Dlraka Univ. J. Psychol. Vol .74.2m0.

PP l5 - 25

A SCALE FOR MTIASURING STUDY HAI}ITS OF

SECOh{DARY SCHOOI, STUNENTS

A.K.M. Rezaul Karlm

Sultana Banu
Dcpartment of Psychology
University ol'Dhaka

ABSTRACT

The prescnt srudy ainrcd ar developing astudy Habit Scale for secondary
school cfuilclrcn. In order to attain this purpose 104 statsments were initially
written covcring five featurcs or dimensions of study habits such as 'schedule
for studying', 'definite placc to study', 'techniques and strategics for studyiflE',
'prepat'ation lilr exanrination and examitration stratcgies', and 'reward for
stuclying'. Fzrce validity ol'the items werc examined by S.iudges who were
cxpcricnccd tcachcrs ol' I)sychology Depurtrttcnt oI Dhaka univcrsity. Basccl
on their Juclgcment 85 itcrns were retained and 7 iterns were added to these.
Thus gZitcrns were finalizcd and were used for pretesting on a sample ol'l5
tenth gradc school chilclren. Al'termaking soffte modifications tlre questionniire
inclucling a s-point rating scale such as 'Rarely', 'sometimes', Frequently',
'Cepe1ally'. ancl 'Alnrost Always' was administered to a random santple
(stratil'iecl) ol'362 tenth grade school students. Based on thc results of itern
analysi s 77 items were lound to be elfective and were selected for the final
scale. Thc internal consistcncy coefficicnts (coef l'icicnt acs) for tlre fivc
corxponents of the scales wcre found to range from .47 to.88 arrd for the f ull
scale it was .9 I . The test*ctcst reliability coel'l'icient tor the full scale was lound
to bc .7tJ. T'hc corrclation cocl'l'icients of thc I'ull scalc with school motivation
and acadcmic achicvcn'rcnt wcre laund to be ,47 ancl .31 rcspectivcly. Thc
validity ol.thc f ull scalc wi.ls also ensured by conlputing discriminating valuc
(F=24.74) ol'thc ssalc betwccn two extremc groups and l'inally basecl upon 243
cases a pcrccrrtile nornl wils cleveloped lor the 1Oth grade sccondary school
st uden ts.

INTRODUCTTON paramount importance for education and

for a variety of other reasons. Researchers
have shown that sound studY habits
Stu,ty habits generally refer to pupils' en hance students' academic achievement

repeated actiotts to study {'r'om the which in turn facilitates promotion to

beginning to the end of All educational higher class and finally to get thern
programme' and ilre thought [o be of employment. Moreover, stttdy habits
 t6
imply an index of total study partterns of
students wh ich either rectly or irrdi rectly
cli
influence their academic or educational
survival and adjustment during school
years, ancl personal and social adiustrnent
as well in various walks of life bcyond
school years. Findings in various studies
suggest that study habits facilitate or
enhance academic success of children and
that it can be measured (L.C. Pressey,
1928; Ranson, 1955; Girija, 1980;
Shivappa, 1980; Chopra, I 982; Marshall,
1982; Bhatnagar, 1983; Hartley, 1983;
Kohli &.Ioshi, I 984; Kiewra, I 985; Singh,
1986; Yeh, 199 I ). Study habits are
multidirnensional concept which involve
setting up techlr irprcs, strategics artd
bchavior patterns hy it student as to form
a structured approitc h to leerrn
hirnself or hersel{'and cloing accorclingly
in his or her practical li{e. For measuring
such a multidimensional concept a variety
of standard ized nreasures have lreen
developecl in Western Country. But, in
Bangladesh the only available measure is
the "Survey of Study l{abits and Attitudes
(SSI{A) - Form C." A disadvarntagc with
the use of this instrument is that it is
expensive and cclnrplicated to carry out
testing and scorirlg. The most irrrportant
point is that this inventory is not culture
free. The language of this inventory is
English which is difficult to undcrstand
for Bangladeshi Students. Moreove r, this
inventory is not suitable for use with
secondary school children becatuse it was
developed for measuring sttrdy habits of
college students. But, the secondary stage
of education is a preparatory stage for
I
I
,t
Ln.,-
Itezaul. K. & Sultana, B,
higher education and it is the tirng rvhen
stuclents' study habit behauiur{6lsily be
molded. For these reasons such kind ol'
study habit measuring tool cannot be easily
and sucoessfully used to investigate study
habit behaviors of secondary school
students of Bangladesh. For assessing
children's learning potential, for making
teaching-learning effective and for various
other reasons a psychometrical ly sound or
reliable and valid measure of study habit
is needed. Such a measuring instrunrent
will be of great help to the teachers,
educators, guidance and counselling
a workers to deal with academic prohlems
of the students. It is, therefore, essential tcr
develop a reliable, valid and ob.iective
study habit measuring tool withirr tlre
ing for socio-econonric and cultural context of
Bangladesh. The present study is an
attempt toward the achievement of such
anobjective.
METHODOLOGY
In cleveloping the present Stucly I'labit
Scale the following steps were followed
:
Preparation of the first draft : By
consulting the available Iiterature on study
habits or effective study and interviewing
students about academic activities which
they usually do while studying a total of
I 04 statements (7 8 positive and 26
negative) were initially written in Bengali
covering five features or dimensions of
study habits. The features refer to 'setting
up a schedule for studying', 'selecting a
definite place to stud y' ,' setting techniques
Study l-lalrit.s
and strategies f'or studing', 'preparation
for cxamination and exarnination
strategies', and 'rewarcl lor studying'.
After a thorough scrutiny of cach item all
the items were judged by eight esreemed
teachers of the Psychology Department of
Dhaka University regarding their
appropriateness to measure str_ldy habits
of secondary sclrool students. On the basis
of the judges' corrnlents, criticisrns and
slrggestions and makirrg some further
review 92 itenrs (66 positir",e and 26
negative) wt: re linalized A s-point rating
scale such as 'Rarrely', *Sclmetimes',
'Frequently','Generally' arncl'Almost
Always' wits used for giving rcsponses to
each questicln A structurecl instruction
was written. Tlris questionnaire was
pretested on ;r group of I 5 terrth grade
secondary school children. Then after
making some modificartions in the
language stnrctures of solne iterns that
were founcl to be amlriSuolrs and
unacceptable to them the quesfionnaire
was prepared for the first tryerut.
First Experimental Tryout
Sample
The sample comprised of 362 tenth grade
students(Boys=2 I l,Girls= I 5 I ) studying
in six Bengali-mediunr Secondary
Schools (Two Boy's, two Girl's and two
coeducational) of Dhaka city. The schools
were selected by a technique of stratified
random sampling.
Procedure
A{'ter having permission frorn cach of the
heads of the selected schools the nrodified
l1
questionnaires along with answer sheets
were administered to the selected sample
of students in a standard situation. Ittook,
however, arbout 50 to 60 minutes for the
respondents to answer all the iterns of the
questionnaire.
Scoring
For scoring of a positive item, scores of
1,2,3,4 and 5 were assigned respectively
to the responses 'rarely', 'sontetirnes' ,
'frequently','generally' and'almost
always', while for a negative item reverse
scoring was followed
ltem Analysis
In the present study internal consistency
and discrirninating value of each item
were examinecl.
(i) Intcrnal Consistcncy : I nrernal
consistency of each item was exarnincd
by determining item-total correlation (rit)
(Freeman. I 955; Clifford, I 98 I ). In doing
this Pearson's Product Moment Method
was applied.
(ii) Iliscriminating- Value :
Discriminati nnValue Citl of each item
was determinEd by applying one-way
ANOVA (Lev , I 938) to rhe data obtained
from upper 2J o/o and lower 27 c/o of the
respondents. The respondents were
classified as upper and lower groups on
the basis of their 'total scores' on the
whole scale (internal criterion)., then for
each iterrr one way ANOVA was applied
to examine the extent to which it c;ln
discriminate between the upper group ancl
the lower group.
 Results of ltcm Analysis : Thc rcsults of itenr Analysis are prcscntcd in the following tablc (Table -l).
TAI}LE.1
Results of Item Analysis
Item# l'i t F Item# rit F Item# rit F

.484* * 98.73* **
32. .376** 63. I 6*** 63. .148** 5.69*
2. .442't* 81.19*** 33. ,25J ** 25.12***" 64, .365*x 42.69x**
3. .44J ** 96. j0*
x* 34. . 57**
I 4.55 * 65. .338** i8.06***
4. .393** 51.94*** 35. .309 * * 35.6t1**is 66. .529** I 17.29***
5. .521 ** I 14.05*** 36. .409*r 76.64*** 67, .502x* 94.94***
6. .3gg*'k 50,91**:k 31 . .450** 66,41 **t 68. -.048 I .04

1, .431,t'',, 69.?5*-** 3 tt. .460* * ${.{rr"s*x 69, . I 93** I 0.09* *

8. .353* * 36. l0*'r* (:q) .109* 2,4A 70. ,080 0.99
9. -.052 0.41 40. .340** 42,36>t*x 0r) lll* 3.s0
10. .035 I .06 41. .433** 59.67
*x * 72, .202** 12.55***
il I 37** 4.26* 42. .369** 41.6j*** 73. ,239** 13.j7***
t2. .3 l4'.x 28.j3**.* 43. .549** 1j4.87**t 74. .744x*" ll.l5***
r3. .41.4** 5?.55* * t 44. .124** i4.97*** 75. .175r* l0.2ll**
14. 309'r'* i0,tl?*'i'* 45. .391** 47,14*** 76. .249** 24)\***
15. .439* * 72.30x * * 46. .306* * 22.10* *;r 11 . .081 2.8n
r6. .512'''* l()1.111.'*
* 'r 41 . .4110*
* l2l.69*** 78. .423** 63.78xx*
t1 , 3(l]*'i' 44.01i*:r * 4tt. .4511** 121 .41'k>t* 79. .424** 64.(X)*'3 *

18. I 34* 6.35* 49. .463** 97.llll**x, 80, .432** 57.59***

19. )67** 19.88**1, 50. .406* * 52.46**>t< 8r. .4520,* 59.14)r
*:k

2A. I 52** 4,43 * 6t) .109* 2.82 82, .262** 16,89*'r*

zt. .23 l** 12.36** 52. .396* * 62.84* x
':r'{ 83 .259** 23.15***
.225** 24.54* * .469* * 4.d1**x t00 l.4l
:l<
22. 53. 7 84. .

23. 165** 7.51** 54. ,352** I | ,0()**{, 85. .042 .55

24. 3l3u'k 2l{.00*** 55. .486* * 99 ,11**>k 86. .085 1.94

25. 369x* 53. I 5*** 56. .522** l4_j.01 *** 87. .216** I I .98** *
***
26. ,.415** 81l.96*** 57. .495r* I 15.89't** 88. ,34J** 62,18

21 . ,4J 6'to. 109.57*'** 58. ,621** 2lg.4g**{, 89. .I 97** |J,16***

28 .22(t'i'* I 3.01
*** 59. .454* * $),) 4*x'r 90. t0l 1.32

29 ..109** 6(r.46* * *
60. .444** 6g.gll*{c* 9r .0n0 0.79
30. .4511*
* 95.ti9*** 6r. .375** 52.91:tr** 92. .367** 37.38*-**
3t. ,.1J9
* * 75.36*'r* 62. 099 2.4tt
* Signil'icant ata(= .()-5
** Signil'icant atq4= .01 and
*** Signilicant ato(= .001
N.B.:Thcrit-Vuluesofthccncirclcditems,ruresignificant(c,=0.05)butthcF-valuesofthem arenotsignificant(a=0.05).
i

I
Stucly Habits
The ri1- Values entered in Table- I indicate
that 77 items were found to y ield .significant
positive ri1-values tlrat ranged {i'orn + .l I
(Item Nos. 39, 5 I and 7l) to + .62 (Item
No. 5B), and 4 items (Item Nos. 8, I l, 23
and 34) were found to yield significant
negative ri1-values that ranged f rom -.353
(Item No. 8) to -.137 (Item No. I I ).
The F-values entered in Table-l indicate
that78 items were found to yield significant
F-values that ranged from 4.26 (item No.
I I ) to 218.48 (Itern Nos. 58).
Selection of items for the Final Scale : In
the present research a total of 77 items
having ri1-values ranging frorn +.1 I to
+.62were considered as the eflf cctive items
(since these were significant at u . .Ql or
cx, = .05, Anastasi, 1982). Iterns with
significant negative ri1- values (item Nos.
8, I l, 23 and 34) were not considered as
the eff'ective items, because items with
negative validity indices lower the
reliability of the scale, and such kind of
items perhaps are not clear (Garrett, 1959;
Aiken ,197 6; Clifford, 1981 ). Only Aitems
(item Nos., 8, I l, 23 and 34) having
significant F'-values were discarded
because they had negative ri1- values and
only 3 items (itcrn Nos. 39, 5l and 7l)
hav ingnon-s ign ificant ri1-vahres were
retained beci,rrst: they yi#ed significant
positive ry-values which can be tolerated
at the in it ial stage of any scale
development. Thus 77 items (64 positive
and 13 negative) out of 92 items (66
positive and 26 negative) were selected
for the final scalc . Among
these, l1 items were related to the
t9
dimensionlcoff)ponent'scheclule for
studying', 7 itents were related to 'definite
place to str-rcly' , 42 iterns were related to
'techniques and strategies for studying',
I I items were related to 'preparation for
examination and examination strategies'
and the rest were related to 'reward for
studying'. This final scale, however, was
used in the second experimental tryout for
determining reliability and validity of the
same.
Sccond Experimental Tryout:
Determining Reliability and Validity of
the Final Scale
Sample
Two hundred and forty three lOth grade
students (Boys = l34,Girls = 109) studying
in three Bengali-medium Secondary
Schools (one boy' s, one girl's and one co-
educational) of Dhaka City constituted
the sample for the study. The schools were
selected by the technique of stratified
random sampling i
Administration
. The final Study Habit Scale and the School
Motivation lnventory (a 5-point rating
scale adapted to Bengali by Bharati Roy in
1997 from its English version of Kozeki
and Entwistle, 1984) used as criterion
measure were first administered to the
selected sample of students at a single
sitting. Then only the Study Habit Scale
was adntinistered again on 46 of thern
(Boys =27, Girls = l9; drawn at random)
at an interval of l0 days.
20
Scoring
Responses to the Study Habit Scale and
the SMI were scored following the
coffesponding scoring systems of the tools.
The study habit scores earned by the
respondents ranged from 157 to 356 and
were found to be normally distributed (by
Kolmogorov - Smirnov test).
Determining Reliability
In the present study coefficient alpha i.e",
internal consistency and test retest
reliability of the final scale were
determined as discussed below
:
(i) Coefficient alpha : Cronbach's o( was
computed for the whole scale as well as
for each of the five dimensions of the tool
to exam ine i nternal con si stencY
(Cronbach, 195 I ; Virginia Moreno and
Francis J. Di VestA, l99l ). Data relating
to study habits obtained from 243 students
on the first administration of the scale
were used for this purpose. The results
have been presented in Table -2.
The figures appeared in Table-2 indicate
that the coefficient ct,s for the five
dimensionsions of study habits ranged
TABLE.2
Cronbach's o for each dimension of the SHS and for the whole scale
Dimension/Whole Scale
1. Schedule for studying
2. Definite place of Study
3. Techniques & Strategies for studying
4 P*p"*tion for examination and examination strategies
5. Reward for studying
6. Whole Scale
Rezaul, K. & Sultana, B.
from .47 to.88 and the coefficient cr for
the whole scale was found to be .9 I .
(ii) Test-retest Reliability : Test-retest
reliability was determined by computing
Pearson correlation between two sets of
scores obtained by 4610th grade second ary
school children on testing twice at an
interval of 10 days. This correlation
coefficient was found to be .78 which was
significant at o( = .01.
Determining Validity
Besides face validity (as stated earlier)
concurrent validity (a criterion related
validity) of the study habit scale was
determined, and for this purpose school
motivation and academic achievement
were used as the external criteria. Two
types of statistical operations were applied
for determining concuffent validity of the
study habit scale being developed in the
present study : correlation and one-way
ANOVA.
First, correlation between study habit
scores and school motivation scores earned
by 243 students was determinedby Pearson
Product Moment Method (Table - 3).
as well.
Values of cr
.80
.50
.88
.41
.48
.91
Study Habits 2t
i

Seconcl, correlation between stucly habit
score.s and total rrrirrks earne(l by 243
stuclents in the school final examination
was determined hy Pearson Product
Moment Method (T'able-3).
Third, students were classified as upper
group (upper lower group (lower
27 7o) and
27o/o) on the basis of the total marks
(academic achievement) earned by them
in the school final examination, then one
way ANOVA was applied as to examine
whether the corresponding study habit
scores of these two groups differ
significantly (Table-4).
The figures appeared in Table-3 indicate
that the correlation of study habit score
with academic achievement score (.31 )
and correlation of study habit score with
school motivation score (.47) both were
significant at ct, - .01 . More satisf actory
results were obtained when the subjects'
were classified as upper group and lower
.
group (upper 27 Vo and lower 27 To of the
cases) based on their total marks earned in
the school final examination and one-way
ANOVA was applied to examine whether
these two groups differ significantly in
their corresponding study habit scores
(Table-4). The value of F (24.74) was
found to be significant at cr = .00 I .
Developing Norrn

Table -3
Correlation of study habit scores with school motivation
scores and Academic Achieyement scores

N Correlation coeffic ients

SH-Score with gJ4 -$core SH-Score with ACH Score
243 .47 ** .31 **
** Significant at cr =.01
N.B. : SH-Score -_-) Study Hatrit Score
ACH Scorc
-) Achicvcment (Aadcnric) Score
Table -4
Summary of the ANOVA for study habit scores
of two extreme groups based on academic achievement
SV SS df MS F
Between groups 3441 83.68 I 3441 93.69 24.74{<{<*
Within groups l7 66s7 .7 t27 r 391 .005
Total 2t 1061 .4 128

'F'F* Significant at ct = .001

22
There are many types of norms : age nonn,
grade norm,percentile norm and standard
score nonll, Among these percentile llonn
is more widely used than any other types.
Therefore, in the present study percentile
norm was developed based upon 243 cases
from three secondary schools of Dhaka
City (Appendix-A).
DISCUSSION
The objective of the present study was to
develop a scale for measuring study habits
of secondary school students. In order to
attain this purpos e, 92 items (66 positive
and 26 negative) were prepared with the
help of active cooperation of 8 experts in
scale developrnent. T'he items covered
five dimensions of study habits such as
'schedule for studying', 'definite place to
study', 'techniques and strategies for
studying','preparation for examination
and examination strategies' and 'reward
for studying'. After pretesting on I 5 lOth
grade students some modifications were
made to the questionnaire and it was then
administered to a random sample of 362
lOth grade secondary school students of
Dhaka City. Through itern analysis
(internal consistency and discrirninating
valuep items (64positive and I 3 negative)
were found to be effective and these were
selected for the final scale.
Scientific scale construction requires
evidence of reliability and validity of the
full scale. Such essential psychornetric
properties were met in the present study.
Rezaul, K. & .Sultana, B.
The coef'ficientp(for the whole scale was
found to be .91 which is extrernely high in
magn itude and ensured sati sfactory
internal consistency of the tool. The
coefficientoCs for the five dimensions of
study habits ranged from .4J to .88 i.e.,
from nroderate to high in mag nitulewhich
ensured satisfactory internal consistency
of each dimension of the tool. Test-retest
reliability of the scale was found to be .78
which is significant at ct = .01 . This
reliability coefficient can be interpreted in
the light of logical definition of reliability
that 78To of the variance of test scores was
true-score variance and only 727o error
variance (Aiken, 1976). Thus coefficient
ocs arnd test-retest reliability of the scale
ensured that the scale is a reliable
instrument.
Besides face validity (examined by the
judges on their face) of the scale concuffent
validity (a criterion- related validity) was
also examined and for this purpose two
external criteria were used:school
motivation and academic achievement.
The correlation between study habit scores
and marks earned by the respondents in
the school'final examination was found to
be .3 I which is significant at o = .Q I and
the correlation between their study habit
scores and school motivation scores was
found to be .47 which is also signif icant at
G = .01. According to Anastasi ( 1982),
under certain .circumstances validity
coefficients as low as .20 or .30 rnay be
useful. More satisfactory results, however,
were obtained when the respondents were
classified as upper group and lower group
(upper 277o and lower 27Vo) based on
Study Habits
their total marks earned in the school final
examination and onc-way ANOVA was
appliecl to examine whether the twcl groups
differ significantly in their corresponding
study habit scores. The value of F here
was found to be U..7 4 which is significant
atd=.001 . The findings, therefore, suggest
that the scale is fairly valid because it has
the ability to sharply discriminate between
high achievers and low achievers.
The final step toward the process of
constructing a scale is the establishment
of norms. For this purpose, in the present
study percentile norm was de veloped
based upon 243 cases selected as
representative silrnple of population frorn
three different schools of Dhaka City.
Bangladesh is in great need of stanclardized
scales and specially there is no
standardized scale for measuring study
habits of secondarry school students. From
that point of view, the present study may
be considered as a humble effort towards
scale developrnent in Bangladesh. This
scale, however, can be used for educational
counselingo developing learning
programme and for research purpose as
well.
It can be said that the scale developed in
the present study is a reliable and valid
study habit measuring tml for the lOth
grade secondary school students at least
for those ofDhaka city. In order to improve
and refine the scale and make it more
appropriate for Bangladeshi school
students further studies can be carried out
as suggested below:
23
Further study inclucling sample units
from all parts of Bangladesh is
needecl to extend the the use of, the
scale.
2, studies are invited for factorial and
construct validation rvith larger
sample
3. This study may be replicated over
students of other grades and stages
of education.
,
4. studies should be done with larger
representative samples to develop
norms separately for di fferent grades
and sexes.
5. Studies should be done to examine
the intercorrelatiorls of the
dimens ions of study habit and
correl ation between cri terion scores
and each dimension.
6. Research should be done to improve
the questionnaire's usefulness for
counseling purposes to evaluate its
contribution to the counseling
process.
7. Studies are invited to find out and
check the effucts of social desirability
variable on the correlation between
study habit scores and criterion
scores
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Study Habits 25

Appendix-A
Perceniile Norm for grade-lO
(Ilased upon 243 Cases from Three Schools of Dhaka City)
Percentile Scores Percentile Scores
99 343-356 47 2,62
98 34t -342 46 261
97 334-34{) 45 258-260
96 325-333 44 257
95 32t -324 43 ?.56
94 324 42 25s
93 318-3 1 9 4t 254
92 3t4-3tl 40 2s3
9r 3t3 38 251 -252
90 312 37 250
89 3l I 36 249
88 3to 35 247 -248
87 309 34 246
86 308 33 245
85 306-307 32. 244
84 305 3t 243
83 304 30 247
82 303 29 239-241
8l 302. 28 2.38
80 300-30 I 26 237
78 299 25 236
77 298 24 235
75 297 22 234
74 296 2t 233
73 294-295 20 232
72 293 19 230-231
70 292 l7 229
69 291 16 228
68 790 l5 224-227
67 288-289 14 222-223
66 287 13 220-221
65 256, t2 219
64 2It5 ll zt8
62 284 lo 21 5-2t7
6l 283 9 2t4
59 280-282 7 2t2-213
58 279 6 2A9-2t 1

57 27 5-278 5 208
56 274 4 2A2-207
55 273 3' t99-201
54 27 1-272 2 181-198
53 270 1 157-1 80
52 269
5l 267 -?68 N 243
50 265-266 Mean 266.OO
48 263-764 SD 38.OO