SUMMARIZED RELATED LITERATURE

Study Habits and Attitudes: The Road to Academic Success

Marie Jean N. Mendezabal

Faculty, School of Engineering, Architecture, and Fine Arts, University of Saint Louis,
Tuguegarao City, Cagayan

Abstract

This study aimed to investigate the relationship of students study habits and attitudes and their
performance in licensure examinations. The participants were graduates in school year 2009-
2010 from the different programs of the University which require licensure examination. The
study habits and attitudes of the participants were assessed by administering the Survey of
Study Habits and Attitudes. Results of the study showed that the participants have unfavorable
study habits were inefficient time management, lack of planning and concentration in their
studies, poor skills in reading, ineffective test taking techniques, and failure to inform their
teachers of their difficulties with school work and ask for their help. The participants also
demonstrated unfavorable attitudes toward teachers classroom behavior and methods. It was
further revealed that their performance in licensure examinations was quite low. Further analysis
revealed that study habits (work methods and time management) of the participants were
correlated with their success in licensure examination while study attitudes (i.e. attitudes toward
teachers and educational acceptance) were not significantly related to success in licensure
examination. This connotes that students who have favorable study habits will likely pass the
licensure examination.

Introduction

Students academic performance occupies a very important place in education as well as in the
learning process. It is considered as a key criterion to judge ones total potentialities and
capacities (Nuthana & Yenagi, 2009) which are frequently measured by the examination results.

In the report of the Professional Regulation Commission (PRC) on performance of graduates in

the different licensure and board examinations, data show that performance of graduates has
been declining in the last ten years. What explains these performance discrepancies? Multiple
reports indicate that academic success cannot be predicted by a single variable. It is dependent
upon many factors; both cognitive and non-cognitive.
In a more recent meta-analysis, Crede and Kuncel (2008) found that non-cognitive factors like
study habit, skill and study motivation, among other attitudinal constructs, accounted for
incremental variance in academic performance beyond standardized tests and previous grades.
Moreover, a literature review by Nagaraju (2004) pointed out that, for good academic success,
good study habits and attitudes are important. Hence, it is imperative and desirable that a probe
into the pattern of study habits and attitudes of students be made.

Study habits and attitudes are important in academic success. It is important and desirable that
a probe into the pattern of study habits and attitudes of the students and its relationship with
licensure examination performance be made.

Outcomes of this study may form the basis for future intervention programs which aim at
improving students study habits and attitudes that will eventually improve their performance
outcomes in licensure examinations, which is an indicator of quality education in higher
institutions of learning.

Theoretical framework

This study was based on Martin Fords Motivational Systems Theory (MST). This framework
focuses on the individual as the unit of analysis.The formula for effective person-in-context
functioning is:

Achievement = (Motivation x Skill) x Responsive Environment

Performance = Ability x Motivation

The above formula indicates that a student with very high ability but low motivation is unlikely to
perform well, whereas a student with low ability but high motivation is likely to perform well. That
is, the variability in motivation across students may dampen associations between ability and
performance. In the same vein, one can argue that it is simply the study habits and attitudes that
ultimately bring about the desired performance and not students inner desires or motivations.
Therefore, similar to how motivation interacts with ability to influence academic performance,
one can infer that study habits and attitudes interact with ability to influence student
performance in board examination.

Board Exam Performance = Ability x (Study Habits and Attitudes)

Students academic performance

Academic performance of students has been the subject of intensive research over the past
years. It has become an issue of standards and quality in education as judged from the
performance of students in national licensure and board examinations. However, various reports
have documented the poor examination performance of students. For example the report of the
PRC on performance of graduates in the different licensure and board examinations which has
been declining in the last ten years. The overall passing rates are quite low (around 36% on the
average). In the 2010 professional licensure examinations given by the PRC, almost 70 percent
of college graduates in the country failed and, last year, only 125,419 of the 345,182 or 36.3
percent college and technical school graduates passed their respective professional eligibility
examinations, as per PRC records.

The low performance of students in licensure examinations has important ramifications to

educators, schools and the educational system in general. Hence, there is a need to look into
the factors that contribute to the academic performance of students.

Study habits and attitudes of students

Study habit is the pattern of behavior adopted by students in the pursuit of their studies that
serves as the vehicle of learning. It is the degree to which the student engages in regular acts of
studying that are characterized by appropriate studying routines (e.g. reviews of material,
frequency of studying sessions, etc.) occurring in an environment that is conducive to studying.
Study attitudes; on the other hand, refers to a students positive attitude toward the specific act
of studying and the students acceptance and approval of the broader goals of college education
(Crede and Kuncel, 2008). In short, study habits and attitudes of students are determined
through their time management ability, work methods, attitudes toward teachers and
acceptance of education.

A review of literature highlighted the importance of students study habits and attitudes in their
academic performance. According to Menzel, cited by Rana and Kausar (2011), many students
fail not because they lack ability but because they do not have adequate study skills. Students
who have difficulty in college frequently do not have adequate study habits that affect their
academic achievement. A central problem noted was that many of these students had not
learned how to take effective notes and manage time for studying (cited by Mutsotso S.N. &
Abenga E.S., 2010). Moreover, a study by Nagaraju (2004) found that students usually do not
devote sufficient time to their studies and seldom have proper study habits.

Efficient study habits are associated with a favorable attitude toward learning in general. As
cited by Otto (1978), beliefs in the value of intellectual pursuits and in the importance of
education are positively related to academic performance. An important aspect of a students
attitude toward education is the value he sees in what he has to learn.

In terms of attitude towards teachers, the high achievers generally have a positive attitude
towards teachers. For instance, as compared to low achievers, the high achievers more often
say that their teachers are competent, impartial, and interested in their duties (Sarwar, M.,
Bashir, M., Khan, M.N., & Khan, M.S., 2009). Yu (2011) in his study revealed that among the
SHSA factors examined, student perception of teacher effectiveness influence accounting
performance.

Study habits and attitudes in relation to academic performance

A substantial amount of research has examined the role of students study habits and their
attitudes to study on academic performance. The study of Osa-Edoh and Alutu (2012) which
examined the usefulness of imbibing in the students study habit, as a means of enhancing their
academic performance, revealed a high correlation between study habits and students
academic performance

Similarly, Nuthana and Yenagi (2009) found significant correlation between study habits and
academic achievement. It further revealed that reading and note-taking habits, habits of
concentration, and preparation for examination had significant correlation with academic
achievement. The authors pointed out that students who are better in reading and note-taking,
well prepared for the board examination and have concentration may have better academic
achievement.. The study of Fazal (2012) identified various study skills used by learners and
ascertain which study skills is more related to academic achievement. Results of the study
indicate significant relationship of time-management skills, reading and note-taking skills with
academic achievement.

Another study was conducted using a Q factor analysis to understand the study behavior and
habits of undergraduate students.. Findings of the study showed a significant difference in the
academic performance of the two groups of students. Student type was found to be a significant
predictor of academic achievement beyond and above students attribute variables (Yang,
2011).

Hassanbeigi et al. (2011), in their study of the relationship between various study skills and
academic performance of university students, noted that the study skills scores of students with
GPA of 15 and above (out of 20) were statistically higher than those students with GPA of less
than 15 in all of the seven skills (time management and procrastination, concentration and
memory, study aids and note-taking, test strategies and test anxiety, organizing and processing
information, motivation and attitude, and reading and selecting the main idea).

Some researchers have proposed strategies that will help students develop effective study
habits and attitudes. For example, the study of Demir et al. (2012), which examined the effect of
development of efficient studying skills curriculum on academic achievements and studying
skills of learners, found that students can acquire efficient studying skills by means of curriculum
for developing efficient studying skills. The students were able to organize the study
environment and use specific methods effectively, such as efficient reading, listening lectures,
note-taking, efficient writing and doing homework. It further revealed that those students where
the curriculum was implemented have increased academic achievement as compared to the
group of students on which the curriculum was not implemented. Mutsotso and Abenga (2010)
also propose a paradigm shift in study methods and suggest strategies for both lecturers and
the students in universities towards improved learning and performance. The model will address
the study space needs and the efficiency and effectiveness of study methods.

To sum up, the literatures cited point to the importance of study habits and attitudes to
academic performance or success of students.

Figure 1: Research paradigm

The figure shows how the variables of the study are related. The study habits and attitudes of
the students could influence their performance outcomes in licensure examinations.

Methods

A descriptive correlational research design was used for this study to examine the relationship
of students study habits and attitudes to their performance in the licensure examinations.

The respondents were graduates in school year 2009-2010 from the different programs of the
University which require licensure examination. A total of 239 students comprised of 127 males
and 112 females participated in the study. Table 1 shows the distribution of the respondents.

Table 1: Distribution of the respondents

The study habits and attitudes of the respondents were assessed by administering the Survey
of Study Habits and Attitudes (SSHA) developed by Brown and Holtzman (1969). The SSHA
consists of 100 items divided equally into four (4) subscales named as work methods (WM),
delay avoidance (DA), teacher approval (TA) and educational acceptance (EA). The Study
Habits measure student's time management ability and work methods whereas Study Attitudes
measure students opinions about teachers classroom management and behavior and his/her
acceptance of education.

The performance rating of the graduates was generated from the data released by the PRC. It is
the overall rating obtained by the graduates in the licensure examinations.

Descriptive statistics (means, standard deviations, and percentile ranks) were used to describe
the study habits and attitudes of the students and their performance in licensure examinations.
Moreover, relationship of study habits and attitudes with performance in licensure examination
was examined by the use of Pearson correlation coefficient.
Results

Table 2: Study habits and attitudes score of the respondents

Analysis of the scores obtained from the SSHA revealed that the respondents do not have very
effective approaches in studying. As reflected in the table, the respondents score in the 50-60th
percentile on Study Habits which means they scored at average level. This result suggests that
the respondents use of study skills is not efficient and effective

Similarly, the respondents recorded Study Attitudes in the 35-45th percentile which is
interpreted as average low. The result indicates that the respondents do not have favorable
attitudes toward the teacher classroom behavior and practices.

Figure 2: Study habits and attitude score of respondents from the different programs

Figure 2 reveals the study habits and attitudes score of the respondents from the different
programs.

The Education (Secondary) and Nursing graduates obtained the highest scores on Study Habits
which is interpreted as average high. This result suggests that graduates of these programs
exert more effort in their study skills and have efficient time management as compared to
graduates of the other programs.

In terms of study attitudes, the Nursing, Civil Engineering and the Geodetic Engineering
graduates recorded the highest mean scores The result clearly shows that graduates
perceptions of teachers classroom behavior and methods are not favorable and their
acceptance of educational objectives and practices are not desirable.

Figure 3: Performance rating in licensure examinations

Figure 3 shows the performance rating of graduates in the different licensure examinations. It is
observed from the figure that the graduates did not perform very well in the licensure
examination. The overall mean performance rating is quite low (75.3%). The Accountancy
graduates obtained the highest rating which means they have higher cognitive ability.

Table 3: Correlation between SSHA score and performance rating in licensure examination
It is apparent from the table that study habits and attitude scores of the respondents are
significantly related to their performance rating in the licensure examination. This means that the
study habits and attitudes of the respondents may contribute to their performance rating in the
licensure examination. In this study, mental capability of students still accounts for their
performance in the licensure examination.

Table 4: SSHA vis--vis success in licensure examinations

It is revealed in table 4 that study habits of graduates had significant correlation with their
success in licensure examination, while study attitudes (i.e. attitudes toward teachers and
educational acceptance) were not significantly related to success in licensure examination. This
connotes that graduates who have favorable study habits will likely pass the licensure
examination.

Discussions

Based from their responses, it was revealed that the students do not have efficient time
management, they lack planning and concentration in their studies, they have poor skills in
reading, ineffective test-taking techniques and failure to inform their teachers of their difficulties
with school work and ask for their help. Similar results were identified by Nouhi et al. (2008) as
students weakness in study. Positive study attitudes which are a driving force behind study
habits should be adopted by the student in order to succeed.

Another revelation from this study was the overall performance of the students in the licensure
examinations, which is at average level. This situation is prevailing in many institutions of
higher learning where few students perform excellently. It was evident in the report of the PRC
that performance of graduates in the different licensure and board examinations has been
declining. The overall passing rates were quite low. This was also supported by other research
about education standard, indicating that deterioration had occurred in all branches of education
in the society.

The study further revealed significant relationships between students study habits and attitudes
and their performance outcomes in the licensure examinations. This result was consistent with
the findings of earlier studies (Crede and Kuncel, 2008; Nuthana & Yenagi, 2009; Awang &
Sinnadurai, 2011; Khurshid, F. et al., 2012; Osa-Edoh and Alutu, 2012; Nonis and Hudson,
2010), which reported significant correlation between study habits and academic achievement,
contrary to the findings of Nouhi et al. (2008) and Boehler et al. (2001). A central problem noted
was that many of these students had not learned how to take effective notes and manage time
for studying (cited by Mutsotso S.N. & Abenga E.S., 2010). Furthermore, a study by Nagaraju
(2004) found that students usually do not devote sufficient time to their studies and seldom have
proper study habits.

In studies comparing the study habits and attitudes of high and low-achieving students, data
indicated that high achievers have better study habits and attitudes than the low achievers
(Hassanbeigi et al., 2011; Sarwar et al., 2009). This was confirmed in the present study.
Students who acquired higher study habits and attitudes scores have better performance in the
licensure examination. According to Fazal (2012), students with higher academic achievement
used a wide range of study skills as compared to students with lower academic achievement. A
detailed analysis of some of the study skills that successful students possess were work-
knowledge, note-taking ability, and linguistic intelligence. The study of Nuthana and Yenagi
(2009) further revealed that students who are better in reading and note-taking, well prepared
for the board examination and have concentration may have better academic achievement.

Meanwhile, a research which investigated the relationship between student attitudes and
examination performance found significant relationship (Sarwar et. al., 2010). Similar result was
found in the present study. The unfavorable attitudes of students toward teachers classroom
management and behavior and their acceptance of education could have influenced their low
performance in licensure examinations. A discrepancy in study attitudes between high and low-
achieving students was also noted in other researches. High-achieving students had a more
positive attitude toward study in that they detected and reacted positively to the favorable
aspects of the situation they found themselves in, while the low-achieving students tended to be
fault-finders, reacting to the negative aspects of study such as distractions and minor
annoyances. The high-achieving students found tertiary work an interesting challenge, accepted
the restrictions and conformed to the demands made upon them more readily, while the low
achievers appeared to lack high-level motivation. The more successful group was also found to
be more realistic and discriminating in their assessment of those situations which were highly
relevant to scholastic achievement, such as discipline and work priorities, and they were better
organized in both their work and leisure activities (cited by Otto, 1978). In terms of attitude
towards teachers, the high achievers generally have a positive attitude towards teachers. The
high achievers often say that teachers are competent, impartial and interested in their duties
(Sarwar et al., 2009).

Conclusion and implication

The belief that academic success required not only high cognitive ability but also sound study
habits and attitudes (SHAs) was confirmed in the present study. A significant correlation
between students study habits and attitudes and their performance in licensure examinations
was clearly shown in the present study. Thus, to enhance the quality of education, there is a
need to improve the study habits and attitudes of the students. This could be done through
provision of developmental programs that will help students build efficient and effective study
habits and positive attitudes towards learning, in an early stage of their studies. Engaging
students in educationally purposeful activities that will result in high levels of learning and
personal development for all students is likewise suggested.