STUDY HABIT AND ACADEMIC

ACHIEVEMENTS OF TEACHER
STUDENTS; A COMPARITIVE STUDY
ABHILAKSHMI G

INTRODUCTION
A mind of moderate capacity which closely pursues
one study must infallibly arrive at great proficiency in
that study

The study habit inventory test will assist in

providing students immediate feedback on their current
approach to current study skills 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 which are frequently
measured by theexamination results. It is used to pass
judgement on the quality of education offered by
academic institution. In fact, it is still the most topical
debate in higher learning institution that caused great
concern to educator and researchers due to the
alarming examination performance of students.
Multiple report indicates that academic success cannot

be predicted by a single variable. It is independent

upon many factors ; both cognitive and non-cognitive.
Numerous studies have been carried out which
focussed on cognitive factors as predictors of academic
success. Recently there has been a growing interest on
the non-cognitive factors like study habit, skill and
study motivation.
Efficient study habits are associated with a
favourable attitude towards learning in general.An
important aspect of a students attitude towards the
education is the value he sees in what he has to learn
there is a significant correlation between study habit
and academic achievement. It further revealed that
reading and note taking habits, habit of concentration
and preparation for examination had significant
correlation with academic achievements.
Learning takes place through experience influencing
physiological functions which lead to difference in
behaviour. There are five elements in learning which
are; learner, learning, learnt, teacher and learning
environment. The factors regarding the learner can be
compiled as level of readiness for leaning, intelligence,
motivation level, interests and skills characteristics,
cognitive styles and learning styles, perceptual
distinguishability and conceptual grouping are related
to learning material. On the other hand the structure of
the subject to the learnt the duration of the time
allocated for learning feedback and active participation
are the factors associated with learning method. In the
past people used to think that efficient learning
depends mainly on teachers teaching methods.

However today it is a common accepted fact that the

permanent and significant learning can be achieved
only through learning efforts and contributions. Looking
to the good study habits it was thought to construct
and standardise an inventory to find out what types of
study habits the B.Ed. students have.
The statements that are prepared to assess
both good and bad study habits are;
1. Home environment and planning works.
2. Reaching and note taking
3. Planning of subjects
4. Habit of concentration
5. Preparation for examination
6. General habits and attitudes
7. School environment
The responses are scored as always, often,
sometimes, hardly, never. The present study habit
inventory test consists of 45 questions prepared by R
V Patel. Some of them depict good habits while some
of them are poor study habits

OBJECTIVES OF STUDY
1. It will assist in providing students immediate
feedback on their current approach to college
level study skills
2. To find out the relationship between study habit
and academic achievement

METHODOLOGY
Through rating scale method
inventories are categorised.

the

study

habit

METHOD
1. The student must follow the instruction in the
objectives given to them and filled honestly and
freely that individual guidance improve their study
habits. Their answers will kept secret and not
communicated with others
2. Students fill their names, village,age,school,boy or
girl etc. in the top of the inventory sheet
3. After completing it students can answer the
questions provided in the questionnaire containing
45 questions
4. The questions are selected from 7 areas related to
their study. Students can answer the questions
without any time limit
5. At the end of the test the inventory will be
summarised and score will be detected for each
students
6. The score of the inventory test and their academic
achievement in the first semester are compared
SCORING
The present study habit inventory consists of 45
statements. Some of them depict while some of them
depict poor habit of study. for example the first
statement I frame my own time table to study at
home. This depict the good study habit and the tick
mark () placed the first column always give five
marks and second column often gives four mark, 3
for sometimes , 2 for seldom and never -1.
According to the scheme the scoring key given in
table I, the marking will be 5,4,3,2,1 respectively in the
same way against serial number 1 to 5 is given

TABLE I
Sl.No
1
2
3
4
5
6
7
8
9
10

Score
5-1
5-1
5-1
5-1
1-5
1-5
1-5
5-1
5-1
5-1

Sl. No.
11
12
13
14
15
16
17
18
19
20

Score
5-1
5-1
5-1
1-5
1-5
5-1
5-1
5-1
5-1
1-5

Sl.
No.
21
22
23
24

score
1-5
5-1
1-5
1-5

25
26
27
28
29
30

1-5
5-1
1-5
1-5
1-5
1-5

Sl. No.

score

31

1-5

32

5-1

33

5-1

34

1-5

35

1-5

36

5-1

37

5-1

38

5-1

39

5-1

40

5-1

Sl. No.

score

41

5-1

42

5-1

43

5-1

44

5-1

45

1-5

Table II
SL
Area
Statement
Total
NO
no.
1
Home environment& planning 1-7
7
2
Reading and note taking
8-16
9
3
Planning of subjects
17-25
5
4
Habit of concentration
22-25
4
5
Preparation for examination
26-31
6
6
Habit and attitudes
32-39
8
7
School environment
40-45
6
Sl. No.
Limits
of Grade
Remarks
scores
1
Score 199and above
A
Very good
2
Score b/n 189-198
B
Good
3
Score b/n 160-179
C
Satisfactory
4
Score b/n 140-159
D
Below
normal
5
Score below 139
E
Very poor
TABLE III

DATA COLLECTION

SCORE BASED ON THE STUDY HABIT INVENTORY TOOL

SL AREAS
.
N
O

SCOR SCOR SCOR SCOR

E
E
E
E
I
II
IIII
IV

28

3
4
5

6
7

Home
environmen
t
and
planning
Reading
and
note
taking
Planning of
subjects
Concentrati
on
Preparation
for
examinatio
n
Habits and
attitudes
School
environmen
t
Total

21

28

33

36

38

33

17

19

22

20

17

18

20

29

19

20

25

28

29

29

31

32

19

20

25

29

162

163

189

199

ACADEMIC PERFORMANCE
Sl. Peers
No.
1
Peer1
2
Peer 2

25

Scores
468
499

SCORES
BASED
ON THE

3
4

Peer3
Peer 4

505
516

ANALYSIS AND INTERPRETATION

Study habit inventory test was conducted
among teacher students. The scores from
inventory test and semester achievement are
compared and analysed. The score of inventory
test are summarised based on various areas of
study habits.
On the analysis of inventory test score and
achievement it was observed that peer 1 got 468
marks as semester result and the test score was
162. She has a habitual action of proper reading
and note taking. But she has less concentration.
Her score is satisfactory.
Peer 2 has 163 score in inventory test
and her semester result is 499. Her score for habits
and attitudes as well as reading and note taking
areas scores the most. The study habit of peer 2 is
satisfactory.
Peer 3 has 505 semester result and 189 point
for study habit inventory which implies her result is
good in the rating scale. She has better point in the
area , preparation for examination.
On analysis of the scores of peer 4 she
scores 516 marks in semester achievement and
199 points in the inventory test. She has excellent
planning and better home environment for studies.

Thats may
achievement.

be

she

got

better

academic

CONCLUSION
Through the analysis of study habit inventory
score and academic achievement of four of my
peers, it was observed that ,those who achieved
better scores in the inventory test has better result
in the semester examination. It is remarkable that
the students having good planning for life and
subject learning gets more academic achievement.
The areas analysed were home environment,
reading and note taking, planning of subject, habits
of concentration, preparation for examination,
general
habits
and
attitudes
and
school
environment. On behalf of the total marks and
grade got by each student help them to improve
their studies.This is a very helpful practical method
to get an immediate feedback on ones study
attitudes and habits and there improve oneself.

REFERENCES
Entwistle N.J and Ramsden P (1983)
understanding students learning, London
croom helm.

 Richardson J.T.E (2000) Researching

student learning, Buckingham, Open
University press.
Tait H and Entwistle N.J (1996) identifying
students at risk through in effective study
strategies , higher education.