TABLE OF CONTENT

DECLARATION..i
CERTIFICATION.............................................................................................................. ii
DEDICATION.................................................................................................................. iii
ACKNOWLEDGEMENT.................................................................................................iv
ABSTRACT.................................................................................................................... vi
CHAPTER ONE...............................................................................................................1
INTRODUCTION.............................................................................................................. 1
1.1

BACKGROUND OF THE STUDY...........................................................................1

1.2

STATEMENT OF THE PROBLEM..........................................................................5

1.3 PURPOSE OF THE STUDY....................................................................................6

1.4

SIGNIFICANCE OF THE STUDY............................................................................7

1.5

RESEARCH QUESTIONS.....................................................................................8

1.6

RESEARCH HYPOTHESES...................................................................................8

1.7

SCOPE/DELIMITATION OF THE STUDY...............................................................9

1.8 DEFINITION OF KEY WORDS..................................................................................9

CHAPTER TWO.............................................................................................................11
LITERATURE................................................................................................................. 11
2.1. CONCEPT OF STUDY HABIT..............................................................................11
2.2

CONCEPT OF ACADEMIC PERFORMANCE......................................................16

2.3

FACTORS AFFECTING STUDY HABIT AMONG SECONDARY SCHOOL

STUDENTS........................................................................................................... 17

2.4

EFFECT OF STUDY HABIT ON ACADEMIC PERFORMANCE OF

STUDENTS

.............................................................................................................................. 20
CHAPTER THREE.........................................................................................................28
METHODOLOGY / DATA ANALYSIS............................................................................28
3.0

INTRODUCTION...................................................................................................28

3.1

RESEARCH DESIGN............................................................................................28

3.2

POPULATION OF THE STUDY............................................................................28

3.3

SAMPLE AND SAMPLING PROCEDURE...........................................................28

3.4

INSTRUMENT OF DATA COLLECTION...............................................................29

3.5

MODE OF DATA COLLECTION...........................................................................29

3.6

METHOD OF DATA ANALYSIS............................................................................30

3.7

DATA PRESENTATION OF RESPONDENTS.......................................................31

3.7.1 SELECTED SECONDARY SCHOOLS FOR THE STUDY...................................31

3.7.2 GENDERS OF RESPONDENTS...........................................................................31

TABLE 2........................................................................................................................ 31
3.7.3 AGE OF RESPONDENT.......................................................................................32
3.7.4 RELIGION OF RESPONDENTS...........................................................................32
3.8

HYPOTHESIS.......................................................................................................33

3.9

DATA ANALYSIS TECHNIQUES..........................................................................33

3.9.1 RELATIONSHIP BETWEEN STUDENTS STUDY HABIT AND ACADEMIC

PERFORMANCE..................................................................................................34
3.9.2 RELATIONSHIP BETWEEN STUDENTS STUDY HABIT AND
BACKGROUND
3.9.3 RELATIONSHIP BETWEEN METHOD OF STUDY HABIT

THEIR FAMILY
35
AND ACADEMIC

PERFORMANCE OF STUDENTS........................................................................36
3.9.4 RELATIONSHIP BETWEEN THE SCHOOL ENVIRONMENT, STUDENT
PERSONALITY AND PEER GROUP AND THE STUDY HABIT OF STUDENTS37
CHAPTER FOUR........................................................................................................... 38
RESULT......................................................................................................................... 38
4.1

INTRODUCTION...................................................................................................38

CHAPTER FIVE............................................................................................................. 41
DISCUSSION /CONCLUSION/RECOMMENDATIONS.................................................41
5.1

SUMMARY OF THE FINDINGS............................................................................41

5.2

CONCLUSION.....................................................................................................42

5.3

IMPLICATION FOR COUNSELING PRACTICES.................................................43

5.4

RECOMMENDATION............................................................................................44

5.5

SUGGESTION FOR FURTHER STUDIES............................................................45

REFERENCES............................................................................................................... 46
APPENDIX A................................................................................................................. 48
APPENDEX C................................................................................................................ 59
APPENDIX D................................................................................................................. 62
R-TABLE....................................................................................................................... 62

CHAPTER ONE
INTRODUCTION
1.1

BACKGROUND OF THE STUDY

In the era of globalization and technological revolution, education
is considered as a first step for every human activity. It plays a vital
role in the development of human capital and is linked with an
individual well-being and opportunities for better living. It ensures
the acquisition of knowledge and skills that enable individual to
increase their productivity and improve their quality of life.

Success as the name implies is wished for by everybody but it is

not easily come by on a mere platter of gold; one must work for it
through hard work and diligence.

Schools, college, polytechnic and universities have no worth

without student. The social and economic development of a
country is directly linked with student academic performance; the
desire of success is derived from individuals concept of himself
and in term of the meaning of various incentives as they spell
success and failure in the eye of others.

The student performance play an important role in producing the

best quality graduates who will become great leaders and
manpower for a country thus responsible for the country economic
and social development,( Ali et al.,2009) student performance
occupies a very important place in education as well as in the
learning process.

It has long been recognized that in the process of learning the

study habits of the student plays an important role in their
academic performance.
Learning is reflected in the way a student respond to environment,
social, emotional and physical stimuli and understands new
information.

The key to better learning and better academic performance in

schools are good teachers, lecturers, good study environment,
parents co-operation, high quality books and the most important is
the study habit. Study habits are learning tendencies that enable
students to work privately.

Azikiwe (1998) describes the study habit as the adopted way and
manner a student plans his private readings, after classroom
learning so as to attain mastery of the subject. According to her,
good study habits are good assets to learners because the
(habits) assist students to attain mastery in areas of specialization
and consequent excellent performance, while opposite constitute
constraints to learning and achievement leading to failure.

Good (1998) define the term study habits as: The students way of
study whether systematic, efficient or inefficient etc. Going by this
definition it literally means that good study habit produces positive
academic performance while inefficient study habit leads to
academic failure.

In Nigeria, there are so many factors influencing the ability of

students to cultivate effective and efficient study habit. Ozmert
(2005) emphasized the importance of environmental influence as a
major factor in the development of students studying habit. In the
same vein, Adetunji and Oladeji (2007) submit that the
environment of most children is not conducive for studying; it is in
the light of this that made some parents to prefer their children to

go to boarding school for proper discipline and to inculcate better

reading habit.

According to Hussain (2006) secondary school students in public

schools often come from economically poor and average income
families. These families face various problems causing emotional
disturbance among their children. They have poor academic
performance. This singular factor has caused serious damage to
the achievement status to secondary school students.

Achievement is generally a pedagogical terminology used while

determining learners success in formal education and which is
measured through reports examinations, researches, and ratings
with numerous factors of variables exerting influence. Essentially,
the National Policy on education (Federal Republic of Nigeria,
2004) has identified school achievement contents according to
school subjects which are classified as core or elective subjects.
Good study habits are essential ingredients for excellent academic
performances for every student. For study to be effective, Freeman
and Mors (1993) have observed that it should be regular, intense
and should cover long periods. The habits of studying must be a

sustainable one, for that matter students must see the need to
develop good study habits.

Although studies abound on the causative and predictive nature of

factors of study habit on students academic achievement, all
factors of the variables tend to focus on poor study habit while the
effect is yet to be fully accessed on the nations educational
development.

Study habits are important as they influence the academic

performance of students so parents and teachers must help in
improving the study habits of students.

1.2

STATEMENT OF THE PROBLEM

Due to the increasing nature of poor academic performance of
secondary school students especially in external examinations like
WAEC or JAMB and others, many educationists tend to shift the
blame on the teaching methodology adopted by the teachers and
lack of fund from the government to provide quality textbooks.

However, these might not be the main reasons why students

perform poorly in examinations. It is clear from all indications that

most secondary school students have poor study habit which

might lead to poor academic performance.

As true as this might sound, it is yet to gather adequate research

evidence to prove that it is a key factor on why students fail.

1.3 PURPOSE OF THE STUDY

The primary aim of this study was to examine the effect of study
habit on students academic performance. This general aim is
expressed in the following specific objectives which are to:

Assess the study habit of students in secondary school;

Compare the academic performance of students who have

developed a study habit and those who do not have study
habit;

Examine factors influencing students study habit;

Investigate the effect of study habit on students academic

performance.

1.4

SIGNIFICANCE OF THE STUDY

This study will be used to many people who may want to know the
factors that could make or mar students academic performance.
Therefore, the study is significant in this regard.
It attempts to combine study skills with study habit and how
they both affect academic performance of students.
It will provide valuable information about the effects of
study

habit on the academic performance of

poor

students.

It will serve as resource materials for others who want to carry out
research in related field.

The researchers believes that students, particularly secondary

school student will be benefited from the findings of this study
since the study provides basis for awareness and better
understanding of how their current study habits affected their
academic performance. Likewise gives them a more focused and
clear perspective on how the specific behaviors related toothier
studies influenced study habits.

1.5

RESEARCH QUESTIONS
The following questions were raised to guide the study:

Is there any relationship between students study habit and

academic performance?

What is the nature of relationship between students study

habit and their family background?

How important is method of study habit on academic

performance of students?

Do the school environment, student personality and peer

group affect the study habit of students?

1.6

RESEARCH HYPOTHESES
Four hypotheses were formulated based on the research
questions:
H01: There is no significant relationship between students study
habit and academic performance.
H02: There is no significant relationship between students study
habit and their family background.
H03: There is no significant relationship between method of study
habit and academic performance of students.
H04: There is no significant relationship between the school
environment, student personality and peer group and the study
habit of students.

1.7

SCOPE/DELIMITATION OF THE STUDY

This study centers on effects of study habit on academic

performance of students in Port Harcourt, Rivers State. It is aimed
at all secondary school students in Rivers State but due to time,
money and other factors it will be limited to only five schools in port
Harcourt, Rivers State.
1.8 DEFINITION OF KEY WORDS
Study habit: This is a behavior style that is systematically formed
by students towards learning and achievement. Also are the ways
that you study- the habit that you have form during your schools
years.
Study skills: These are peculiar strategies developed by the
students in studying.
Academic: This has been variously defined but for the purpose of
this study, Hornby (1991) define academic has that which has to
do with school college studies or learning in other words designate
the intellectual; aspect of education particularly the final subject
deals with organized knowledge.
Academic performance: Is a term used for students based on
how well they are doing in their studies and classes. Also is how
well one does in school.
Student: A person who is learning or studying at a place of higher
or further education.

Sampling Frame: Is the actual set of unit from which a sample

has been drawn.
Pearsons Correlation: Is a measure of the strength and direction
of association that exists between two variables measured on at
least interval scale and is denoted by r.

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