Study habit and students performance in L.G.A of ….. State, Nigeria.
CHAPTER
ONE
INTRODUCTION
1.1 Background of the study
In every
school setting, students are perpetually in search of academic success, the
success of academic performance is their ultimate goal. Academic performance
can be expressed in the form of good scores and prizes as a result of hard work
and exceptional performance in classroom tests, assignments and examination
(Robinsonm, 2001).
The
teacher is the custodian, the catalyst or facilitator of the learning process.
He provides the necessary husbandly without which learning cannot flourish. The
teacher will expose the students to the appropriate study habit that would
enhance their academic performance. (Denga, 2002). However, techniques are
first form at home, such as that of neatness, respect for elders, honesty and
friendliness and so on, being taught by parents. When a child moves into the
school more techniques are being taught by the teachers such as seen in skills
ad methods of drilling children into desirable techniques as spelt out in the
curriculum.
Nwegbu
(2000) asserted that habit saves time and saves effort. It is through the help
of techniques that we carry out daily routines. Therefore, good study
techniques are important ingredients in the life of a successful student in his
course of study. Since it helps students to accomplish task effectively and
efficiently. Denga (2001) is of the opinion that such student should choose his
suitable study techniques from the various study techniques because of
individual differences, since according to him, each student has his own goal
in life and possesses his unique ways of pursuing these goals. A close
examination of the factors that influence the academic performance of students
manifest and sacrifice are required for academic performance.
This means
that a student study habit could be group discussion method of study, time
allocation ad assignment method among others. It is observed that effective
study techniques does not just happen, but acquired. As such, it has to go
through mental processes before it cant be established as a habit. Therefore,
students who have developed good study techniques do not spend much time
studying before they can attain success. In the contrary, those techniques make
little or no success in their academic work. Bad or poor study habit make the
process irksome an tedious Swift (2005). Furthermore, whenever a student
develops effective study technique, his learning skills memory processing
strategies and his general test and examination performances are appreciably
improved.
Apart from
high intellectual endowment, differences in academic performance among students
could be attributed to differences in study techniques . Some of the problems
associated with the study techniques include:
Inability to make use of the library
facilities.
Lack of concentration capacity, poor
examination technique
Inability to share and contribute
meaningfully to study group, poor time allocation poor consultation with
teachers, counselors and fellow students (Haye, 2002).
This
problem of study group is a global one. Most students do not acknowledge they
have poor study techniques . This is partly shown in the fallen standard of
academic performance in our educational institutions. Majority of the student
complain about other factors being responsible for their poor academic
performance. They hardly complain about their study techniques . The result is
parent and teachers are constantly in herbal warefare against others for the
students poor academic performance (Robinson, 2001).
Bank
(2002) observed that poverty has been seen for many years as serious handicap
to some students' academic performance. He further added that malnutrition and
poor living condition are bound to influence the child's health to learning
such deficiencies destabilize a students study techniques . In addition,
students from poor homes are handicapped directly by higher rates of sickness
and poor rate of attendance at school. That is to say that the type and nature
of home environment into which a student is born, whether poor or rich,
influences his mental health, hence affect his study habit as well as academic
performance in school. The classical approach to learning listed some advice
and instructions on how students study, such as scheduling time for study, how
to take notes on textbooks, and from lectures, how to read effectively and to
pass examination. While save psychologist attempted to develop a number of
study methods or techniques to help students adopt more effective study
techniques to enhance academic performance, such techniques include:
Assignment, time allocation, study method and group study, and so on. (Denga,
2002).
Tony
(2000) has identified some of the causes of poor study habit. These are vision
and reading speed etc. which may either be too fast or too slow, which may
affect the rate of assimilation and comprehension and time can also influence
the adoption of effective study techniques and academic performance. Vitro,
(2005) asserted that, guide on study techniques change study techniques . The
study further reveals that students exposed to study techniques gain insight
and confidence which could be more lasting and appreciated than their knowledge
of facts. In his study, the students who received the study habit techniques improved
their academic performance significantly than those with any study habit
techniques.
Therefore
a child that form effective study habit is more likely to budget his time and
learn easily, while a student that form bad study habit will not only allot
his time wrongly, he will also procrastinate, create study problem and he may
have difficulty adjusting in school Haye, (2002).
1.2 Theoretical
framework
The theoretical framework provides
the fundamental basis for the research study are considered, these include,
Gestalt (Field theory and Abraham Maslow's motivational theory.
Gestalt (field) theory
The word “Gestalt” means “pattern”,
it expresses the idea of perceptual whole, or a total pattern. The Gestalt
theory of learning were first formulated in Germany about 1912. Prominent names
associated with Gestalt Psychology include; Werthemeimer Koffka and Kohler.
These psychologists believe that the analysis of conscious experience as
practiced by the assciationists was insufficient to fully explain the
complexities of perception and behaviour. Their emphasis on the perceptional
field as a whole.
Gestalt learning principles include
the following, among others:
Teachers should try to develop into
children an integrated approach to learning and the solution of problems.
Learning will be more meaningful if children can establish a relationship among
different aspects of knowledge.
Children should be encouraged in
order to facilitate their interaction with the environment.
The learner should be encouraged to
set their own goals for learning.
Divergent as well as convergent
thinking should be present among children.
The learner should be presented with
the figure ground relations so that we can see the inter-relatedness among
phenomena.
Educational
relevance of Gestalt theory indicates the need for considering the whole but
also the details with the environment. This implies that in understanding the
academic performance of a students, the environment which stimulates certain
study skills, study techniques , use of instructional materials and teaching
method should be considered to know the perception and understanding of a
lesson by student. Hence, appropriate teaching method, good questioning
technique, practical teaching and relevant instructional material are necessary
for development of study techniques and improved performance (Ugboaja, 2004).
Secondly,
the role of a teacher to assist the student is emphasized. A teacher collects
academic data on students, they include, students scores on academic
achievement, study techniques , special academic talents, learning,
difficulties, class attendance and educational they may necessary for insight
or perceptional process of learning.
Another
relevant of gestalt theory is that knowledge should be graded in a hierarchical
way to enable children at least obtain some glimpses of the problem before they
mature to figure out the whole solution.
Learners
should be introduced from simple to complex problems to facilitate learning
(lyany-Abia, 2005). Gestalt theory takes into account factors such as
motivation, maturation level of student experience, background of the learners,
the learners intelligent and interest.
The above factors explain the degree
in which students can be influenced to form study techniques and improve in
academic performance.
Maslow's theory of motivation
Abraham Maslow was a famous
psychologist whose studies into human motivation led him to propose a theory of
needs based on a hierarchical model with basic needs at the top. This theory which
he propounded in 1943 in his work entitled “motivation and production”, has
considerable influence on people. This theory is simple concerned with the
identification of factors and processes to which attention must be paid in
order to develop in the people or unless the willingness, the readiness and the
interest required before one can do anything at all. That whatever we want to
do, whether typing, teaching and learning we must sufficiently motivated
before we can put up the necessary action which lead to their achievement and
realization.
Maslow's
theory is divided into two parts- The first part stated as follows, among
others:
That this needs are arranged in a
hierarchy in which there are lower and higher levels of needs.
That the lower needs have to be
satisfied first before the higher, level needs can be satisfied.
That once a need is satisfied, that
need is no longer a motivation of performance.
The second
part of Maslow's theory deals with the hierarchy of human motives. There are
five in number as stated below from the lowest to the highest of the human
needs.
Physiological needs- Such as the need for food, clothing
and shelter etc. Lack of these needs will distort study techniques , study
methods and intellectual disposition.
Safety needs- Include need for security, such as
job security, protection and freedom. The absence of this need lead to lack of
co-operation, expression, interaction and appropriate study techniques
formation, among students and vice-versa.
Love and belonging needs- Includes the motives for
friendships, companionship and affection etc; teachers performance and
facilitate teaching and learning and poor academic performance among teachers
and students.
Esteem needs- Is concerned with desire for
respect, confidence, freedom and integrity. When this needs is satisfied the
student feels at ease, fraternize freely and relaxed. The opposite makes them
feel weak and disappointed and of course affects their academic performance.
Self-actualization- This refers to the highest level
of needs which involves the desire for autonomy, independence, infernality
creativity and self-fulfillment. Here an individual may want to become a head
teacher, another principal, supervisor and another school administrator.
Maslow's
theory is relevant to this research study in many perspectives. In Nigeria
contemporary society, people cannot satisfy their physiological interalia,
including the safety needs like job security and protection etc. The account
for intellectual backwardness and poor academic performance that in Nigeria
(Adeuokun, 2002). The needs for food, cloth, shelter and drinks first be met,
before man can think of democracy and other social issues (Toyo, 2002). This
means that a student physiological needs has to be satisfied first for good study
habit formation and enhanced academic performance.
In the
case of love and belongingness, the latter brings happiness and joy and
facilitates most activities. students who are loved by their teachers easily
adhere to their instruction, have feeling of belongingness in most teaching and
learning activities and are eventually motivated to developing appropriate
study techniques and having improved academic performance (Denga 2001), while
the respect, confidence and freedom that teachers give to students make them
participate in school activities and adopt relevant techniques .
Self-actualization: - This refers to the highest level of
human needs.
At this
level, some people have the drive, desire and interest for self-fulfillment.
For example a student who wants to become a medical Doctor or a lawyer, needs
to develop effective study techniques in order to obtain such a professional
certificate. But students who are involved in examination malpractices or
unscrupulous efforts of cheating in examination will have poor academic
performance and will not achieve their desire. (Ugboaja, 2004).
1.3 Statement of the problem
The
ability to study effectively is important for students success in any of the
school subjects. Many capable students at all grade levels may experience
frustration and even failure in many subjects, not because they lack ability,
but because they do not have adequate study skills. Good study skills such as
listening and reading, note-taking, managing time, taking tests, etc are not
only capable of improving their academic performance, but also increasing their
feelings of competence and confidence in their chosen subjects as they learn.
In recent
time educators in Nigeria have been increasingly concerned about the need to
improve on the academic achievement of students (Akubuiro, 2008:1). In the same
vein Akomolafe (2009) asserted that parents, teachers and society in general
are worried and apprehensive about the best way to improve academic standards,
achievement and performance. Consequently the decline in the academic
performance of students in Nigerian secondary schools call for a serious
concern.
In our
secondary school most students can only read and write but cannot think and
reason logically and rationally. Some can only minimize and write in
examination what the teacher has taught them. Some of the students do not have
the required text books and writing materials. However, the students spent most
of their time playing in the class, some discussing or distracting others when
the lesson is going on some are busy planning on what to do at home wile the
classroom. Other students are unaware of various study techniques , like group
discussion, time allocation and other factors that could enhance their academic
performance.
Students'
poor performance in Physics in Nigerian
secondary and Kwara State in particular has continued to pose a serious concern
to government agencies, parents and the students themselves (Essien 2004, Akpan
2006 and Usoro 2007). Most previous studies had tended to attribute this
problem to factors that are extraneous to the learner, such as poor physical
facilities, school environment etc. Various strategies adopted by different
governments and agencies tend not to address the problem substantially. There
is therefore further need to research into other possible factors or variables
underlying students' achievement in Physics , since behaviour is a
product of environmental and psychosocial variables.
It is as a
result of this poor achievement experienced in the classroom by the researcher
that gingered the researcher to carry out the present study which sought to
ascertain study habit and students performance in Physics in secondary school in …. L.G.A of …. State.
1.4 Purpose of the study
The
general purpose of this study is to examine study habits and students performance
in Physics in L.G.A of ….. State,
Nigeria. Specifically, the study intend to examine whether:
i.
Whether
class attendance and participation has any relationship with students'
performance in Physics .
ii.
Whether
note taking has any relationship with students performance in Physics .
iii.
Whether
homework and assignment relate to students' performance in Physics .
iv.
Whether
time allocation relate to students' performance in Physics .
1.5 Research
Questions
The
following questions are posed to guide the investigation:
i.
Does
class attendance and participation relate to students' performance?
ii.
Does
note taking relate to students performance in Physics ?
iii.
To
what extent does homework and assignment relate to students' performance?
iv.
To
what extent does time allocation relate to students' performance?
1.6 Statement of hypotheses
The
following research hypotheses were formulated to answer the research questions:
i.
There
is no significant relationship between class attendance/participation and
students' performance in Physics .
ii.
There
is no significant relationship between note taking and students' performance.
iii.
There
is no significant relationship between Homework/assignment and students'
performance.
iv.
There
is no significant relationship between time allocation and students' performance.
1.7 Research assumptions
To
effectively carryout this study the following assumptions are made:
The study habit and academic
performance of student can be surveyed by study techniques questionnaire.
The questionnaires are clear and
simple for the understanding and responds of individual student.
The text items were valid and
reliable.
The methods that were used in
scoring the instruments and analyzing the data will produce results.
The sample is a true presentation of
the population under study.
Study habit very from students to
students.
The environments of students life
can influence his study habit
Students who are not exposed to time
allocation for study may develop poor study habit.
1.8 Significant of the study
It is the
researchers view that the findings of the study will be of immense benefits to
parent, policy makers, planners of educational program, students. Classroom,
instruction and the society in general.
The study
will be useful to parent, since the early child education and its consequence
to academic achievement of the child will encourage the parent to help
cultivate productive habit among their children of early stages in life. The
study will be of significance to the administrator because the will see the
need for considering students academic and physical environment for her
understanding and educational enlistment.
The
administrator may also provide rich or conducive environment that will
facilitate healthy study techniques . The study will also be useful to the
students because of the various study techniques pinpointed. The students will
note other factors that influence their academic performance such as study
techniques , level of anxiety and self-concept may now be understood and
appreciated as relevant factors.
A study of
this nature will help teachers to adopt and use appropriate instructional
materials and methods that will stimulate students to develop effective study
techniques . The teacher will also have a good understanding of the problems
associated with students and therefore guide them towards achieving academic
performance.
The study
will expose researchers to problems associated with study techniques formation.
It will add more information to the existing literature in this area. The study
will also stimulate, them to carry out further research.
1.9 Delimitations of the study
The study
was limited to senior Secondary Schools in student in ….L.G.A of …state. It was
also delimited to the study techniques such as group study method, time
allocation, and assignment study method and performance.
1.10 Limitations of the study
This study
would have covered the whole of ……… state, but due to financial restrictions,
the study was limited to senior Secondary in student.
The
psychological state of the students, which include their temperament (joy or
Sadness) as at time they were supplying the information in questionnaire might
affect their response thus influencing the research result.
Definition of terms
Study Techniques: Study techniques refers to the
students in approaching his/her studies, which may be allocation of time for
study, assignment method and group discussion, among others.
Physics : Physics refers to a social sciences which study human
behaviour between earns and scarce means, which have alternative uses.
Academic Performance: Academic performance refers to the
grade obtained by senior secondary school students in Economic Achievement
test.
Attendance: This means being present in
the class; that is, the regularity a student attends classes.
Note-Taking: It is the practice of taking
down information, facts and data presented by teachers or from textbooks
Participation: As used here, it refers to
asking and answering questions in class, as well as taking part in class
discussion.
Homework Assignment: It is the task given by
teacher to students to do outside school hours.
Time Allotted: This refers to the number of
hours the students put into private study.
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