CHAPTER FIVE

SUMMARY, FINDINGS AND CONCLUSIONS

At a Glance

155
 INDEX
5.0 Introduction 158
5.1 Research questions 158
5.2 Meaning and importance of study habits 159
5.3 Need of the present research study 161
5.4 Statement of the problem 162

5.5 Objectives 163

5.6 Operational definitions 163

5.7 Significance of the present research 165

5.8 Assumptions 167

5.9 Hypotheses 167
5.10 Variables 168
5.11 Limitations 168
5.12 Delimitations 169
5.13 Review of related researches 169
5.14 Research method 170
5.15 Research design 170
5.16 Population 170
5.17 Sample 170
5.18 Method of sampling 171
5.19 Tools 171
5.19.1 Tools for data collection 171
5.19.2 Statistical tools 171
5.20 Procedure of the study habits programme 172
5.21 Planning of study habits programme 173
5.22 Implementation of study habits programme 173
5.23 Analysis of the data 174

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5.24 Findings 174

5.25 Conclusions 180

5.26 Observations 182

5.27 Suggestions 183

5.28 Topics for further research 184

5.29 Contribution to the field of Education 185

5.30 Epilogue 185

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 CHAPTER FIVE
SUMMARY, FINDINGS AND CONCLUSIONS

5.0 INTRODUCTION

In earlier times, education was primarily meant for survival. Children were
taught the necessary skills for living. Gradually however, man began to use education
for a variety of purposes. Today we realize that education may be used not only for
the purpose of survival but for a more enriched life.

According to John Dewey, “Education is the development of all those

capacities in the individual which will enable him to control his environment and
fulfill his responsibilities” (Bhatia and Bhatia, 2004, p6)

In the present era of globalization, privatization and liberalization the concept

of education is also changing and becoming vast. Education, which was teacher-
centered, has now become child-centered. It means the student is the main and
important factor of Teaching - Learning process. These are the days of self-directed
learning, active learning and lifelong learning. The main aim of education is to give
knowledge to the student and bring out all round development which will enable him
to face this competitive world.

5.1 RESEARCH QUESTIONS

1. What is the importance of study habits techniques?
2. What are the present study habits of secondary level students?
3. Is there any difference between study habits of boys and girls?
4. Whether proper study habits can be developed through mnemonics, charts and
laws of organization by Gestalt psychology or not?
5. How can proper study habits be developed through mnemonics, charts and
laws of organization by Gestalt psychology?
6. Whether other techniques can be used to develop study habits of secondary
level student or not?
7. How will study habits techniques affect the academic achievement of the
student?

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5.2 MEANING AND IMPORTANCE OF STUDY HABITS

“Study habit means a fixed routine behavior imbibed by an individual to

learn.” (Yadav, Ansari, Savant, 2000, p 914)

Study habit is defined as “The complex of reading behavior of a person,

resulting from the varying degrees of interaction, of a number of variable factors,
when he seeks graphic records for acquiring information or knowledge”. (Nagaraju
2004, p16)

“In the literature, study skills are usually defined as students’ ability to
manage time and other resources to complete an academic task successfully. ‘Study
habit’ is the amount and kind of studying routines which the student is used during a
regular period of study occurred in a conductive environment. (Ozsoy, Memis,
Temur , 2009, p156)

Study habit is one such important strategy that evolved as a useful tool in
leading students towards meaningful and proper learning. Study habit means tendency
of a student to study in proper or improper way. Study-habit is a process from which
an individual gets proper input to feed his hunger and to quench his thirst for
knowledge.

Learning occupies a very important place in our life. Teacher can create the
situations that help the student to learn quickly and to retain it. Most of the things
which we do or not do are influenced by what we learn and how we learn it. Efficient
learning process does not depend on teaching alone but it depends on learning
procedures and learning techniques as well. The acquisition, integration, organization
and storage of knowledge are all facilitated by the use and practice of effective and
efficient learning strategies and techniques.

Learning to learn is one of the main purposes of teaching. Training and

Learning skills are major factors that help student for attaining the goal. Students need
direction and guidance about how to study and how to become good achievers.

“Study habits contribute significantly in the development of knowledge and

perceptual capacities.” (Yadav, Ansari, Savant, 2000 p 914)

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 There is a need to guide the students about the meaningful learning so that
they are able to memorize things in a better way. Students improve their performance
because they can learn most of the concepts clearly through proper study habits.

“Study habits refer to learning which leads to the achievement of a learner’s

goal, through a prescribed pattern of steady behaviour.” (Ogbodo, 2010, p 229)

A student must know learning method and study habits, which helps him to
achieve the goals of education. Learning through good study habits is the key process
in human behavior. Parents and teachers always show concerns for child learning,
because learning through good study habits influences our language, our skills,
attitudes, interests and even our goals.

It is a general observation that a number of students are seen complaining that

they do not secure good marks, for this on many occasions the poor study habits are to
be blamed. They lack have proper attitude towards study so they hardly care for
developing good study habits. Many students learned things for longer time, hours
together, continuously without understanding. During examination if they failed to
remember a word in the beginning, they would forget everything. Therefore students
should develop proper study habit, which would help them to study and retain the
concepts correctly and with proper understanding.

“Learning involves the development of proper study habits and skills. The
problem of study habits is one of the universe importances both from theoretical and
practices points of view. Theoretically, efficient learning depends upon the
development of efficient study habits and skills.” (Nadeem, Puja, Bhat, 2014, p91)

It is known fact that every person has its own way of learning. It is also true
that what works for one person may not work for another. So if certain techniques are
used by the students to develop their study habit it may show different and good
results. There is no magic formula for success in examination but hard work and use
of study habits may help to change the results. According to proverb ‘Practice makes
man perfect’ but we can say that ‘Perfect practice makes man perfect’. For students to
be achievers the way of ‘perfect practice’ should be shown to make them ‘perfect in
the studies’.

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5.3 NEED OF THE PRESENT RESEARCH STUDY

In past, students have learnt to take notes in linear form, either copying them
from the teacher or creating their own notes. This approach can be useful to some
students, but it is not clear to other students and does not have as many possibilities
which study habit provides.

For all students academic achievement has a great value in their career but at
the same time all the students can never gain or reach the same level of achievement
in the examination. The percentage of failures at secondary level is also increasing.
There are many factors affecting the achievement like stress, tough competition, low
confidence level, lack of motivation, improper attitude towards study and also way of
studying. A large number of failures at secondary level are an issue of great concern
for teachers, parents and administrators.

The target of the study is secondary level std. 9 students, as these students are
in the stage of self study. They want to do independent studies. Secondary level is the
junction between primary education and college education. If at this age proper study
habits are developed, it will stay with the students forever and will help them to shape
up their interests, attitudes, skills and even goals.

The sample chosen by the researcher is mostly from lower middle class, most
of the students work to earn for their family and also for their education. They have a
strong desire to get education. These students have less facility for their study at
home. There is a lack of personal attention to these students. The students from lower
middle class of the society have less exposure to various activities related to their
study habits. Researcher felt the need to judge their study habits at present and to
guide these students to have desirable study habits which will help them to better their
lives and future.

In today’s world of tough competition, it is the need of the hour that students
should develop proper study habits. They should know the proper, efficient and
systematic way of learning to face various competitions. If the parents are well aware
of the situation they can guide their children or make arrangements for the same but
the researcher thought of lower middle class students wherein the parents are also not
aware of all these things.

161
 Researcher felt the need to find out, whether there is any difference between
study habits of boys and girls because from Maharashtra state Secondary School
Certificate results the remarkable difference in the passing percentage of boys and
girls was observed. The average percentage of boys and girls for the years 2010 to
2013 was 87.625 and 89.07 respectively. This indicates that percentage of girls is
more than boys. The sex wise percentage of results is mentioned in the summary of
S.S.C. board results. (mahresult.nic.in) (Refer appendix R).

The reviews taken by the researcher also indicate that study habits of boys and
girls are different. Nirmal, Kanta (1979) and Singh, Muktesh, and Snehalata (2010)
stated that girls had better study habits than boys. And Shejwal, B.R. (1980) reported
that boys had better study habits than girls. Whereas Nagailinkim, Caraline (1988)
noticed no significant difference study habits of boys and girls. Therefore researcher
felt the need to study whether there is any difference between the study habits of boys
and girls or not.

Many researchers have carried out surveys on study habits to identify and
judge the study habits of students. They have located many problems faced by
students during studies and factors affecting studies of the students. At the same time
very few researchers have implemented programme to guide the students to develop
proper study habits. Researcher felt the need not only to locate the problems of
students in their studies but also orient them to overcome them.

Thus there was a need that study habits programme should be developed,
implemented and its effectiveness should be checked for the benefit of students,
teachers and parents as well.

5.4 STATEMENT OF THE PROBLEM

To study the effectiveness of study habits programme on the Science achievement of

standard 9 students from Semi English Medium schools in Pune city.

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5.5 OBJECTIVES

1. To assess the existing study habits of Semi English Medium students of std. 9.

2. To find out the difference between study habits of boys and girls.

3. To develop and implement the programme to inculcate desirable study habits.

4. To study the effectiveness of the study habits programme in terms of study

habits, Science achievement and gender of the students.

5.6 OPERATIONAL DEFINITIONS

• Effectiveness

Conceptual definition: It is a change produced by an action or other cause, a

result.

Operational definition: It is the extent of fruitfulness of the programme and it

is checked in terms of science achievement and study habits of the students.

• Study habits

Conceptual definition:

Study – Time and effort spent in reading etc. to gain knowledge.

Habits – Anything that a person does it often.

Operational definition: It is a habit of the student during study which considers

following areas and is measured by Study habits inventory by Dr. M.N. Palsane.

¾ Physical conditions for study

¾ Reading ability

¾ Note taking

¾ Factors in learning – Motivation

¾ Memory

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 ¾ Health

¾ Budgeting time

¾ Taking examination

• Study habits programme :

Operational definition:

It is the set of activities to inculcate desirable study habits in students which

includes

¾ Motivation

¾ Preparation of charts

¾ Preparation of mnemonic devices

¾ Use of the laws of organization explained by Gestalt psychologist

1) Law of proximity

2) Law of similarity

3) Law of closure

4) Law of simplicity

¾ Proper time management

¾ Use of good reading skills

¾ Use of various techniques of note making

¾ Correlation of the topic with other topics

¾ Comparative study

¾ Proper organization of material

¾ Use of proper resources to get information

¾ Setting short range goals

¾ Taking interest in study

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 ¾ Practice to raise confidence

¾ Taking efforts for proper understanding

• Science Achievement

Conceptual definition:

Science – Science is one of the compulsory subjects taught at secondary level of

schooling.

Achievement – It is something which someone has succeeded in doing especially

after a lot of efforts.

Operational definition: Science achievement means performance of the

students in the Science test developed by researcher for Semi English medium
students of std.9.

• Standard 9 Student

The one, who has passed standard 8 and studying in further standard in Semi
English Medium School from Pune city.

5.7 SIGNIFICANCE OF THE PRESENT RESEARCH

Habits play a very important role in our lives. Study habits are also very
imperative for all students for perfection in studies.

The present research will be useful for all the students, parents, teachers, head
masters and automatically to the community as it would guide them to do their work
efficiently, systematically and in perfect manner.

As Proper study habits help persons to better their future, to develop proper
attitude towards study and avoid wasting time or energy unnecessarily. The present
research work will help students for the same.

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 The present research work will help the students to develop proper study
habits, actualize their abilities and potentials.

“A well planned study programme gives students the freedom to pursue their
interests in school subjects and such freedom leads to the development of their
personalities.” (Ogbodo, 2010, p229). Here in the present research also, researcher
had planned study habits programme for development of the students.

Many students have the urge to study and gain better achievement but they are
not well aware of the strategies or techniques to study effectively. Students can be
benefitted if an effective study habits programme is developed and implemented in
the schools. This will enable them to do smart work during their studies.

Secondary level students run through the stormy period of their lives. They are
full of energy and are ready to accept new challenges. They have an urge to learn new
things always. This research work will be useful to fulfill their urge of learning in a
systematic way and also help them to control and channelize their energy in a proper
way. It will be useful for them utilize time profitably, to motivate them to study, to
learn various techniques of study. It will guide them to do smart work along with hard
work.

The present research work will be important for lower middle class of the
society, as it is mentioned, it will help the students to be independent in their studies.
Most of the students are engaged in other activities apart from their study. The various
techniques from present research, like time management, note making, reading skill
will help them to do smart work which will develop confidence in them. As these
students are having lack of personal attention, less exposure to various study habits
activities, the study habits programme from present research will help them to
overcome such problems.

This programme will be important to create healthy atmosphere in the schools

as it may develop good relationship between teacher and his/her students.

It will provide guidelines to the teachers to orient their students to develop

proper study habits and to plan and conduct study habits programme in future.

The present research work is important as it will help parents and teachers to
guide the students as per their own learning styles. As we know some students are

166
auditory learners, some are visual learners while some are kinesthetic learners. The
present research will guide to develop study habits as per each students own learning
styles as it includes various elements for different categories of learners.

Thus the present research is important to enable the students to be independent

in their studies, to use proper techniques during studies and to have proper
development as a learner. It is important for parents, teachers, principals,
administrators to improve educational process. Ultimately this research work can
contribute for the betterment of the future community.

5.8 ASSUMPTIONS

• Study habits can be developed. (Nagaraju, 2004, p17)

• Academic achievement can be measured through an achievement test developed

by the researcher. (Best and Kahn, 2009, p301)

5.9 HYPOTHESES

1. There will be a significant difference at 0.01 level between the mean scores of
study habits of boys and girls of std. 9 before implementation of the study
habits programme.

2. There will be a significant increase at 0.01 level in the mean scores of study
habits of students of std. 9 after implementation of the study habits programme.

3. There will be a significant increase at 0.01 level in the mean scores of Science
achievement of std. 9 students after implementation of the study habits
programme.

4. There will be a significant increase at 0.01 level in the mean scores of study
habits of boys of std. 9 after implementation of the study habits programme.

5. There will be a significant increase at 0.01 level in the mean scores of study
habits of girls of std. 9 after implementation of the study habits programme.

167
6. There will be a significant difference at 0.01 level in the mean gain scores of
study habits of boys and girls of std. 9 due to the implementation of study
habits programme.

7. There will be a significant increase at 0.01 level in the mean scores of Science
achievement of boys of std. 9 after implementation of the study habits
programme.

8. There will be a significant increase at 0.01 level in the mean scores of Science
achievement of girls of std. 9 after implementation of the study habits
programme.

9. There will be a significant difference at 0.01 level in the mean gain scores of
Science achievement of boys and girls of std. 9 due to the implementation of
study habits programme.

10. There will be a significant difference at 0.01 level between the mean scores of
study habits of boys and girls of std. 9 after implementation of the study habits
programme.

5.10 VARIABLES

Independent variable – Study habits programme

Dependent variable – Science achievement (score of the test) and

Study habits of the students

Controlled variable – Age group of the students, Subject, Medium of

instruction and Physical environment of the school.

5.11 LIMITATIONS

Aspects like parental instructions, social family background of students, facilities at

home, care taken at home and home environment are beyond the control of researcher
and their effect was not considered.

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5.12 DELIMITATIONS

• The present research was delimited to std. 9 students of Semi-English medium

schools only.

• The present research was delimited to Science subject only.

• The present research was delimited to Pune city only.

• The present research dealt with above mentioned habits as desirable study habits.

5.13 REVIEW OF RELATED RSERCHES

In the present research researcher had taken comprehensive review of related

literature and researches. During the process researcher could find 33 related
researches out of which 27 studies were from India and 6 studies were from out of
India. Researcher could find only 4 experimental studies done in India in study habits
area. The closely related researches were as follows.

Ghalsasi, P.G. (1988)

Rathod, Sarika (2009)

Bandavane, Sharda (2012)

Ghalsasi done an experimental study in the field of study habits/skills of

students in secondary school. The major findings of the study were -

1. The majority of the students had no clear idea about the purpose of studying and
the objectives of schooling
2. Not more than 50% of the students got guidance from parents. In the above study,

Bandavane and Rathod had developed a study habits programme and studied
its effectiveness on the academic achievement. The present research is also similar to
it but in present research, the programme implemented was different and was
conducted on IX standard students. In addition to the techniques used by Bandavane

169
and Rathod many other techniques were included in the present research. Both of
them found a positive effect of study habit techniques on the academic achievement.

The review also reveals that though many of surveys are done, there was a big
gap of experimental studies in study habit area i.e. After Ghalsasi (1988) the
experimental study was made by Rathod in 2009.

Therefore the researcher felt the need to do research by experimental method

considering various aspects and suggestions given through reviewed surveys,
correlational and experimental studies.

5.14 RESEARCH METHOD

The researcher chose Experimental method as in the present research, researcher

wanted to find out the effect of study habits programme on the Science achievement
of the students.

5.15 RESEARCH DESIGN

Single group pretest-posttest design.

X1 O X2

5.16 POPULATION

The targeted population of the present study was all secondary level students of std. 9
of Pune city from Semi-English Medium schools.

5.17 SAMPLE

The researcher selected students of std. 9 from Semi-English Medium schools. A

sample of 79 students was selected.

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5.18 METHOD OF SAMPLING

Purposive and Incidental sampling

5.19 TOOLS

5.19.1 Tools of data collection

1) Study habits inventory by Dr. N.M. Palsane – To assess the existing study
habits of the students.

2) Achievement Test – To find out achievement of the students in science.

5.19.2 Statistical tools

1) t-test.

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5.20 PRO
OCEDURE
E OF THE
E STUDY HABITS P
PROGRA
AMME

Forma
ation of the study habitts programm
me

Pilot study

Changes in the study

y habits proogramme to overcome tthe shortcom
mings
found out during pilot study

Assesment of study habits

h of the student beffore implem
mentation off study
habitss programm me

Tradittional teachiing

Science acchievement pretest

p

Implem
mentation off study habiits program
mme

Science ach
hievement posttest
p

Assesmen
nt of study habits
h of thee student affter implementation of study
habitss programm me

Figure 5.1
1 Procedurre of the study habits prrogramme

172
5.21 PLANNING OF THE STUDY HABITS PROGRAMME

The study habits programme was based on the following theories, laws, or
techniques -

• Theories of learning (Mangal, 2010, p181)

• Theories of Motivation (Mangal, 2010, p138)

• Laws of organization explained by gestalt psychologist (Mangal, 2010, p201)

• Memory and training in memory (Mangal, 2010, p257-267)

After taking deep review of related literature, researcher followed following steps
for formation of study habits programme.

1. Orientation lecture to motivate students to study.

2. To give general introduction about the programme.

3. Preparation of the manual containing study habits techniques.

4. Explanation of manual and various techniques step by step to the students.

5. Implementation of the programme in teaching using various techniques

mentioned in the manual.

5.22 IMPLEMENTATION OF STUDY HABITS PROGRAMME

In this present research study habits programme included following things.

I. Guest lecture on ‘Motivation for Study Habits’ was delivered.

II. General instructions regarding the study habits programme were given to the
students.

III. The charts were prepared and displayed in the classrooms based on the manual
prepared by the researcher.

Chart 1 - Keep this in your mind

173
 Chart 2 - Few things to do

Chart 3 - Manage your time

Chart 4 - Read skill fully

Chart 5 - Be particular about note making

IV. Explanation of each chart and technique included in the manual by giving
examples from Science.

5.23 ANALYSIS OF THE DATA

1. The collected data regarding the study habits inventory were assessed by the
researcher as per the instructions given in the manual by Dr. M.N. Palsane

2. The effectiveness of the study habits programme was studied by applying‘t-test’.

The ‘t-test’ was used to study the significant difference between pretest and
posttest scores of Science achievement test.

5.24 FINDINGS

a) Findings for Objective 1 - To assess the existing study habits of

Semi English Medium students

1. Before implementation of the study habits programme, very few (1.43%)

students had excellent study habits.

2. Only 20% of students had good study habits.

3. Most of the students (38.57 %) had average study habits.

4. The percentage of students, who had unsatisfactory study habits was also more
(32.86%) .

5. Few students (7.14%) had very unsatisfactory study habits.

174
b) Findings for Objective 2 - To find out the difference between
study habits of boys and girls.

1. None of the girls (0 %) had very unsatisfactory study habits but very few boys
(11.11%) had it.

2. The percentage of girls (24%) is less than that of boys (37.78%) in

unsatisfactory category.

3. Most of the girls (40%) and boys (37.78) had average study habits.

4. Few boys (13.33%) and more girls (32%) had good study habits.

5. Very few girls (4%) had excellent study habits but none of the boys had it.

c) Findings for Objective 4 - To study the effectiveness of the

study habit programme in terms of study habits, Science
achievement and gender of the students.

• Effectiveness of study habits programme in terms of study habits -

1. The percentage of students lie in various categories of study habits was different
at Pre SHI and Post SHI.

2. At Pre stage, few (1.43 % ) students had excellent study habits but at Post
stage it reached to 61.43 %

3. 20 % of students were in ‘good’ category of study habits at Pre stage and at Post
stage 27.14 % of students were found in the category of ‘good’ study habits.

4. At Pre stage, 38.57 % of students had ‘average’ study habits and at Post stage
level only 11.43 % had ‘average’ study habits.

5. At Pre stage 32.86% and 7.14 % of students belonged to the categories of

‘Unsatisfactory’ and ‘Very unsatisfactory’ respectively where - as after
implementation of the study habits programme no student belonged to these
categories.

175
• Effectiveness of study habits programme in terms of Science
achievement -

6. There is a significant increase at 0.0.1 level in the mean scores of the Science
achievement of std. 9 students after implementation of study habits programme.

• Effectiveness of study habits programme in terms of genders –

7. Most of the boys (53.33%) had excellent study habits at Post stage

8. Percentage of boys in ‘good’ category was increased up to 31.11% at Post stage

from 13.34% .

9. At the same time, the percentage of boys in average category reduced to 15.55%
from 37.76 % which means very few boys had average study habits at Post
stage .

10. None of the boys belonged to ‘unsatisfactory’ and ‘very unsatisfactory’ category
at Post stage.

11. Percentage of girls in excellent category increased from 4% to 76% and it was
decreased in ‘good’ and ‘average’ category.

12. No girl was present in ‘unsatisfactory’ and ‘very unsatisfactory’ category at Post
stage.

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d) Findings as per the hypotheses testing

Table 5.1 Summary of hypotheses testing

Acceptance
/Rejection of
Sr.
Null Hypotheses Null Hypothesis Interpretation
No.
and its
significance
1. There will be no significant Significant at There was difference
difference at 0.01 level 0.01 level between the mean scores
between the mean scores of Rejection of of study habits of boys
study habits of boys and girls and girls of std.9 before
Null hypothesis
of std.9 before implementation of the
implementation of the study study habits programme
habits programme
2. There will be no significant Significant at There was increase in the
increase at 0.01 level in the 0.01 level mean scores of study
mean scores of study habits of Rejection of habits of the students of
the students of std. 9 after std. 9 after
Null hypothesis
implementation of the study implementation of the
habits programme study habits programme.

3. There will be no significant Significant at There was increase in the

increase at 0.01 level in the 0.01 level mean scores of Science
mean scores of Science Rejection of achievement of std. 9
achievement of std. 9 students students after
Null hypothesis
after implementation of study implementation of study
habits programme habits programme

4. There will be no significant Significant at There was increase in the

increase at 0.01 level in the 0.01 level mean scores of study
mean scores of study habits Rejection of habits of boys of std. 9
boys of std. 9 after after implementation of
Null hypothesis
implementation of the study the study habits
habits programme programme.
5. There will be no significant Significant at There was increase in the
increase at 0.01 level in the 0.01 level mean scores of girls of
mean scores of study habits of Rejection of std. 9 after
girls of std. 9 after implementation of the
Null hypothesis
implementation of the study Study habits programme.
habits programme.

6. There will be no significant Not significant at There was no difference

177
 Acceptance
/Rejection of
Sr.
Null Hypotheses Null Hypothesis Interpretation
No.
and its
significance
difference at 0.01 level in the 0.01 and 0.05 in the mean gain scores of
mean gain scores of study level. study habits of boys and
habits of boys and girls of Null hypothesis girls of std. 9 due to the
std. 9 due to the is accepted implementation of study
implementation of study habits programme.
habits programme
7. There will be no significant Significant atThere was increase in the
increase at 0.01 level in the 0.01 level mean scores of Science
mean scores of Science Rejection of achievement of boys of
achievement of boys of std. 9 Null hypothesis std. 9 after
after implementation of the implementation of the
study habits programme study habits programme.
8. There will be no significant Significant at There was increase in the
increase at 0.01 level in the 0.01 level mean scores of Science
mean scores of Science Rejection of achievement of girls std. 9
achievement of girls std. 9 after implementation of
Null hypothesis
after implementation of the the study habits
study habits programme programme.
9. There will be no significant Not Significant There was no difference
difference at 0.01 level in the at 0.01 and 0.05 in the mean gain scores of
mean gain scores of Science level. Science achievement of
achievement of boys and girls Null hypothesis boys and girls of std. 9
of std. 9 due to the is accepted due to the implementation
implementation of study of study habits
habits programme programme.
10. There will be no significant Not Significant There was no difference at
difference at 0.01 level at 0.01 level. 0.01 level in the mean
between mean scores of study Null hypothesis scores of study habits of
habits of boys and girls of std. is accepted at boys and girls of std. 9
9 after implementation of the 0.01 level. after implementation of
study habits programme the study habits
programme.

Significant at There was difference at

0.05 level, so 0.05 level in the mean
null hypothesis scores of the study habits
is rejected at of boys and girls of std. 9
0.05 level. after implementation of
the study habits
programme.

178
e) Findings from the qualitative analysis of the feedback forms
filled by the students –

1. Students were motivated to study.

2. Students learnt various techniques to study.

3. Students received proper direction to study.

4. Students started studying in a disciplined manner regularly.

5. Students used various Study habits techniques taught by the researcher like –

• Preparation of charts

• Preparation of mnemonic devices

• Preparation of time table and To-Do List

• Use of reading skills

• Preparation of notes

• Correlating the topics

• Meditation

• Time Management

f) Findings from the qualitative analysis of the feedback forms

filled by the parents -

1. Parents observed positive change in the study habits of the students.

2. Parents agreed that the programme helped the students to increase their Science
achievement in following way –

• Students started studying regularly.

• Students began to study with concentration.

• Students started using various techniques to study.

• Students observed to be seated at one place during study time.

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 3. Parents also suggested that such kind of programme should be arranged in the
schools to help the students.

4. Parents opined that the programme will help the students in their future.

5.25 CONCLUSIONS

a) The following conclusions were drawn from the data collected

through study habits inventory.

1. Before implementation of the study habits programme, study habits of the

students from std. 9 A from H.B. Girme High School were in average category.

2. Girls had better habits than boys before implementation of the study habits
programme

3. There was a significant difference between study habits of boys and girls before
implementation of the study habits programme.

4. Most of the students had excellent study habits after implementation of the study
habits programme.

b) The following conclusions were drawn from hypotheses testing of

the collected data.

5. There was significant increase at 0.01 level in the mean scores of study habits of
std. 9 students after implementation of the study habits programme.

6. There was a significant increase at 0.01 level in the mean scores of the Science
achievement of std. 9 students after implementation of study habits programme.

7. There was improvement in study habits of boys and girls after implementation

of study habits programme

8. There was significant increase at 0.01 level in the mean scores of study habits of
boys of std. 9 after implementation of the study habits programme.

9. There was significant increase at 0.01 level in the mean scores of study habits of
girls of std. 9 after implementation of the study habits programme.

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 10. There was no significant difference at 0.01 level in the mean gain scores of
study habits boys and girls of std. 9 due to the implementation of study habits
programme.

11. There was significant increase at 0.01 level in the mean scores of the Science
achievement of boys of std. 9 after implementation of the study habits
programme.

12. There was significant increase at 0.01 level in the mean scores of the Science
achievement of girls of std. 9 after implementation of the study habits
programme.

13. There was no significant difference at 0.01 level in the mean gain scores of
Science achievement of boys and girls of std. 9 due to the implementation of
study habits programme.

14. There was no significant difference at 0.01 level between study habits of boys
and girls of std. 9 after implementation of the study habits programme.

15. There was significant difference at 0.05 level in the mean scores of the study
habits of boys and girls of std. 9 after implementation of the study habits
programme.

c) The following conclusion was drawn from qualitative analysis of

the feedback form filled by parents and students.

16. Students started studying regularly by following various study habits

techniques taught by the researcher.

d) Conclusions about the effectiveness of the study habits

programme

17. Science achievement of the students was increased and study habits of the
students were improved significantly therefore the study habits programme was
proved to be effective for std. 9 students.

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18. The conclusion can be generalized to other students from various classes of the
society depending on the facilities or exposure available to them, but when the
study habits programme will be introduced to them as a whole, effectiveness of
it may remain the same.

5.26 OBSERVATIONS

1. Students showed enthusiasm during all sessions of the programme.

2. Students were eager to learn new study habit techniques.

3. They were eager to listen and clarify their doubts.

4. Students gave very good response and feedback for the guest lecture conducted
by Dr. Shobha Joshi on ‘Motivation for study habits’.

5. Students showed interest in preparation of mnemonic devices.

6. Students shared the mnemonics and concept maps prepared by them with their
friends.

7. Students prepared very good charts.

8. Students came up with new ideas for pattern note making.

9. It was easy for the students to understand and remember the various concepts
due to note making techniques.

10. Students realized the importance of study habit techniques in learning Science.

11. Teacher student interaction in the classroom was improved.

12. If students received the proper guidance in the class they can improve in their
studies.

13. The study habit techniques are student friendly because students themselves can
prepare simple concept maps, mnemonic devices, notes and charts on their own.

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5.27 SUGGESTIONS

A) FOR THE TEACHERS

• Primary, Secondary as well as higher secondary teachers can practice regularly the
study habit techniques through classroom for betterment of teaching learning
process.

• Primary, Secondary as well as higher secondary teachers can apply the study habit
techniques for remedial teaching

• Primary school teachers can inculcate proper study habits among the students so
that students find easy to learn on higher level.

• The teachers at all level can use study habit techniques for the preparation and
planning of their lessons.

• Teachers can motivate the students to follow the study habit techniques in their
study.

• Classroom interactions can be improved during teaching learning process by using

study habit techniques.

B) FOR THE HEAD MASTERS

• Head masters can motivate the different subject teachers to practice novel ideas
related to study habits in the classroom situation.

• Head masters can guide the teachers and students about the study habit techniques
and its effect on achievement.

• To develop good study habits various programmes can be arranged in the school.

• Head masters can organize orientation programmes in their schools for parents on
study habits in the schools

C) FOR THE PARENTS

• Parents can attend the orientation programme on the study habits.

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• Parents can motivate the students to follow study habit techniques in their study.

• Parents can guide the students about study habit techniques and its effect on the
achievement.

5.28 TOPICS FOR FURTHER RESEARCH

• Effectiveness of study habits programme on the academic achievement of

Geography, History, English (any other subject) for Secondary level students.

• Survey of difficulties faced by students in learning concepts, terms, laws from

different subjects and to suggest the remedies through the application of different
study habits technique.

• Effectiveness of study habits programme on the academic achievement of the

Primary level students

• Effectiveness of study habits programme on the academic achievement of the

Higher Secondary level students.

• Survey of study habits of night school / college students.

• Effectiveness of study habits programme on the academic achievement of the

night school / college students.

• Survey of study habits of higher economic class students.

• Survey of study habits of gifted students.

• Effectiveness of study habits programme on the academic achievement of gifted

students.

• Preparation of study habits programme for special students.

• Effectiveness of study habits programme on the achievement of special students.

• Effectiveness of study habits programme on the academic achievement of the

students from rural area.

• Same research can be applied on large scale by considering large geographical

area.

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5.29 CONTRIBUTION TO THE FIELD OF EDUCATION

The study habit techniques are useful tools in leading students towards
meaningful learning. In earlier chapters we have seen the importance of study habit
techniques, some of the major contribution to the field of education are as follows-

• The study habits programme from the present research will help students to
develop proper study habits.

• Teachers can directly implement the programme in their schools.

• The same programme can be used for other subjects in the schools by teachers.

• The manual from the present research work will work as a guideline for the
students, teachers and parents.

• Head masters can orient teachers to run study habits programmes in their schools.

• The study habits programme provide a method of self learning to the students.

• Teachers can do their lesson planning for Science as well as other subjects by
using the techniques from study habits programme.

• If the same programme will be implemented in schools it will be a good step

towards child centered Education.

5.30 EPILOGUE

The review taken for the research work put forth the importance of study
habits for students. In our world of competition, it is the need of time that students
should know proper, efficient and systematic way of learning. Study habits lead
students towards achievement. Not only this, it develops interest, confidence and
ability to work hard for their betterment. All these qualities and more are essential for
all round development of the student. Here researcher feels happy and satisfied as this
research work contributed for the same.

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