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org © 2022 IJCRT | Volume 10, Issue 7 July 2022 | ISSN: 2320-2882

RELATIONSHIP BETWEEN STUDY HABITS

AND ACADEMIC ACHIEVEMENT OF HIGH
SCHOOL STUDENTS

Dr. Anil Balaso Balugade

Assistant Professor,
Department of Psychology
Shri Shahaji Chhatrapati Mahavidyalaya, Kolhapur (MS)

Abstract:

The present study examined relationship between study habits and academic achievement of high
school students. A total 140 (70 male and 70 female) students of rural and urban high schools of Kolhapur
district, Maharashtra state, India were selected by randomly. The age range of the students was 14 to 16
years old. Study Habits Inventory developed by Dr. B. V. Patel was used for measuring study habit and
Student’s previous year percentage were used for measuring the academic achievement of the students in
this study. The obtained data was analyzed by using mean, SD, t test and correlation. The result reveals that
there is no significance difference found between neither in gender nor in area on both study habits and
academic achievement. The result also reveals that there is no correlation between study habits and
academic achievement in relation to gender and area.

Keywords: Study Habits and Academic Achievement, Gender and Area of Residence

Introduction:

Study habits are commonly known as person’s normal behavior or habitual practice in relation to
learn and study in effective manner. Study habits is a unique key which helps students to make their study
work easier as well as increases grasping capacity. It also makes learning experience very smooth,
comfortable and enjoyable. The students who have good study habits show better academic learning and
skills. In contrast, students who are lack of study habits can faces learning problems and makes frustrated.
One of the famous thinker, Roy (2013) introduced that future of a country depends upon the moral values
imparted to individuals during their student life. School and colleges are the bridge to build up the morality

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in student life. Values are the prime base of development of an individual. Values makes to a person to
determine the good and bad side of any aspect. Values can helps to make a good character.

A good study habit is a proper tool of success. With the help of well-developed study habits, a
student can perform well in their academic work and can successfully achieve his target of life. But, in
current era, present students mostly engaging in smart phones, computers, laptops etc. So the impact of such
gadgets is adversely affected on the academic performance of students. In addition gambling, crimes and
drug addiction are also increasing day by day among students. Some of students are showing their good
study habits with the help of brother, sister and friends to complete the study or other activities. The family
environment also important in development of study habits among students. The famous thinker Mutabazi
recommended that the role of parents is also crucial. Parents should provide a healthy and supportive
environment.

Academic Achievement is another important aspect for the successful development of student. Good
(1959) defined that academic achievement as attain the knowledge and develop skills in the school subjects.
It also designated by test scores or marks assigned by teachers. The factors such as intellectual level,
personality, motivation, interest, study habits, self-esteem and student-teacher relationship involves in the
development of academic achievement among student. Some studies indicate that learning strategies, quality
of instruction, interaction between teacher and students, overall school experience mostly predicts academic
achievement of students.

Review of Literature:

1. Dr. Chandana Dey (2014) studied effect of study habits on academic achievement. The study involves
UG and PG students from various departments of the university. The systematic sampling technique was
used for the present study. The study consists of 112 UG and PG students. An effective tool of Study Habits
Inventory prepared by M. N. Palsane and Anuradha Sharma was used for the data collection in this study.
The researcher found that there is significance difference in the academic achievement of male and female
university students. The researcher also found that there is significance relationship between study habits
and academic achievement in relation to gender. But, no significance difference found between academic
achievement of male and female university students.

2. Mudasir Hafiz (2012) undertook a study of study habits and academic achievement- A case study of
higher secondary school students. The descriptive research method was adopted in this study. A total sample
comprised of 80 (40 male and 40 female) higher secondary students belongings to Science and Arts stream.
The variables of the study were measured through Study Habit Inventory prepared by Palsane and Sharma
and previous percentage of marks were considered for measurement of academic achievement of the
students. The data was analyzed by using mean, SD and t test. The researcher found that female student
indicates better study habits than male students. However, male student indicates better academic
achievement than female students. But, there is no significant difference found between Arts students in
relation to gender.
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3. Singh and Mahipal (2015) examined an academic achievement of secondary school students in relation to
their study habits. There were 100 students were selected randomly from various secondary schools of
Sonepat, Haryana. The descriptive research method was used for this study. The Study Habits Inventory
developed by M. Mukhopadhyaya and Academic Achievement Inventory developed by D. N. Sansanwal
were used for the data collection. An effective statistical technique of product moment correlation was used
for analyzing the obtained data. The result reveals that there is significance relationship between academic
achievement and study habits in relation to school type and gender.

Statement of the Study:

To study relationship between study habits and academic achievement of high school students.

Objectives:

1. To find out the status of study habit of high school students in terms of variables such as gender and area
of residence.

2. To find out the status of academic achievement of high school students in terms of variables such as
gender and area of residence.

3. To find out the relationship between the status of study habits and academic achievement of high school
students.

Hypotheses:

1. There will be no significance difference between study habits in relation to gender.

2. There will be no significance difference between academic achievement in relation to gender.

3. There will be no significance difference between study habits in relation to area of residence.

4. There will be no significance difference between academic achievement in relation to area of residence.

5. There will be no correlation between study habits and academic achievement in relation to gender and
area.

Methodology:

1. Sample:

The total sample consisted of one hundred and forty 8th and 9th high school students (70 male and 70
female) from rural and urban high schools of Kolhapur district, Maharashtra state, India. The simple random
method used for selection of the sample in this study. The age range of the selected students was 14 to 16
years old. Following table is showing sample of the study.

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Table No. 1

Sample of the Study

Gender Area Total Grand Total

Male Rural 35

Male Urban 35 70

Female Rural 35

Female Urban 35 70

Total 140

2. Variables:

Independent Variable: Gender

Area of residence

Dependent Variable: Study habits

Academic achievement

3. Tools:

The following standardized scale used to collect the data.

I) Study Habits Inventory (SHI):

This scale is developed by Dr. B. V. Patel. It consist of 45 statements with five options such as
Always, Often, Sometimes, Hardly and Never. The scoring procedure of the inventory is different for each
statement. The following table indicates the scoring procedure of the inventory.

Table No. 2

Scoring Procedure

Statement
Sr. No. Scoring Procedure
Number/s

1-4, 8-13, 16-19, 22,

1 5, 4, 3, 2, 1
32-33, 36-44

5-7, 14-15, 20-21,

2 1, 2, 3, 4, 5
23-31, 34-35, 45

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The maximum possible score is 225 and minimum possible score is 45 on this inventory. This
inventory is divided into seven groups. The medium of the inventory is Hindi. There is no time limit for
solve the scale but it can be complete within 30 minutes. The reliability established through test-retest
method and split-half method was found 0.79 and 0.82 respectively.

II Academic Achievement (AA):

For the purpose of measuring academic achievement of the high school students the researcher
focused on the last year academic performance of the students. The record was collected from the school
office. The obtained percentage of the marks was considered for the measurement of academic achievement.

4. Statistical Analysis:

The obtained data was analyzed by the using of very effective statistical tools of Mean, SD, ‘t’ test
and correlation.

5. Result and Discussion:

Table No. 3

Mean, SD and ‘t’ value of gender of study habits

Dependent ‘t’
Gender N Mean SD Significance
Variable Value

Male 70 162.64 31.09

Study Habits 0.13 NS
Female 70 170.04 26.87

Figure No. 1

Study Habits
180 162.64 170.04
160
G 140
e
n
120
d 100 Male
e 80
r
60 Female
40 31.09 26.87
20
0
Mean SD

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Table No. 3 and Figure No. 1 depicts that mean, SD and ‘t’ value of study habits in relation to
gender. Mean score of male students is 162.64 and SD is 31.09. Mean score of female students is 170.04
and SD is 26.87. The obtained ‘t’ value is 0.13 which statistically not significant. It means that hypothesis
no. 1 “There will be no significance difference between study habits in relation to gender” is accepted.

Similar studies shows, Gudaganavar and Halayannavar (2014) found that no significant difference
between study habits in relation to gender. Haseen and Reddy (2014) also noted that there is no significance
difference between study habits of male and female students.

Table No. 4

Mean, SD and ‘t’ value of gender of academic achievement

Dependent
Gender N Mean SD ‘t’ Value Significance
Variable

Male 70 73.06 10.28

Academic
0.33 NS
Achievement
Female 70 73.72 8.37

Figure No. 2

Academic Achievement
80 73.06 73.72

G 60
e
n Male
40
d
e Female
r 20 10.28 8.37

0
Mean SD

Table No. 4 and Figure No. 2 depicts that mean, SD and ‘t’ value of academic achievement in
relation to gender. Mean score of male students is 73.06 and SD is 10.28. Mean score of female students is
73.72 and SD is 8.37. The obtained ‘t’ value is 0.33 which statistically not significant. It means that
hypothesis no. 2 “There will be no significance difference between academic achievement in relation
to gender” is accepted. This result might be occurred because of, male and female both shows equal
interest, study habits and attitudes towards academic performance. The role of parents is also same for both.
Similar studies shows that, Aggarwal et al. (2019) found that there is no significance difference between
academic achievement of science students in relation to gender.

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Table No. 5

Mean, SD and ‘t’ value of area of study habits

Dependent
Area N Mean SD ‘t’ Value Significance
Variable

Rural 70 161.72 31.67

Study Habits 0.03 NS
Urban 70 170.95 25.89

Figure No. 3

Study Habits
200
170.95
161.72
150
A
r Rural
100
e
a Urban
50 31.67 25.89

0
Mean SD

Table No. 5 and Figure No. 3 depicts that mean, SD and ‘t’ value of study habits in relation to area.
Mean score of rural students is 161.72 and SD is 31.67. Mean score of urban students is 170.95 and SD is
25.89. The obtained ‘t’ value is 0.03 which statistically not significant. It means that hypothesis no. 3
“There will be no significance difference between study habits in relation to area of residence” is
accepted. Similar studies shows, Haseen and Reddy (2014) also noted that there is no significance
difference between study habits in relation to area of residence.

Table No. 6

Mean, SD and ‘t’ value of area of academic achievement

Dependent
Area N Mean SD ‘t’ Value Significance
Variable

Academic Rural 70 74.08 9.75

0.19 NS
Achievement Urban 70 72.7 8.93

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Figure No. 4

Academic Achievement
80 74.08 72.7
70
60
A 50
r Rural
40
e
a 30 Urban
20
9.75 8.93
10
0
Mean SD

Table No. 6 and Figure No. 4 depicts that mean, SD and ‘t’ value of academic achievement in
relation to area. Mean score of rural students is 74.08 and SD is 9.75. Mean score of urban students is 72.7
and SD is 8.93. The obtained ‘t’ value is 0.19 which statistically not significant. It means that hypothesis
no. 4 “There will be no significance difference between academic achievement in relation to area of
residence” is accepted. This result might be occurred because of, in present era, there is no longer distance
between rural and urban area. A lot of educational facilities, parental attitude and student’s enthusiasm from
both sides also found equal and it is caused to no difference in academic achievement.

Table No. 7

Correlation between study habits and academic achievement in relation to

gender and area

Dependent
Correlation Mean SD ‘r’ value Significance
Variable

Correlation between Study Habits 166.34 29.19

study habits and 0.176 NS
Academic
academic achievement 73.39 9.34
Achievement

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Figure No. 5

Correlation between study habits and academic achievement

180
160 166.34
140
120
Study Habits
100
80
73.39 Academic
60
Achievement
40
29.19
20
9.34
0
Mean SD

Table No. 7 and Figure No. 5 depicts that correlation between study habits and academic
achievement in relation to gender and area. The obtained ‘r’ value is 0.176 which statistically not
significant. It means that hypothesis no. 5 “There will be no correlation between study habits and
academic achievement in relation to gender and area” is accepted. Similar studies of Ergene (2011)
found that there is no relationship between academic motivation and academic achievement. Another study
of Rana and Kausar (2011) highlighted that no significance difference between study habits and academic
achievement.

Conclusions:

There were five hypotheses tested in this study and following conclusions were drawn.

1. There is no significance difference found between male and female students on study habits.
2. There is no significance difference found between male and female students on academic
achievement.
3. There is no significance difference found between rural and urban students on study habits.
4. There is no significance difference found between rural and urban students on academic
achievement.
5. There is no significance correlation found between study habit and academic achievement in relation
to gender and area.

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References:

Dey, C. (2014). Effect of study habits on academic achievement. Research in Humanities and Social
Sciences. Vol. 2(5), pp. 101-105.

Joseph, R. (2017). A study of academic achievement of secondary school students in relation to their
achievement motivation, study habits and learning styles in Kigali city Rwanda. University of Mysore.
http://hdl.handle.net/10603/209647

Mudasir, H. (2012). Study habits and academic achievement- A case study of higher secondary school
students. The Communications. Vol. 21(1), pp. 146-154.

Singh, B. and Mahipal (2015). Academic Achievement of secondary school students in relation to their
study habits. Bharatiyam International Journal of Education and Research. Vol. 4(3), pp. 7-13.

Aggarwal, V. and Kaur, J. (2019). Study habits of senior secondary school students in relation to their
academic achievement in science. Education.

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