Exploring the Nexus: Investigating the Interplay between Study Habits and Academic Excellence among Pre-Service Biology Teachers
DOI:
https://doi.org/10.63561/jabs.v2i3.940Keywords:
Study Habits, Pre-Service Teachers, Academic Performance, BiologyAbstract
The paper examines “Study Habits and educational attainment of Pre-Service Biology in Federal College of Education, Zaria”. The investigation sets two objectives, two research questions and two hypotheses. The investigation used a descriptive survey research design. The population of the study in this context comprises all the NCE III Biology/Integrated Science students in Federal College of Education, Zaria, Kaduna State with 3,242 students’ population and a sample of 580. The instrument that was used to collect the data for this research was a structured questionnaire. The data obtained were analysed using frequency, percentage, mean, standard deviation and t-test using Statistical Packages for Social Sciences version 20.0. The study found that there is a notable gap between study habits on time allocation to study and students’ academic performance of pre-service teachers in Federal College of Education, Zaria with aexact significance level of 0.0013 and t-calculated (8.831). The investigation rejected the null hypothesis and accepted that there are notable distinctions in study habits on time allocation to study and student academic performance of pre-service teachers in the Federal College of Education, Zaria. The inquiry recommended that the students should be properly screened on their level of academic performance and study habits by the teachers/lecturers through the use of standardized study habits. This will enable them pinpoint students with problems with study habits to institute compulsory courses and academic advice for underachievers to improve their study habits and educational attainment in Biology. Biology lecturers should develop a habit of using different methods of teaching biology so that they will carry all the students along since there are individual differences.
References
Aluja, A., & Blanch, A. (2004). Socialized Personality, Scholastic Aptitudes, Study Habits, and Academic Achievement: Exploring the Link. European Journal of Psychological Assessment, 20(3), 157–165. https://doi.org/10.1027/1015-5759.20.3.157 DOI: https://doi.org/10.1027/1015-5759.20.3.157
Angkarini, T. (2021). Study Habits of Undergraduate Students During Pandemic of Covid-19. Journal of Learning and Instructional Studies, 1(1), 37–51. https://doi.org/10.46637/jlis.v1i1.5 DOI: https://doi.org/10.46637/jlis.v1i1.5
Fabunmi, F., &Folorunso, O. (2010). Poor Reading Culture: A Barrier to Students’ Patronage of Libraries Selected Secondary School in Ado Local Government Area of Ekiti-State, Nigeria. African Research Review, 4(2). https://doi.org/10.4314/afrrev.v4i2.58357 DOI: https://doi.org/10.4314/afrrev.v4i2.58357
Fajardo, J. D. R. (2014). La olvidada “EscuelaJesuítica” en la Italia prerromántica. Dela concienciacriolla al nacionalismoemergente (La Provinciadel Nuevo Reino de Granada). AntiguosJesuitasEnIberoamérica, 1(2), 3–33. https://doi.org/10.31057/2314.3908.v1.n2.17582 DOI: https://doi.org/10.31057/2314.3908.v1.n2.17582
Kaur, A., &Pathania, R. (2015). Study Habits and Academic Performance among Late Adolescents. Studies on Home and Community Science, 9(1), 33–35. https://doi.org/10.1080/09737189.2015.11885430 DOI: https://doi.org/10.1080/09737189.2015.11885430
Lahaderne, K. (2015). A relationship between Study Habits and Academic Achievement among Hostel Living and Day Scholars’ University Students. British Journal of Humanities and Social Sciences, 3(2).
Numan, A., & Hassan, S. S. (2017). Effect of study habits on test anxiety and academic achievement of undergraduate students. Journal of Research and Reflections in Education,11(1), 1–14. https://www.researchgate.net/publication/35285037
Owns, S. (2018). Factors Related to Math Anxiety and Performance of Intermediate Pupils in the District of Caibiran [Theses].
PekerÜnal, D. (2021). Factors Affecting Study Habits in Higher Education During the Covid-19 Pandemic. Anatolian Journal of Education, 6(2), 109–124. https://doi.org/10.29333/aje.2021.629a DOI: https://doi.org/10.29333/aje.2021.629a
Rezaie Looyeh, H., Seyed Fazelpour, S. F., Reza Masoule, S., Chehrzad, M. M., & Kazem Nejad Leili, E. (2017). The Relationship between the Study Habits and the Academic Performance of Medical Sciences Students. Journal of Holistic Nursing and Midwifery, 27(2), 65–73. https://doi.org/10.18869/acadpub.hnmj.27.2.65 DOI: https://doi.org/10.18869/acadpub.hnmj.27.2.65
Santos Rego, M. Á., Lorenzo Moledo, M., Priegue Caamaño, D., & Torrado Quintela, J. (2020). Variaciones en los hábitos de estudio en función del género y origen étnico-cultural del alumnado y su relación con el rendimiento escolar. Revista Complutense de Educación, 31(2), 163–171. https://doi.org/10.5209/rced.62000 DOI: https://doi.org/10.5209/rced.62000
Solano, R. (2018). Programaeducativoenfocado a lastécnicas y hábitos de estudio para lograraprendizajessustentablesenestudiantes de nuevoingreso al nivel superior. RevistaIberoamericana de Educación, 76(2), 73–94. https://doi.org/10.35362/rie7622959 DOI: https://doi.org/10.35362/rie7622959
