The Impact of Good Study Habit on Secondary School Students’ Academic Achievement
The Impact of Study Habit on Secondary School Students’ Academic Performance 2019.
INTRODUCTION The modern educational industry is growing more dynamic. Every person strives for achievement, and this accomplishment influences both the personal and societal aspects of life. Academic performance is one of the most important aspects that impact an individual’s success in any educational environment. Anyone might assume that excellent habits and skills can aid us in promoting efficiency in our jobs. Proper study habits and skills in education need competency as well as optimal learning quality (Dehghani & Soltanalgharaei, 2014).
Conceptualization and aim are required for productive research. It might involve abilities like taking notes, observing, asking questions, listening, thinking, and expressing ideas about new findings. Students are so expected to be enthusiastic about learning and to be able to apply necessary abilities. An inefficient study, on the other hand, wastes time and energy from the learner (Hashemian & Hashemian, 2014). Study habits and skills, like any other, may be taught and learned. The interaction of motivation, habits, attitudes, and actions has a significant influence on student’s academic achievement.
A study habit is the purchase of a devoted regular and uninterrupted time to devote to the job of learning. Studying is the process of obtaining information from printed materials, which is information recorded in written materials (magazines, newspapers, books). It is the systematic acquisition of intelligence and the interpretation of information and ideologies that necessitates memorization and application.
Studying may be defined as the application of one’s intellectual aptitude to the acquisition, comprehension, and organisation of knowledge; doing so repeatedly implies some type of formal learning. A habit is anything that one does often and nearly without thinking; specifically, something that is difficult to break. A person’s habit is made up of a variety of ways in which an individual performs specific and general activities. A person’s or group’s habit is relevant to them. Every human being behaves differently. This is because nature created everything.
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The purpose of this research was to investigate the opinions of a group of university students and instructors regarding learning English. The research included both online surveys and one-on-one interviews. The research employed both quantitative and qualitative data analysis methodologies to examine the data. The study included 190 students as well as four English as a foreign language (EFL) teachers. The study used recent findings in second language acquisition research to interpret learners’ and teachers’ stated beliefs about their functionality in foreign language learning and teaching.
This study referred to various theories from various disciplines in order to investigate the belief phenomenon from various perspectives. The overall findings indicated that: a) the learners mostly had negative self-referential beliefs; b) they mostly perceived listening and speaking skills as the most important skills; c) they had a low willingness to communicate in English; and d) they mostly had extrinsic motivational orientations and preferred L2 tasks directly related to their future careers.
In certain areas, the reported opinions of both instructors and students seemed to be consistent. However, the findings indicated disparities between instructor and student perceptions of a few key problems. The reported opinions of two instructors suggested a substantial leaning toward conventional teacher-centred language instruction. Their discourses indicated that their classroom methods centred on systematic explanations of grammar principles, translation exercises, and de-contextualized grammar instruction. The data also revealed differences between the instructors’ professed attitudes about teaching and their actual teaching methods.
Transitioning from middle school to high school may be difficult for some pupils. There is social pressure to fit in, academic pressure to achieve well, and moral pressure to conduct appropriately. Without a sufficient support network of family, friends, peer groups, and instructors, the kid may feel alienated and alone, losing the will and drive to attend school. The purpose of this study is to emphasise the importance of a programme that provides such support for this specific group of students with the help of their parents, teachers, friends, and peer groups. Initial testing was administered by the guidance counsellor in a school in Quezon City in July 2005 for the school year 2005-2006 using a quasi-experimental, one-group pre-test and post-test method utilising the Survey of Study Habits Questionnaire (SSHA) and the Home Study Habits Questionnaire.
The exam was taken by male and female first-year students ranging in age from 11 to 14 in eight parts. The pre-test results of first-year high school students show that transitioning into high school in the early part of the school year is still difficult for first-year students in all eight sections. In terms of their study habits and attitudes, as measured and reflected by the Study Orientation (SO) and other SSHA aspects. They then went through a four-phase intervention programme with the help of parents and the school to improve their academic skills, study habits, and attitudes. The SSHA was given to the same group of first-year students again after seven months to check for results. The overall Study Orientation scores increased from Average (Low) to Above Average, showing that progress had been made. To validate the SSHA data, the Home Study Habits Questionnaire was distributed at random to five students from each of the eight sections.
According to the findings, respondents’ study habits included: doing homework without watching television, doing homework quietly on their beds or study tables in their bedrooms, or doing homework at the dining table after supper. When it came to schoolwork or class assignments, the vast majority of them required no assistance from anyone. The majority of them made use of the Internet as a resource. Some people consulted encyclopaedias or other textbooks. This study demonstrated the value and effectiveness of an intervention programme that included the Grade Six Immersion Program, the administration of the Survey of Study Habits and Attitudes (SSHA) to first-year high school students at the start of the first grading period; a four-phase intervention programme; the Study Habits Seminar for first-year students; individual and group counselling; referrals and follow-ups throughout the school year, and finally, a re-test of the SSHA.
Subjective theories of teachers
The twentieth anniversary of Poland’s turning point in history was celebrated in 2009, and it has contributed to a large number of changes not only in the political system and economy but also in culture. Nonetheless, based on analyses of Polish schools presented in numerous reports compiled by the commission of the Ministry of Education and EFS, it is possible to conclude that the educational system is not subject to similar, rapid transformations. According to the researchers, the educational system is characterised by pedagogical conservatism, a hierarchical structure, a class-lesson arrangement within the school work organisation, the predominance of expository methods, and weak ties with the local environment.
Considerations on the disproportion between changes in the environment of educational institutions and their operation may be referred to in Michael Fullan’s concept of education (2006). He believes that the school crisis stems from the superficiality of reforms and a focus on changes to formal structures rather than changing norms, customs, and manners, abilities, and beliefs. The teacher, who is aware of his or her role as an active individual who shares the sense of such changes, is one of the vectors of change. As a result, it is critical to describe the factors that influence a teacher’s preparation for future work, particularly the practical professional preparation that appears to be critical. When information is no longer simply transferred by educational institutions, the issue of the teacher’s role arises. Setting certain learning goals for candidates for teachers who study includes seeing learning as a social rather than an individual activity. Today’s conception of education might denote the significance of shaping the conduct of individuals who learn. Knowledge and credentials, according to the National Framework of Qualifications, should serve as a tool for university graduates to fulfil the value system embodied in the feeling of engagement, and responsible participation in society.
The designers of the Polish initiative highlight that the problem is not imposing the sole correct value system (as it was before 1989), but rather the sensitivity required to recognise one’s role in today’s environment. In light of the ideas offered above, I have underlined the importance of practical preparation for the teacher’s profession as a means of not only gaining skills but also of shaping attitudes via imitation and encouragement toward educationally desirable activities. Inspiring young teachers to think about current educational solutions aims to empower them to make choices on their own and improve the reality they confront. However, the issue of whether university-level institutions are prepared to apply the assumptions emerging from the European Higher Education Area remains. According to the findings of the project Tuning Educational Structures in Europe, university professors rank interpersonal skills, which are highly valued by graduates and employers, at the bottom of the scale. The idea of the social component of learning is one of the potential responses to the topic of the variety of educational situations that exist today.
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