
behavior and habits of undergraduate students. The Q factor analysis was used to
classify students as either proactive learners with well-organized study behavior or
disorganized procrastinators based on their self-reported study behavior. Findings of the
study showed a significant difference in the academic performance of the two groups of
students. Student type was found to be a significant predictor of academic achievement
beyond and above students attribute variables (Yang, 2011).

Nonis and Hudson (2010) also conducted a study on performance of college students-
impact of study time and study habits in which they found that some study habits had a
positive direct relationship on student performance but others had a negative direct
relationship.

Hassanbeigi et al. (2011), in their study of the relationship between various study skills
and academic performance of university students, noted that the study skills scores of
students with GPA of 15 and above (out of 20) were statistically higher than those
students with GPA of less than 15 in all of the seven skills (time management and
procrastination, concentration and memory, study aids and note-taking, test strategies
and test anxiety, organizing and processing information, motivation and attitude, and
reading and selecting the main idea).

Because of the importance of study habits and attitudes on academic performance,

some researchers have proposed strategies that will help students develop effective
study habits and attitudes. For example, the study of Demir et al. (2012), which
examined the effect of development of efficient studying skills curriculum on academic
achievements and studying skills of learners, found that students can acquire efficient
studying skills by means of curriculum for developing efficient studying skills. The
students were able to organize the study environment and use specific methods
effectively, such as efficient reading, listening lectures, note-taking, efficient writing and
doing homework. It further revealed that those students where the curriculum was
implemented have increased academic achievement as compared to the group of
students on which the curriculum was not implemented. Mutsotso and Abenga (2010)
also propose a paradigm shift in study methods and suggest strategies for both
lecturers and the students in universities towards improved learning and performance. It
is based on the distributed learning approach that adequately cater for individual
differences that exist among the students. The model will address the study space
needs and the efficiency and effectiveness of study methods.

To sum up, the literatures cited point to the importance of study habits and attitudes to
academic performance or success of students.
 Figure 1: Research paradigm

The figure shows how the variables of the study are related. The study habits and
attitudes of the students could influence their performance outcomes in licensure
examinations.

Methods
A descriptive correlational research design was used for this study to examine the
relationship of students study habits and attitudes to their performance in the licensure
examinations.

The respondents were graduates in school year 2009-2010 from the different programs
of the University which require licensure examination. A total of 239 students comprised
of 127 males and 112 females participated in the study. Table 1 shows the distribution of
the respondents.
 Table 1: Distribution of the respondents

The study habits and attitudes of the respondents were assessed by administering the
Survey of Study Habits and Attitudes (SSHA) developed by Brown and Holtzman
(1969) during their final year in the University. The SSHA consists of 100 items divided
equally into four (4) subscales named as work methods (WM), delay avoidance (DA),
teacher approval (TA) and educational acceptance (EA). The subscales are used to
formulate two subtotals; summation of scores obtained from WM and DA forms a score
for Study Habits (SH) and the total score obtained from the summation of TA and EA
yield a study attitudes (SA) score. The Study Habits measure student's time
management ability and work methods whereas Study Attitudes measure students
opinions about teachers classroom management and behavior and his/her acceptance
of education.
The performance rating of the graduates was generated from the data released by the
PRC. It is the overall rating obtained by the graduates in the licensure examinations.

Descriptive statistics (means, standard deviations, and percentile ranks) were used to
describe the study habits and attitudes of the students and their performance in
licensure examinations. Moreover, relationship of study habits and attitudes with
performance in licensure examination was examined by the use of Pearson correlation
coefficient.

Results

Table 2: Study habits and attitudes score of the respondents

Analysis of the scores obtained from the SSHA revealed that the respondents do not
have very effective approaches in studying. As reflected in the table, the respondents
score in the 50-60th percentile on Study Habits which means they scored at average
level. This result suggests that the respondents use of study skills is not efficient and
effective. Among the noted unfavorable study habits of the students were inefficient time
management, lack of planning and concentration in their studies, poor skills in reading,
ineffective test-taking techniques, and failure to inform their teachers of their difficulties
with school work and ask for their help.

Similarly, the respondents recorded Study Attitudes in the 35-45 th percentile which is
interpreted as average low. The result indicates that the respondents do not have
favorable attitudes toward the teacher classroom behavior and practices. Moreover, the
respondents certainly do not approve educational objectives, practices and
requirements.
 Figure 2: Study habits and attitude score of respondents from the different
programs

Figure 2 reveals the study habits and attitudes score of the respondents from the
different programs.

The Education (Secondary) and Nursing graduates obtained the highest scores on
Study Habits which is interpreted as average high. This result suggests that graduates
of these programs exert more effort in their study skills and have efficient time
management as compared to graduates of the other programs.

In terms of study attitudes, the Nursing, Civil Engineering and the Geodetic Engineering
graduates recorded the highest mean scores. However, these scores are still
categorized as average low. The result clearly shows that graduates perceptions of
teachers classroom behavior and methods are not favorable and their acceptance of
educational objectives and practices are not desirable.

Figure 3: Performance rating in licensure examinations

Figure 3 shows the performance rating of graduates in the different licensure

examinations. It is observed from the figure that the graduates did not perform very well
in the licensure examination. The overall mean performance rating is quite low (75.3%).
The Accountancy graduates obtained the highest rating which means they have higher
cognitive ability. However, in terms of the passing rate for first takers, it was the Nursing
graduates who achieved the highest percentage.
 Table 3: Correlation between SSHA score and performance rating in licensure
examination

It is apparent from the table that study habits and attitude scores of the respondents are
significantly related to their performance rating in the licensure examination. This means
that the study habits and attitudes of the respondents may contribute to their
performance rating in the licensure examination. However, it is not sufficient to conclude
that those who have effective study habits and attitudes have higher ratings in the
licensure exam. As revealed in this study, mental capability of students still accounts for
their performance in the licensure examination. Further analysis using stepwise linear
regression revealed that students work methods could predict their performance in
licensure and board examinations.

Table 4: SSHA vis--vis success in licensure examinations

It is revealed in table 4 that study habits of graduates had significant correlation with
their success in licensure examination, while study attitudes (i.e. attitudes toward
teachers and educational acceptance) were not significantly related to success in
licensure examination. This connotes that graduates who have favorable study habits
will likely pass the licensure examination.

Discussions
Results of the study showed that the students did not possess a favorable study habits
and attitudes. Based from their responses, it was revealed that the students do not have
efficient time management, they lack planning and concentration in their studies, they
have poor skills in reading, ineffective test-taking techniques and failure to inform their
teachers of their difficulties with school work and ask for their help. Similar results were
identified by Nouhi et al. (2008) as students weakness in study. The findings were also
noted in the study of Aquino (2011) and Nagaragu (2004). It was suggested in a
literature review by Sarwar et al. (2009) that student should draw up a time table for
study which enables the learner to organize his study effectively. Furthermore, positive
study attitudes which are a driving force behind study habits should be adopted by the
student in order to succeed.

Another revelation from this study was the overall performance of the students in the
licensure examinations, which is at average level. This situation is prevailing in many
institutions of higher learning where few students perform excellently. It was evident in
the report of the PRC that performance of graduates in the different licensure and board
examinations has been declining. The overall passing rates were quite low. This was
also supported by other research about education standard, indicating that deterioration
had occurred in all branches of education in the society.

The study further revealed significant relationships between students study habits and
attitudes and their performance outcomes in the licensure examinations. This result was
consistent with the findings of earlier studies (Crede and Kuncel, 2008; Nuthana &
Yenagi, 2009; Awang & Sinnadurai, 2011; Khurshid, F. et al., 2012; Osa-Edoh and Alutu,
2012; Nonis and Hudson, 2010), which reported significant correlation between study
habits and academic achievement, contrary to the findings of Nouhi et al. (2008) and
Boehler et al. (2001). In the present study, the unfavorable study habits and attitudes of
the students may have contributed to their low performance in the licensure
examinations. As stated in literature cited by Rana and Kausar (2011), many students
fail not because they lack ability but because they do not have adequate study skills.
Students who have difficulty in college frequently do not have adequate study habits
that affect their academic achievement. A central problem noted was that many of these
students had not learned how to take effective notes and manage time for studying
(cited by Mutsotso S.N. & Abenga E.S., 2010). Furthermore, a study by Nagaraju (2004)
found that students usually do not devote sufficient time to their studies and seldom
have proper study habits.

In studies comparing the study habits and attitudes of high and low-achieving students,
data indicated that high achievers have better study habits and attitudes than the low
achievers (Hassanbeigi et al., 2011; Sarwar et al., 2009). This was confirmed in the
present study. Students who acquired higher study habits and attitudes scores have
better performance in the licensure examination. According to Fazal (2012), students
with higher academic achievement used a wide range of study skills as compared to
students with lower academic achievement. A detailed analysis of some of the study
skills that successful students possess were work-knowledge, note-taking ability, and
linguistic intelligence. The study of Nuthana and Yenagi (2009) further revealed that
students who are better in reading and note-taking, well prepared for the board
examination and have concentration may have better academic achievement.

Meanwhile, a research which investigated the relationship between student attitudes

and examination performance found significant relationship (Sarwar et. al., 2010).
Similar result was found in the present study. The unfavorable attitudes of students
toward teachers classroom management and behavior and their acceptance of
education could have influenced their low performance in licensure examinations. As
cited by Otto (1978), beliefs in the value of intellectual pursuits and in the importance of
education are positively related to academic performance. This was supported by the
study of Yu (2010) that, of all the study skills examined, students perception of teacher
effectiveness influenced students academic performance. A discrepancy in study
attitudes between high and low-achieving students was also noted in other researches.
High-achieving students had a more positive attitude toward study in that they detected
and reacted positively to the favorable aspects of the situation they found themselves in,
while the low-achieving students tended to be fault-finders, reacting to the negative
aspects of study such as distractions and minor annoyances. The high-achieving
students found tertiary work an interesting challenge, accepted the restrictions and
conformed to the demands made upon them more readily, while the low achievers
appeared to lack high-level motivation. The more successful group was also found to be
more realistic and discriminating in their assessment of those situations which were
highly relevant to scholastic achievement, such as discipline and work priorities, and
they were better organized in both their work and leisure activities (cited by Otto, 1978).
In terms of attitude towards teachers, the high achievers generally have a positive
attitude towards teachers. The high achievers often say that teachers are competent,
impartial and interested in their duties (Sarwar et al., 2009).

Conclusion and implication

The belief that academic success required not only high cognitive ability but also sound
study habits and attitudes (SHAs) was confirmed in the present study. A significant
correlation between students study habits and attitudes and their performance in
licensure examinations was clearly shown in the present study. Thus, to enhance the
quality of education, there is a need to improve the study habits and attitudes of the
students. This could be done through provision of developmental programs that will help
students build efficient and effective study habits and positive attitudes towards learning,
in an early stage of their studies. Engaging students in educationally purposeful
activities that will result in high levels of learning and personal development for all
students is likewise suggested.

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Literature matrix

# Author/s Major Objective/s Delineated Method (Locus, Subjects, Findings

Factors/Variables Data Measure,
(Citations) Instrumentation)

1 Aquino, L. (2011). Study To investigate the Study habits, Descriptive survey using Students generally do not
Habits and Attitudes of favorable and study attitudes, standardized questionnaire approve teacher methods
Freshmen Students: unfavorable study study orientation (SSHA) Freshmen students and classroom
Implications for academic habits and attitudes of management and have
intervention students and Academic inefficient time
programs.Journal of determine its achievement management. Intervention
Language Teaching and implications in Academic programs based on the
Research, Vol. 2 (5): 1116- formulating academic intervention theory of confluent
1121. intervention programs education which can
programs. improve the study habits
Confluent and attitudes of students
education was proposed.

2 Awang, G & Sinnadurai, S.K.
(2011). A Study on the
Development of Strategic
Tools in Study Orientation
Skills towards Achieving
Academic
Excellence.Journal of
Language Teaching and
Research, Vol. 2 (1): 60-67,
doi:10.4304/jltr.2.1.60-67.
To measure the study Study orientation Quasi-experimental design The finding has shown that
orientation skills and skills with a pre-test and post-test the study orientation skills
to provide remedial (SOS) website was able to
tools in correcting Study habits measure SOS effectively
First year Engineering
respondents study Study attitudes students of University among the respondents in
orientation skills Malaysia PAHANG the two groups. There is a
faults. The research Academic significant difference in
also measures the performance SOS and academic
relationship between SOS devices comprising of a performance between pre-
study orientation skills website for measurement and test and post test scores of
and the academic remedial, textbook, DVD, and the respondents. The
performance lectures in measuring results also show that
students SOS and method in there is a correlation
re-correcting students SOS between SOS and GPA
scores in pre-test and
post-test within and
between each group.

3 Bashir, I. and Mattoo, N. To determine the Study habits Survey using Findings revealed a highly
(2012). A Study on Study impact of study habits significant relation among
Habits and Academic on academic Academic various variables of study
performance Study Habit Inventory
Performance among performance habits and academic
Adolescents (14-19) performance.
years.International Journal of
Social Science Tomorrow, Vol.
1 (5).
# Author/s
(Citations)
4 Boehler, M.L. et. al (2001). An
evaluation of study habits of
third-year medical students
in a surgical clerkship. The
American Journal of Surgery
181 (2001) 268271.
5 Crede, M., Kuncel, N.
(2008)Study Habits Meta-
Analysis, Perspectives on
Psychological Science In
Press vol. 3 No. 6 p. 425-453.
6 Demir, S., Kilinc, M., & Dogan,
A. (2012). The Effect of
Curriculum for Developing
Efficient Studying Skills on
Academic Achievements
and Studying Skills of
Learners. International
Electronic Journal of
Elementary Education, Vol. 4
(3): 427-440.
7 Fazal,S., Hussein, S., Majoka,
M., & Masood, S. (2012) The
Role of Study Skills in
Academic Achievement
ofStudents:A Closer Focus
on gender. Pakistan Journal
of Psychological Research,
Vol. 27, No. 1, 37-51.
8 Hassanbeigi, A.
et. al (2011).The relationship
between study skills and
academic performance of
university
students. Procedia-Social and
Behavioral Sciences, Vol. 30:
1416-1424.
Major Objective/s Delineated Method (Locus, Subjects, Findings
Factors/Variables Data Measure,
Instrumentation)
Assess study habits Medical students Questionnaire (reading Students who reported
of medical students in habits, utilization of lectures, studying in a group on
a third-year surgical Surgery education group study, distribution of average scored 4 points
clerkship and to Study habits study time throughout the higher on the MSCE than
determine the clerkship, and resources those who did not study in
relationship of these Medical education utilized during study) a group (P 5 0.001).
study habits to However, no significant
performance Collaborative differences or correlations
outcomes. learning were discovered between
Group study any of the study habits and
the individual results on
Educational the NBME.
outcomes (NBME
and MSCE tests)
To examine the Study habit Meta-analysis which Study habit and skill
construct validity and employed literature search measures improve
predictive validity of Study skill and coding of predictor- prediction of academic
study skills constructs SHSA inventories criterion correlation and made performance more than
for college students use of the Hunter and any other non-cognitive
SHSA constructs Schmidt (1990, 2004) individual difference
psychometric meta-analytic variable examined to date
method and should be regarded as
the third pillar of academic
success
The examine the Study skills 7th Grade primary school The result indicated that
effect of student in Turkey students can acquire
Development of Curriculum efficient studying skills by
Efficient Studying development means of Curriculum for
Experimental Method using
Skills Curriculum on Academic two groups (experimental and Developing Efficient
academic achievements control group) of respondents Studying Skills and they
achievements and increase their academic
studying skills of achievements.
students Instruments:
Studying Habits Inventory
Achievement Test
To identify various Study habits Normative Survey The findings indicate
study skills used by significant relationship of
the learners and to Study skills time-management skills,
Modified version of Scale for
ascertain which study Academic Study Habits and Attitudes reading, note-taking skills
skill is related to achievement (Ansari, 1983) with academic
academic achievement. Students
achievement High and low with higher academic
achievers achievements use a wide
range of study skills as
compared with lower
academic achievement
To investigate the Study skills 179 junior and senior medical The study showed that the
relationship between and dental students study skills scores of
various study skills Academic of ShahidSadoughi University, students with GPA of 15
and academic performance Yazd, Iran and above (out of 20) were
performance of statistically higher than
university students. Descriptive correlational students with a GPA of
less than 15 in all of the
seven aspects of study
Study Skills Assessment skills.
Questionnaire
# Author/s
(Citations)
9 Kurshid, F., Tanveer, A.,
&Naz Qasmi, F.
(2012).Relationship between
Study Habits and Academic
Achievement among Hostel
Living and Day Scholars
University Students. British
Journal of Humanities and
Social Sciences, Vol. 3 (2).
ISSN 2048-1268.
1 Mutsotso,S.N. and Abenga,
0 E.S. (2010). Study methods
for improving quality
learning and performance in
higher education.Education
Research and Review, Vol. 5
(12): 808-813.
11 Nonis, S., Hudson, G.
(2006)Academic
Performance of College
Students: Influence of Time
Spent Studying and
Working.Journal of Education
for
Business. Heldref Publications
. January/February issue.
1 Nouhi, E., Shakoori, A.,
2 &Nakhei, N. (2008) Study
habits and skills, and
academic achievement of
students in Kerman
University of medical
sciences. Journal of Medicine
Education Summer & Fall
2008 Vol. 12,No.3 ,4.
1 Nourian, A. et al.
3 (2008).Evaluation of Study
Skills and Habits of Medical
Students. South East Asian
Journal of Medical Education,
Vol. 2 (1).
Major Objective/s Delineated Method (Locus, Subjects, Findings
Factors/Variables Data Measure,
Instrumentation)
To explore the Study habit 200 university students from Results show that there is
relationship between Rawalpindi and Islamabad a positive relationship
the study habits and Academic between study habits and
academic achievement academic achievement.
Descriptive
achievement of day Female university students
scholars and hostel possess more effective
living university Study Habits Inventory (test study habits and higher
students. preparation, concentration, academic achievement
time management, text book, than male e university
note-taking, memory) students. Day scholars
have better study habits
and higher academic
achievement than those
living students.
To propose a model Study methods Meta-analytic Review The amount of an
based on the individual student achieves
distributed learning Achievement is dependent on the study
approach that will Learning methods that s/he applies.
cater to individual performance A paradigm shift in study
differences that exist methods and strategies
among students Distributed towards improved learning
which will address the learning and performance for both
study space needs lectures and students were
and the efficiency and suggested.
effectiveness of study
methods.
To examine the effect Demographic Survey and Document The results suggested
of both time spent variables ( age, Analysis
studying and time gender, etc) that non-ability variables
spent working on like motivation and study
academicperformanc Personal variables time significantly interact
e and to evaluate the (motivation & with ability to influence
interaction of ability) academic performance.
motivation and ability Time spent on Contrary to popular belief,
with study time and its academics (TSA) the amount of
effect on academic
performance Time spent time spent studying or at
working (TSW) work had no direct
influence on academic
Academic performance
performance
(Semestral GPA)
To investigate the Study skills Systematic cluster sampling Results showed weakness
study skills and habits in study habits and study
of medical students Study habits skill and deficit in planning
Subjects were medical
and their educational Educational sciences students of different and time management,
achievement. achievement program. concentration and note
taking skill.
Questionnaire Study skills had a
significant correlation with
educational achievement
while study habits
correlation with
educational achievement
was not significant.
To establish a Study skills and
relationship between habits
study habits of health
science Academic
undergraduate and achievement
their academic
# Author/s
(Citations)
1 Nuthana, P & Yenagi, G.
4 (2009). Influence of study
habits, self-concept on
academic achievement of
boys and girls. Karnataka J.
Agric. Sci., 22 (5) (1135-1138).
1 Oluwatimilehin, J.
5 andOwoyele, J. (2012). Study
Habits and Academic
Achievement in Core
Subjects Among Junior
Secondary School Students
in Ondo State,
Nigeria. Bulgarian Journal of
Science and Education Policy
(BJSEP), Vol. 6 (1).
1 Osa-Edoh, G.I. and Alutu A.
6 (2012) A Survey of Students
Study Habits in Selected
Secondary Schools:
Implication for
Counseling. Current
Research Journal of Social
Sciences, Vol. 4 (3): 228-234.
1 Otto, E.P. (1978). Study
7 Behavior and Tertiary
Academic
Achievement.Australian
Journal of Teacher Education,
Vol. 3 (2), Article 4.
1 Rana, S. and Kausar, R
8 (2011). Comparison of Study
Habits and Academic
Performance of Pakistani
British and White British
Students. Pakistan Journal of
Major Objective/s Delineated Method (Locus, Subjects, Findings
Factors/Variables Data Measure,
Instrumentation)
achievement
To determine the Study habits Descriptive- correlation Findings of the study
influence of study revealed significant
habits and self- Self-concept relationship of reading and
Self Concept Scale by Singh
concept on academic Academic and Singh (1988). Study note taking habit, habits of
achievement of high achievement Habits Inventory by Patel concentration, and
school boys and girls. (1976). preparation for
examination with academic
achievement. Likewise,
Academic achievement- correlation between self-
average grades of two concept and academic
previous years. achievement were positive
and highly significant.
To investigate the Study habits Quantitative Method Findings revealed that of
relationship between (Descriptive correlational all the study habits
various aspects of Academic design) subscales, teacher
study habits and achievement consultation was most
student academic Junior secondary students influential while time
achievement in core in Ondo State, Nigeria allotment, concentration,
subjects note-taking, reading and
assignment where
Study Habits Inventory (SHI) regarded as less integral to
students academic
Performance Test achievement.
To examine the study Study habits Descriptive There is a high correlation
habits of students between student habits
Academic and students academic
achievement Questionnaire: study Habit
Inventory byBakare (1977a, performance. The
b) difference in the study
habits are attributed to the
facts that students do not
know how to study and
those that manage to study
do not adopt effective
study methods.
To investigate study Study attitude, Questionnaire Findings of the study
factors related to study effort, revealed significant and
tertiary academic facilities, positive relationships
achievement scholarship status between academic
achievement and the
Academic amount of time and effort
achievement students expended in
study. Additionally, the
variables of study time,
availability of a study room,
and the kind of scholarly
reputation a student had
with his peers, influenced
the academic achievement
of males and females
differently.
To investigate Study habits 200 science students of 10th Results of the study
differences in study class from four multiethnic revealed that White British
habits and academic Academic schools of England, UK students had significantly
performance of performance better study habits than the
Pakistani British Pakistani British but no
students and White significant difference was
# Author/s
(Citations)
Social and Clinical
Psychology, Vol. 9, 21-26.
2 Sarwar, M. et al. (2010).Study
0 Attitude and Academic
Achievement at Secondary
Level in Pakistan. Journal of
College Teaching and
Learning, Vol. 7 (2).
2 Singh Y. G. (2011) Academic
1 Achievement And Study
Habits of Higher Secondary
Students International
Referred Research Journal,
December, 2011.
2 Tella, A. (2007).The Impact of
2 Motivation on Students
Academic Achievement and
Learning Outcomes in
Mathematics among
Secondary School Students
in Nigeria. Eurasia Journal of
Mathematics, Science, &
Technology Education, Vol. 3
(2): 149-156.
2 Yang, Yang (2011). A Q factor
3 analysis of college
undergraduate students
study behavior.
Major Objective/s Delineated Method (Locus, Subjects, Findings
Factors/Variables Data Measure,
Instrumentation)
British students. Descriptive found in their academic
performance.
Survey of Study Habits and Country of origin and
Attitudes (Brown &Holtzman, schools had significant
1955) interactive effect on study
habits of students but did
not have an interactive
effect on academic
performance of the
students.
To investigate the Study attitude 9th Grade students The analysis revealed that
relationship between the study attitude of
study attitude and Academic secondary school students
achievement Quantitative Method
academic was related with their
performance of academic
students. Study Attitude Scale achievement. There was
(educational acceptance and also a significant difference
teacher approval) between study attitude of
male, female, rural and
urban students.
To investigate the Study habits Survey method Significant correlation
study habits of Higher between study habits and
Secondary Students Academic academic Achievement in
achievement(half Study habits scale by
and its relationship M.Mukopadhyaya and D.N. Higher Secondary
with Academic yearly exam Students was revealed.
Achievement marks of the
students) Sansaiwal.
To determine the Motivation Result of the study
impact of motivation revealed significant
on students Academic difference in the
academic achievement achievement of highly
achievement and motivated and lowly
learning outcomes. motivated students in
Mathematics
To understand the Study behavior 152 undergraduate students The Q factor analysis
study behavior and and habits at Florida International yielded a two factor
habits of university University structure representing two
undergraduate Academic distinct student types
students. achievement (Proactive Learners with
Q Factor Analysis Technique
well-organized study
behaviors and
Study Behavior Inventory Disorganized
Procrastinators) among
participants regarding their
study behaviors. The
results showed significant
difference in GPAs
between the two types of
students. Furthermore,
student type was found to
be a significant predictor of
academic achievement
beyond and above
students attribute
variables.
# Author/s
(Citations)
2 Yu, Darwin (2011). How Much
4 Do Study Habits, Skills, and
Attitudes Affect Student
Performance in Introductory
College Accounting
Courses? New Horizons in
Education, Vol. 59 (3).
Major Objective/s Delineated Method (Locus, Subjects, Findings
Factors/Variables Data Measure,
Instrumentation)
To examine the Study habits, Quantitative Method (Survey Among the SHSA factors,
impact of study skills, and Questionnaire) only student perception of
habits, skills, and attitudes teacher effectiveness and
attitudes (SSHs) on Document Analysis level of effort influence
the performance of Student accounting performance.
students in an performance Time spent studying,
introductory financial attendance in review
accounting college classes conducted in
course tutorial centers, motivation,
and study habits have no
significant effect. Further
analysis comparing high
and low performers
showed that study habits
were significant. Students
who performed better are
those who did more in
terms of reading ahead,
doing their homework,
participating in class, and
cramming for exams.