CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
When we look back at humanity’s history, we can see that each century has seen different alterations. Accordingly, there has been a shift in learning practices and a new emphasis created.
Education is a process or activity that transforms a person’s behavior from instinctive to human (Taneja, 2003, p.9). This concept highlights the inherent reality that education attempts to find aptitudes as well as to gradually prepare man for social participation; as a result, education that meets fundamental requirements (food, shelter, and clothes) is essential for society’s existence.When we look back at humanity’s history, we can see that each century has seen different alterations. Accordingly, there has been a shift in learning practices and a new emphasis .
Education is a process or activity that transforms a person’s behavior from instinctive to human (Taneja, 2003, p.9). This concept highlights the inherent reality that education attempts to find aptitudes as well as to gradually prepare man for social participation; as a result, education that meets fundamental requirements (food, shelter, and clothes) is essential for society’s existence.
Ofi & Adejumo (2010) define education as the process of assisting an individual in discovering, developing, and utilizing his or her inner potentials, abilities, and capabilities in order to live successfully in society. It equips a person with the behavioral information and abilities needed for critical thinking and problem solving.
The performance of pupils in our various schools of learning has been a source of worry for both the government and educational stakeholders. This Education performance is thought to be influenced by a number of elements that might either negatively or positively impact one’s overall learning. Through the instruction of their members in diverse fields of endeavor, societies have existed and survived over time.
Certain measurements are used to evaluate the actions or tasks of the system in order to attain educational goals. Academic success and performance of the individuals engaged are examples of such measurements. An individual’s performance can be evaluated to determine whether his or her achievement is normal, above normal, subnormal, or abnormal.
Academic performance is described as the information or skill acquired by pupils, usually in school, and measured by test scores or teacher-assigned grades (Nonis and Hudson, 2009). It refers to the information and abilities gained in a particular educational subject, as measured by test or annual examination results. Academic achievement is regarded a fundamental factor to judge one’s complete potentials and talents in learning, according to Stark (2008). If the children evaluated have average or above average results, it might be said that they have made great progress (Nwodo, 2007). Academic performance is used to determine the degree to which an educational goal has been met. Again, the level of a student’s academic learning can be judged by the grade the student received throughout the learning time.
Mace (2007) defines study habit as the methodical acquisition of knowledge and understanding of facts and ideas that necessitates retention and application. It is the use of one’s mental abilities to acquire, comprehend, and organize information. Paying attention in class, being punctual, taking good notes, scribbling down points during personal reading, group reading, finishing home work on time, and reviewing study materials before lectures are all examples of study habits, according to Nonis and Hudson (2009). Furthermore, Ndiok, Asuquo, and Bassey (2010) observed that bad study habits include a negative attitude toward learning, a lack of concentration, and distracted attention. The way the student uses available study resources, how they arrange for study (e.g. reading alone, reading and writing down points, or group discussion), the atmosphere in which they study, and how they digest the content of study can all contribute to the problem of study habit. They came to the conclusion that study habit issues could contribute to poor academic achievement in the long run.
1.2 STATEMENT OF THE PROBLEM
Evidence suggests that parents/guardians desire their children to avoid the issue of poor academic performance in their courses/profession (Rouch, 2012). That is why most parents/guardians go above and above to ensure that their children have all they need for their academic pursuit. These restrictions are supposed to aid improve study habits, which will in turn boost academic success. It is also assumed that improving the student’s academic performance will go a long way toward equipping them with the skills needed to be productive in all aspects of life. According to Crede and Kunciel (2005), some students continue to perform poorly academically despite the efforts of the government, school authorities, and parents/guardians. They observed that the majority of students finish with a low grade point average, however some may not graduate with their initial class due to failures. Given that numerous characteristics have been linked to low academic performance, the study attempts to identify these variables and examine one of these variables, study habit, in the intention of providing a solution for improved academic success.
1.3 OBJECTIVES OF THE STUDY
The primary objective of this study is to assess the impact of study habits on academic achievement. Other objectives of the study are:
i.         To examine if there is a relationship between study habits and academic performance
ii.       To examine the effects of study habits on academic performance
iii.     To determine the different study habits of students in school
