INTRODUCTION

The academic performance of students is a topic of great interest and concern in the field of

education. Students' ability to achieve academic success is influenced by various factors, and one

significant factor is their study habits. Study habits refer to the behaviors, techniques, and

strategies that students employ when engaging in academic tasks and preparing for exams or

assessments. These habits can significantly impact students' learning outcomes and overall

academic performance.

Understanding the influence of study habits on academic performance is essential for educators,

parents, and students themselves. By identifying effective study habits and promoting their

adoption, educators can enhance students' learning experiences and help them achieve better

academic results. Similarly, parents can support their children by encouraging and guiding them

in developing effective study habits. For students, recognizing the impact of study habits

empowers them to take responsibility for their learning and make necessary adjustments to

improve their academic performance.

BACKGROUND TO THE STUDY

Learning in the field of education has been widely recognized as a complex issue globally. The

term "study habit" refers to how students approach their studies, either in a systematic and

efficient manner or in an inefficient way. Study methods encompass the knowledge and

application of effective study skills and techniques by students. Good study habits have been

found to contribute positively to academic performance and achievement, while poor or

inefficient study habits can lead to academic failure. Students' attitudes and study habits towards
a particular subject are influenced by their passion and beliefs, which significantly impact their

academic performance.

The academic performance of students is a multidimensional construct that encompasses various

aspects such as grades, test scores, class participation, and overall achievement. Achieving good

academic performance requires not only intellectual ability but also effective study skills and

habits. Students who possess effective study habits are more likely to engage in productive

learning activities, manage their time efficiently, and retain information effectively.

On the other hand, poor study habits can hinder students' learning and academic progress. Habits

such as procrastination, lack of organization, inadequate time management, and ineffective study

techniques can lead to decreased motivation, difficulties in understanding and retaining

information, and ultimately lower academic performance.

Several factors have been identified as influencing students' ability to cultivate effective study

habits. These factors include the student's health, motivation, anxiety levels, mental state,

availability of a conducive study environment, access to textbooks, and well-equipped libraries.

A research study conducted by Nuthana and Yenagi (2009) thoroughly examined the causes of

poor academic performance among students. Factors such as low intellectual ability, lack of

achievement motivation, absence of goals, low self-esteem, low socioeconomic status, poverty,

and poor study habits were identified as major contributors to poor academic performance.

There are various causes of low academic performance in students, including inadequate

teaching staff, lack of proper facilities in schools, challenges arising from poor parental

backgrounds, unfavorable government policies, and insufficient funding in the education sector

(Ajila & Olutola, 2007). Similarly, Ichado (1998) emphasized the influence of the students'
environment on study habits, which in turn affects their academic performance. The concept of

study habits encompasses various sub-topics such as study attitude, study method,

and study skills.

Hussain (2000) argued that a positive attitude towards study, coupled with a well-defined study

pattern, significantly contributes to students' academic performance. Successful learners

worldwide are known to possess positive attitudes towards studying and demonstrate good time

management skills. According to Hussain (2000), study habits refer to the predispositions that

students develop towards private reading over a period of time. He emphasized that study habits

serve as a gateway to successful achievement in studies.

Another research study conducted by Morahan (1999) revealed that male and female students

adopt different study habits. The study found that male students tended to choose courses with a

logical and scientific focus, while female students were more attracted to simpler courses aligned

with their interests. These different study habits could have a positive impact on the academic

performance of students based on their individual passions and preferences.

Positive academic performance and achievement are dependent on a student's ability to manage

their time, plan their studies, concentrate effectively, take comprehensive notes, engage in mental

reviews, practice overlearning, and apply appropriate learning methods such as massed and

distributed learning. In other words, positive academic performance is closely tied to proper

study habits and skills. Considering the significant role of study habits in learning, it becomes

necessary to investigate and understand their nature more comprehensively.

 To examine the study habits adopted by students in relation to their academic

performance.

 To identify the factors influencing the development of effective study habits among

students.

 To assess the relationship between study habits and academic performance across

different subjects or disciplines.

 To explore the role of external factors, such as learning environment and support

systems, in shaping students' study habits and academic performance.

 To provide recommendations and strategies for promoting effective study habits and

enhancing academic performance among students.

REFERENCES

Nuthana, P. C., & Yenagi, V. B. (2009). Study habits and academic achievement: A study of pre-

university students of Gadag district, Karnataka. University News, 47(7), 19-25.

Ajila, C., & Olutola, A. (2007). Study habits and academic performance of secondary school

students in mathematics. Educational Research and Review, 2(9), 262-265.

Ichado, J. O. (1998). Influence of environment on study habits and academic performance of

students in public secondary schools in Nyando District, Kenya. Unpublished master's thesis,

Kenyatta University, Nairobi.

students in Pakistan. Bulletin of Education and Research, 22(2), 31-39.

Morahan, T. (1999). Study habits and study attitudes: Their relationship to academic

achievement. College Student Journal, 33(3), 350-357.

Zimmermann, B. J. (2008). Becoming a self-regulated learner: An overview. Theory into

Practice, 41(2), 64-70.

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of

the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to

Improve Postsecondary Teaching and Learning.

Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock

(Ed.), Handbook of Research on Teaching (3rd ed., pp. 315-327). Macmillan.