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A CASE STUDY OF THE NATIONAL OPEN UNIVERSITY STUDY CENTER FACTORS AFFECTING STUDY HABIT AND ACADEMIC PERFORMANCE

A CASE STUDY OF THE OPEN UNIVERSITY STUDY CENTER STUDY HABIT AND ACADEMIC PERFORMANCE

 

ABSTRACT

The primary goal of this y was to identify the factors influencing y habits and academic performance in university ents. The y included 420 respondents who were University ents at the National Open University (NOUN) y center. Students for the y were chosen using purposive and simple random sampling techniques. The main data collection instrument was a questionnaire called the Study Habits Inventory (SHI).

The questionnaire data was coded, classified, and analyzed using multiple regression and the independent samples t-test. The main findings revealed that, despite other aspects of y habits such as examination, homework and assignments, reading and note-taking, and concentration, only explains the majority of the variables that predict ents’ y habits.

As a result, in order to achieve an excellent performance, ents must develop good y habits in all other dimensions. Furthermore, male ents use -related y habits more than female ents. Based on the findings, it was suggested that all stakeholders encourage ents in their respective areas of responsibility.

This will help to positively motivate the ents toward their ies. Furthermore, it is critical to encourage female ents whose ies are negatively influenced by femininity to work hard, as academic success is not limited to men.

 

CHAPTER ONE

INTRODUCTION

1.1 THE STUDY’S BACKGROUND

How a ent approaches his or her ies greatly influences his or her level of academic achievement. Students’ level of preparation and learning strategies developed and employed consciously have a significant impact on their academic performance. Thus, one of the most important ents’ or learning factors that greatly influences ents’ academic achievements is y habit.

If ents at all levels, teachers, administrators, parents and guardians, school counselors, and the government continue to undermine ents’ abysmal performance in both internal and external examinations, the trend and threat of ents’ abysmal performance in both internal and external examinations will continue to grow and become more devastating and alarming.

 

According to Mark and Howard (2015), the most common challenge to ent success in all ramifications is a lack of effective or positive (good) y habits. They also believe that if ents develop a good y habit and maintain good discipline, they will perform exceptionally well in their academic pursuit.

According to Husain (), a critical y problem among ents of all levels is a lack of effective or positive (good) y habits. Grace (2013) also maintains that the process of learning is still somewhat mysterious, but ies show that the most effective method of ying involves highly active behavior over time. To y effectively, one must read, draw, compare, memorize, and test themselves over time.

A y habit is the purchase of a dedicated scheduled and uninterrupted time to devote to the task of learning. Without it, one stagnates and becomes self-limiting in life. Study habits reveal how much a person intends to learn, how far he wishes to progress, and how much he wishes to earn. All of this can be determined by one’s y habits throughout one’s life.

According to Stella and Purtshothaman (2013), the researchers analyzed the pupils’ achievement with reference to the classification high, average, and low achievers, but y habits differ from person to person, so in order to help the learners progress by developing suitable y habits, we need a different set of parameters that take into account o

Academic achievement and a good study pattern are greatly influenced by one’s attitude toward ying. Successful ents maintain a positive attitude toward their ies and do not waste time or energy worrying about what they need to do. If the learning experience is enjoyable, the learner’s attitude and motivation are usually positive; if the learning experience is unpleasant, the learner tends to avoid it.

 

“I y but can’t remember what I y,” or “the lessons are too long,” are examples of negative attitudes toward y. Attitude is a measure of how we think and feel about people, objects, and issues in our surroundings. According to Husain (), y attitude refers to the attitudes that ents have developed toward private readings over time.

According to him, a positive y attitude opens up many opportunities for academic success. Students’ knowledge and application of effective y skills or techniques is referred to as their y method. Several effective y methods and skills that ents could use depending on the learning environment have been identified (Husain, ).

 

According to Kelli (2015), in order for ents to succeed in their ies, they must be able to assimilate course content, digest it, reflect on it, and articulate the information in written and/or oral form. What is essential is a ent’s ability to develop effective y habits. Many ents believe that the number of hours spent ying is the most important factor.

Students, on the other hand, can y for hours and retain very little. The better question is how ents can y more effectively. It is critical to practice good skills. Students must understand that there is a time for class, a time for y, a time for family, a time to socialize, and a time to be alone. The critical issue is recognizing that an appropriate balance is required. Students should also be able to see.

A clearly articulated picture of the future they intend to create for themselves is critical to ents’ academic success. This will foster enthusiasm for what they want to do. Passion is essential because it results in a strong interest, dedication, and commitment to achieving career goals and objectives.

 

According to Marc (2011), ents with learning disabilities may still have inefficient and ineffective y habits and skills. Students will understand why they sometimes get frustrated with common y methods if they become aware of their own learning habits or styles. He believes that good y habits are critical to academic success because they contribute to a successful academic future.

Good y habits result in good grades, and good grades result in admission to better colleges and universities, possibly with a scholarship. This, in turn, will lead to a successful career. Marc believes that developing good y habits is critical for all ents, regardless of their level of education. It improves ents’ self-discipline, self-direction, and overall success in their degree programs.

 

The sooner a ent begins practicing and developing good habits, the more likely he is to stick with them. Procrastination can be overcome with proper y habits, and the key to better ying is to improve one’s y habits. The most important aspects of assisting a child/ent in developing good y habits for life are organization and homework routines.

Developing good y habits can help a ent achieve success by allowing him to work more efficiently and with less stress. He goes on to say that having good y habits leads to a more efficient academic environment. As a ent, planning your y schedule ahead of time and sticking to it saves time.

Students who practice good y habits are less stressed. Students who are anxious on exam day are usually the ones who procrastinate and arrive unprepared. Students who organize their lives and stick to their established y schedules are more confident and relaxed when it comes time to take tests (Marc, 2011).

 

According to Ashish (2013), if ents want to ensure academic success throughout the year, they must abandon bad y habits and establish good ones. He also believes that, regardless of age or academic level, employing effective y strategies can mean the difference between acing a class, barely passing, or failing miserably. She admits that, despite her best efforts and intentions, many of today’s most popular y methods or habits can lead to utter disappointment.

According to Ashish (2013), the most powerful y tool of all is knowing exactly what works and does not work on a personal level, even tracking y patterns and correlating it with related grades, and then proactively creating a y plan and schedule around the proven effective methods.

Similarly, Bolling () asserts that good y habits developed through planning assist ents in preparing for what lies ahead and achieving their academic objectives. Thus, a lack of y habits clearly disadvantages ents and is one of the primary reasons ents require remedial classes, fall behind in coursework, and drop out of school.

 

There are numerous factors in Nigeria that influence ents’ ability to cultivate effective and efficient y habits. Ozmert (2015) emphasized the significance of environmental influence in the development of ents’ ying habits. In the same vein, Adetunji and Oladeji (2015) argue that most children’s environments are not conducive to learning; it is in light of this that some parents prefer their children to attend boarding school for proper discipline and to instill a better reading habit.

 

1.2 DEFINITION OF THE

Due to the increasing nature of poor academic performance among ents, many educationists blame the teaching methodology used by teachers and the government’s lack of funds to provide quality education. However, these may not be the primary reasons for poor ent performance. All indications indicate that most ents have poor y habits, which may lead to poor academic performance.

 

1.3 OBJECTIVES OF THE STUDY

The y sought to identify the factors that influence y habits and academic performance at the National Open University y center. The y specifically sought to;

determine the relationship between ents’ y habits and academic performance
investigate the impact of poor y habits on ent academic performance
the difficulties that ents face in developing good y habits for improved academic performance.

 

 

1.4 QUESTIONS FOR RESEARCH

What is the relationship between ents’ y habits and their academic performance?
What is the impact of poor y habits on ents’ academic performance?
iii. What are the difficulties ents face in developing good y habits for improved academic performance?

 

1.5 THEORIES OF RESEARCH

Ho: There is no link between ents’ y habits and their academic performance.

Ho2: Poor y habits have no effect on ents’ academic performance.

 

1.6 THE STUDY’S SIGNIFICANCE

This y will be extremely useful to other researchers who want to learn more about it, and it can also be used by non-researchers to supplement their own research. This y adds to knowledge and may serve as a model for future research.

 

1.7 STUDY SCOPE AND

This y focuses on the factors that influence y habits and academic performance at the National Open University y center.

Study limitations

Financial constraint: Inadequate funding tends to impede the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire and interview).

Time constraint: The researcher will conduct this y alongside other academic work. As a result, the amount of time spent on research will be reduced.

 

1.8 Terms Definition

Study Habit: Study habits are the behaviors used when ying or preparing for tests.

Academic Performance: The degree to which a ent, teacher, or institution has met their short or long-term educational objectives.

 

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A CASE STUDY OF THE OPEN UNIVERSITY STUDY CENTER STUDY HABIT AND ACADEMIC PERFORMANCE

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