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June 2021

Reading Ability, Study Habits and Students’ Academic

Performance in Social Studies
Juliana Uloma Iheakanwa
Delta State University, Abraka,, [email protected]

Sunday Obro
Delta State University, Abraka, [email protected]

Williams Pius Akpochafo

Delta State University, Abraka, [email protected]

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Iheakanwa, Juliana Uloma; Obro, Sunday; and Akpochafo, Williams Pius, "Reading Ability, Study Habits
and Students’ Academic Performance in Social Studies" (2021). Library Philosophy and Practice (e-
journal). 5675.
https://digitalcommons.unl.edu/libphilprac/5675
 Reading Ability, Study Habits and Students’ Academic Performance in
Social Studies

Juliana U. Iheakanwa, Delta State University, Abraka, [email protected]

Sunday Obro Delta State University, Abraka, [email protected], https://orcid.org/0000-0002-7675-
9166
Williams P. Akpochafo, Delta State University, Abraka, [email protected], https://orcid.org/
0000-0002 -8632-3323

Abstract
This study investigated reading ability, study habits and students’ academic performance in Social
Studies. The study was an expos-facto study. The researcher employed a stratified and multi-sampling
technique to sample 1103 students. The questionnaire was the instrument utilised to gather data. The
Cronbach Alpha was utilised for the determination of the instrument reliability, and a reliability value
coefficient value of 0.78 for Reading Fluency, 0.90 for Passage Recall and 0.92 for question Answering
and 0.76 for Study habit was obtained. Data generated were evaluated employing correlation co-efficient
of determination for the research questions, while the multiple regression and linear regression statistics
were utilised to test the null hypotheses. The results indicates that a significant relationship exist between
reading ability and students’ performance, study habit and student's performance; no significant statistical
relationship exist between sex and students’ performance. It was suggested that students’ reading interest
be strengthened by providing and equipping school libraries; reading should be given adequate attention
in classroom activity and not left to students’ choice or discretion.

Keywords: Reading Ability; Study Habits; Academic Performance, Students’ Academic Performance
Social Studies.

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Introduction

The performance of students academically has primarily been associated with many factors. Most

students face coping with their studies daily because of poor reading ability and inefficient study habits.

There are lots of meaning given to reading, but then it is imperative to be conscious that reading is beyond

verbalisation. Reading must attach meaning in the heart or core of the decoder. Reading gets meaning

when the decoder can make meaning or sense out of written material. Cimmiyotti (2013) affirms that

reading constitutes the foundation of all school learning. He buttressed his point with the argument that

students who cannot read comprehensively and fluently will not succeed to benefit from what school has

to offer and will hardly become independent in access to the knowledge imparted. Reading is thus an

intellectual process that gives access to information in every subject in the school curriculum.

Reading to a tremendous and sizeable extent determines the success in the academic endeavour,

reading provides access into every subject in school programme or curriculum, and perhaps that is why

Hall and Barnes (2017) stated that reading is an important and a tremendous tool for study, for creating

awareness, for future employment and recreation. Reading is a skill or talent needed by individuals to

attain success in their academic work.

To achieve reading comprehension, a reader must possess some essential critical intellectual and

rational equipment to comprehend. The reader or learner must have intelligence, language and experience.

An essential skill in reading is learning to comprehend a text focal idea. This is done first by determining

the statement of the text, essential and necessary reading skills, including vocabulary and words

acquisition, pre-reading techniques and strategies, textual or written organisational skills, intellectual

capacity, and response.

How fast and well one can decode letters in words that are in content or text that is read is referred

to as reading fluency, while the ability and skill to build or develop a sense or deduce meaning or sense

from a specified written text is described as reading comprehension ability (Lems, Miller & Soro, 2010).

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 Social studies, as a subject, has been substantiated to be reading-intensive (Akpochafo, 2014),

while study habits are seen as the predispositions towards private readings within a timeframe (Hussain,

2000). If students must do well in school, they must have the ability and competence to read well and

study well. Dickens (2016) concurred and asserted that reading ability is the most essential tool for

studying. Reading ability is the potential or the capability to read, and it implies that a student has the

skill and capacity to decode or make meaning out of a written material. Reading ability is thus a skill

needed by individuals to perform and be successful academically. The capability to read is indeed a vital

skill for students to grasp for the reason that facts are presented and made available in the text world over

(Kudo & Bazan, (2013).

Every anticipated behavioural improvement is generally affected by three main factors. These are

learners’ cognitive responses, teaching behaviours and environment (Oyibo & Obro, 2020). All these

factors interact to produce learning (Bandura, 2001). Learners’ cognitive responses are, however, the most

prominent and most important. Reading potential/habit and study patterns are among the most significant

learners’ cognitive responses. Students’ academic performances are the measures of their cognitive

responses to tests of what has been learnt in school (Mordi, 2015, Obro, Ogheneaokoke & Akpochafo,

2021). Therefore, a student's academic grades at termly examinations are an extent or measure of his

performance academically. The march towards all-round youths development for sustainable

development could be significantly helped by establishing how students’ reading ability and study habits

influence their performance.

Research Questions
1. Does a relationship between reading ability and social studies student’s academic performance?
2. Does a relationship exist between study habits and social studies student’s academic performance?
3. What is the relationship between sex and social studies student’s performance?
Hypotheses

1. There is no significant statistical relationship between reading ability and social studies student’s
academic performance.
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2. There is no statistically significant relationship between study habits and social studies student’s
performance.

3. There is no significant statistically relationship between sex and social studies student’s academic
performance.

Theoretical Framework
This study is hinged on Bandura (2001) Social Cognitive Theory. This theory is centred on four
fundamental suppositions: that behaviour is decisive or goal-directed, that the individual is self-reflective,
with triadic reciprocal determinism believed to be central to the theory, it is understood people are can
handle self-regulation. For the fourth part, triadic reciprocal determinism encompasses acknowledged
bidirectional stimulus or effects of the environment, person, and behaviour upon one another. The SCT
proposes that behaviour hinges on the independent and mediated influences of environmental and
personal variables. Environmental variables that affect behaviour include components and structure of
one’s social and physical environment or surroundings.
The primary doctrines of social cognitive theory for understanding performances in social studies
have gotten increasing support in research using kids and adolescents. For example, elements of the
physical environment (access to library facilities and neighbourhood safety), social environment (social
support from family and friends), and person (example, self-efficacy, outcome expectancies, enjoyment)
have all been linked with physical activity in multiple studies (Palupiningsih, 2011).
The Concept of Reading
According to Plocher (2016), reading is a vital tool for studying and creating awareness for future
career and recreation. This means that every student needs to master reading ability and to read efficiently
because reading provides access to every subject in the school curriculum and vocation. This also
demonstrates that reading is a tool with which every student can forge ahead in his chosen career.
Comprehension of text is the primary aim of reading is, which is concurrently extracting and making
meaning through discussion and involvement with written languages (Marhaeni, 2016).
As a term, reading is used to connote an interaction where meaning encoded in visible stimuli by
a writer creates meaning in the heart and mind of the reader. It entails identifying written or printed icons
or symbols that provide stimuli for the recall or interpretation through intelligent manipulation of concepts
already owned or have by the reader (Ruiz, 2015). The resulting connotations or meanings are put into
the thought process in line with the purpose utilised by the reader, and the organisation successively brings
about a modified thought or attitude that either takes its place in personal or social development.

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 Reading is described as the vocalisation or formulation of words in assigning meaning and
importance to materials from another perception. Mangen, Walgermo and Brønnick (2013) described
reading as an activity whereby one looks at, evaluates, and understands written words. Almutairi (2018)
described reading as a means or mode of language and vocabulary acquisition and development of
communication and of giving out ideas and information. For anyone to have the reading ability, there is
a necessity to encourage and cheer up the reader while reading because it is a mental action or process
that requires other skills to be joined with aptitudes like writing (composition), speaking, hearing or
listening. This is supported by Almutairi (2018) where she opined that perusing or reading as a
communicative and informative skill goes along with listening, speaking, writing and thinking.
Types of Reading
• Extensive Reading: Extensive (broad) reading has to do with much reading and for pleasure. It is
reading done at a comfortable and relaxed, easy intensity. The main aim/objective is to read without
using a dictionary after every sentence or paragraph. It is a reading aimed to build/create eloquence,
pleasure and fluency in the reading process. Some benefits derived from extensive reading include
language learning in areas like spelling, vocabulary, grammar/ syntax and text structure, enriched
writing and reading skills; the higher pleasure of reading, different positive attitude to reading and
higher possibility of creating a reading behaviour or habit (Benwari & Ebi- Bulami, 2014, Lorna,
2015).
• Intensive Reading: Intensive reading predominantly has to do with the learning of those features of
language-syntactical and lexical, which the reader draws on in other to have the capacity to decode or
decipher messages. An intensive reading emphasises skills for identification alternatively than for the
development of vocabulary features. Reading intensively means learners reading at length and in-depth
with the aim and task that consist of learners reading texts for satisfaction and improve overall reading
skills. It then means that motivation towards intensive reading is for academic improvement and
academic success. Academic reading is an intensive and thorough process where students essential
read and study their designated readings to transform them developmentally.
• Oral Reading: Understandably, skilful reading's most essential or main characteristics are the speed
at which text or what is read is reproduced into a spoken language (Adams, 1990). The key to oral
reading articulacy or fluency is the oral translation or conversion of text with swiftness and accuracy.
Oral reading is a direct measure of phonological segmentation and recording skill and speedy word
identification and acknowledgement.
• Silent Reading: Silent reading also aid skills improvement of reading and analysing for a purpose
(Educational purpose) as the emphasis is on understanding and grasping the content without the extra
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 load of having to centre on pronunciation. When students silently read, they can develop mental and
conceptual pictures or connotation of the issue at hand being read or discussed. Silent reading help and
support students to develop the plans required for reading fast and with better comprehension and
subsequently success in academic work.
Use of Reading Material in the Library by Basic Secondary School Students
A library may be defined as follows; A collection of literary or scholarly books/documents or
record stored for research, reference or borrowing. It is a reservoir created to keep books (written) and
non-book (unwritten) materials and resources for reading and study. An assortment of standard
programmes and sub-routines is kept and accessible for immediate use (Aina,2012). Whether a library is
private or public, the intent of the library is the same everywhere. A library is established to support the
original body's objectives: to provide reading materials, both printed (written) and non-printed (unwritten)
materials, to the requirements of libraries and library patrons.
Noticeable amongst the highly essential services of the library is the offering or provision of
extensive and rich collections for children of all age groups. Krashen (2002) agreed that access and contact
with books and magazines are connected with higher and improved reading performance. Many
researchers are of a similar view that school, teachers, parents, and society should provide students with
access to a large amount or measure of books to develop reading culture and interest. Okwilagwe (2001)
lamented over the scarcity of reading materials in Nigeria and narrated the book needs to University
education. Furthermore, Rosenberg (2003) said it is impossible to inspire interest, involvement and
confidence in reading without the suitable materials
Oguntimehin and Adeyemi (2004) offered the following as the aims and objectives of a school
library.
• Support the teaching programmes of schools, guide students on the decision of appropriate materials
for study.
• Provision of materials resources to improve academic progress and development. Help the pupils to
cultivate skills in the usage of books, magazines and libraries.
• Acquire the appropriate books and non-books materials to meet the prerequisite of the school
programme/curriculum.
• The library is essential; it helps guide the students in all spheres or aspects of their academic endeavour,
instil in them the desired reading culture, and provide suitable materials to supplement classroom
teaching.
• The school library, in addition, provides prospects for additional reading and utilisation of resources
and materials outside the recommended classroom textbooks.
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• Provides leisure materials and inspire students to read for fun.
• Encourage students to build up their power/ability of logical appraisal by exposing them to different
brands of printed and other different media combinations in the library.
Study Habits of Basic Secondary School Students
Amandeep and Pathania (2015) defined study habit as a determined purposeful behavioural
pattern geared towards previewing, questioning, leading and reciting to master an assignment. Study
habits are the pattern of behaviour that students should adopt in the pursuit of their studies. The magnitude
to which the student is involved in everyday actions is seen as appropriate studying exercises (e.g.,
reviewing materials and frequency of study sessions) or happening in an atmosphere favourable to study.
Suresh (2013) opined that study habits are those skills, for example, summarising (summing up),
note-taking (jotting), outlining (description) that learners utilise to support themselves in the resourceful
learning of the materials at hand. Nagaraj and Rajashekhar (2014) also see study habits as the routine
conscious task of acquiring specific items intended for a set standard. Habit implies a thing a person does
regularly and virtually without reasoning or thinking. Therefore, study habits are an example of behaviour
embraced by learners or students to pursue academics or learning that functions as a learning tool or
vehicle. According to Amandeep and Pathania (2015), study habits are all suitably planned and thoughtful
arrangement of study that has achieved a form of regularity on the side of the student towards
understanding an academic subject. This researcher chose to define study habits as the behavioural pattern
in the form of study skills adopted by a student geared towards academic performance. Kizlik (2011)
opined that study skills, including scheduling time, space of study, good note-taking skills, reading,
survey, questions, recite and review (KSQRR), must be practised by students who strive to achieve or
realise academic progress. Pitan (2013) study on poor study habits as an educational problem recommends
that students embrace the steps below in developing good study habits.
Study habits play an essential role in student academic pursuit- failure or achievement of
individual student rest on his reading or study habits. Study habits are students predisposition to learn and
explore when the occasions arise, the student’s approach to studying, whether positively or negatively.
Both study habit and students’ performance are interconnected and reliant on each other. It determines
students’ academic performance a great deal even though students come from different environments,
localities and also have different levels of students’ performance
Studies Related to the Study
Caleb (2013) examined the relationships between students’ academic performance in mathematics
and english reading at the primary or lower basic levels. The data incorporated 95 student records from
grades 2, 3, 4 and 5. The reading was based on vocabulary, fluency and comprehension. Mathematics
7
centred on summative feedback/assessments for the 2011-2012 school year. Results stated that a
relationship exists between r3eading and mathematics performance. Looking at each grade level, they
produced the same outcomes. No correlation existed between 2nd-grade reading and mathematics
performance; however, a correlation exists was discovered at grades 3, 4 and 5. The correlation or
relationship also seemed to raise in strength at higher grade ranks. Lorna (2015) examined the relationship
of reading habit to vocabulary understanding and reading knowledge. The data collected were through a
survey questionnaire on reading habit, vocabulary and reading knowledge test. A Pearson – r was applied
in the study. The results proved that a relationship exists between reading habits and reading knowledge
/comprehension.
Owusu-Acheaw (2014) assessed students reading habits on their academic performance. One
thousand fifty-two students constituted the sample. The data were scrutinised quantitatively. The findings
found out that students appreciated the significance of reading. The study established that a relationship
exists between reading habit and students performance. Benwari and Ebi- Bulami (2014) examined the
effect of intensive reading on students’ performance. One hundred forty students were randomly picked
for the research. Chi-Square was utilised to calculate the data. The result confirmed that study habits of
intensive/wide reading, homework, and assignment affect students'. Amandeep and Raj (2015) focused
their study on finding any significant relations between study habits and academic performance amongst
college students. The study used 113 adolescents. Evaluation of the results submitted that significant
relations existed between students’ performance and study habits. It could be figured from the study that
significant relationships exist among different and numerous dimensions of study habits and students’
performance. Nagaraj and Rajashekhar (2014) worked on study habits and students performance in higher
primary school. The study made use of 250 students as a sample. It was established that a relationship
existed between study habits and students performance. Students did not differ in their performance based
on sex.
Nsimi and Emeya (2015) investigated study habits on agricultural science students performance.
It was a descriptive study. One hundred students were involved in the study. The study findings
demonstrated that 35.8% of the participants or students spent a maximum of 40 minutes studying while
17.9% could study for up to 6hrs. Also, 4.1% of the study participants studied best when alone, while
(20%) of the students favour studying in groups instead of studying alone. Additional analysis indicated
that 14.7% of the study participants were influenced by their peer group, while 11.6% were affected by
the absence of a well-furnished and equipped library, lack of motivation, interest and inadequate facilities.
Singh (2011) examined students’ academic performance and study habits. The study utilised 100 students
randomly chosen for the research. The study revealed that students vary significantly in their study habits
8
and performance based on sex. Bhan and Gupta (2010) examined reading habit and students’ performance
in a planned caste or social group. The study finding disclosed that students sex had no significant
influence on students reading habit and performance. Higginbotham (1999) looked at middle school’s
reading intention and interests in an urban public school situated in Atlanta, Georgia. The study's outcome
bared differences in students interest by sex, which is in stereotypes, and females posted a better and
robust interest in adventure, passion, companionship, animal tales/stories, and historical fantasy or works
of fiction. Simultaneously, the males showed greater inclinations and choice for the classes of sciences
and sports. Also, the male students had a higher choice or like for factual or true-life story than the female
respondents.
Method

Study Design
This study is a correlation study using an ex-post-facto research design. This design was
considered appropriate because there was no control of the study variables in that they cannot manipulate
them since what is being examined has occurred already.

Population of the Study

The study population comprises all (244,039) upper basic eight students in public (government)
secondary schools in South-South Nigeria. The South-South States comprises 123 local Government
Areas with 18 Senatorial Districts with 244,039 upper basic eight students, made up of boys and girls.
Sample and Sampling Techniques
The multi-stage sampling stratified and simple random techniques were adopted to choose the
sample for the study. The researcher sampled 1080 students for the investigation.
Research Instruments
Three instruments were utilised for this study:
i. Reading Ability was measured with the aid of NAEP (2002) ‘Reading Fluency Scale’ and Kudo and
Bazan’s (2009) ‘Passage Recall’ and ‘Question Answering’ Test of Reading Comprehension. Reading
Fluency Scale measures the amount of words read accurately in a selected passage in a minute, Passage
Recall measures the extent to which the five main points in the short passage are recalled, while
Question Answering measures the number or amount of questions answered or responded to accurately
centred on the five main points of the passage. The passage used for assessing reading ability was the
60-word passage titled “The Nuclear Family” taken from Ehiorobo’s (2015) ‘Simplified Social Studies
for Schools and Colleges Book 2’. For reading fluency, each correct reading of a word was scored 1
(one) mark for the sixty words; a student who reads all would score a total of 60marks. For passage
9
 recall measures, each correct recall of the five key points in the short passage carried 1 (one) mark,
each that is 5 (five) marks for correct recall of all the five main points in the passage. Answers to
Questions were scored 1 (one) mark each for a question answered correctly.
ii. Study Habit Inventory adapted from Quia’s (2016). Study Habits Scale was used to ascertain
participants’ study habits. The Inventory has two Sections A and B. Section A elicited information on
students’ biodata, for example, gender and location. The scale for study habits was scored a maximum
of 100 marks. 87.5 to 100 was for good study habits while 1 to 86.5 was for bad study habits.
Section B consisted of 25 items that are to elicit responses from students with regard to their study
habits on a four-point rating scale:
Key: Rating Scale
Strongly Agreed - SA 4 Marks
Agreed - A 3 Marks
Disagreed - D 2 Marks
Strongly Disagreed - SD 1 Mark
iii. After their academic session’s examination, scores achieved by the students/participants were utilised
to measure students performance in social studies. A participant would therefore have an academic
performance score of either Excellent four marks (70.0% and above), Very Good three marks
(between 60% and 69.9%), Good two marks (between 50% and 59.9%), Fair one marks (between
40% and 49.9%) or Poor (below 40%).
Instruments Reliability

The researcher used the test retest method of establishing reliability to determine the instruments

reliability of the instrument. The Pearson Product Correlation Coefficient (r) was applied to correlate

responses from the two separate instruments’ administration. This yielded a value of 0.78 for Reading

Fluency, 0.90 for Passage Recall and 0.92 for question Answering and 0.76 for Study Habit inventory.

Method of Data Analysis

The data gathered were analysed using a Co-efficient of determination for the research questions,

and multiple regression and linear regression analysis was utilised to test the hypotheses.

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Results
Research Question 1
Does a relationship between reading ability and social studies student’s academic performance?

Table 1: Correlation coefficient of Determination of Reading Ability and Social Studies Students
Academic Performance.
Variable N r r2 r2% Decision
Reading Ability
Academic Performance 1103 0.734 0.5388 53.88 High Positive
Relationship

Table 1 shows that the r-value of 0.734 signified the relationship between reading ability and social studies
students’ academic performance. The coefficient of determination was 0.5388, and the degree of
contribution to social studies students’ performance was 53.88%. The result shows that a high positive
association or relationship existed between reading ability and social studies students’ performance.
Research Question 2
Does a relationship exist between study habit and social studies student’s academic performance?

Table 2: Correlation coefficient of Determination of Study habits and Social Studies Students
Academic Performance.
Variable N R r2 r2% Decision
Study Habits
Academic Performance 1103 0.229 0.0524 5.24 Low Positive
Relationship

Table 2 indicates the r-value of 0.229 as the relationship that existed between study habits and social
studies students’ performance. The coefficient of determination was 0.0524, and the extent of contribution
was 5.24%. This revealed a low positive correlation between study habits and social studies students’
performance.
Research Question 3
What is the relationship between sex and social studies students’ academic performance?

Table 3: Correlation coefficient of Determination of sex and Social Studies Students’ Academic
Performance.
Variable N r r2 r2% Decision
Sex
Academic Performance 1103 0.044 0.002 0.2 Low Positive
Relationship

The result in table 3 shows that the r-value of 0.044 was the extent of the relationship between students
gender and their academic performance. The coefficient of determination was 0.002, and the degree of

11
contribution was 0.2%. This implied a low positive association or relationship between social studies
students sex and their academic performance.
Hypothesis 1
There is no significant statistically relationship between study habit and social studies student’s
performance.

Table 4: Regression Analysis of Reading Ability and Social Studies Students’ Academic
Performance.
MODEL SUMMARY
R R-Square Adjusted R-Square Std Error
0.734 0.539 0.539 9.832

ANOVA
Sum of Squares df Mean Square F Sig
Regression 124492.169 1 124492.169 1287.813 0.000
Residual 106433.050 1101 96.669
Total 230925.218 1102

Table 4 shows the regression output of a linear relationship between reading ability and social studies
students’ performance. The calculated F (1, 1102) = 1287.813, p< .05 significance level. Therefore, the
hypothesis of no significant relationship between reading ability and social studies student’s performance
was rejected. This indicates that a significant statistically relationship exists between reading ability and
social studies student’s performance. The R2- adjusted value of 0.539 showed that 53.9% of the result
variance in social studies students’ performance was accounted for by reading ability.
Hypothesis 2
There is no statistically significant relationship between study habit and social studies student’s
performance.

Table 5: Regression Analysis of Study Habits and Social Studies Students’ Academic Performance.
MODEL SUMMARY
R R-Square Adjusted R-Square Std. Error
0.229 0.053 0.052 14.097

ANOVA

Sum of Square DF Mean Square F Sig

Regression 12136.476 1 12136.476 61.074 0.000
Residual 218788.742 1101 198.716
Total 230925.218 1102
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Table 5 shows the regression output of the linear relationship between study habit and social studies
students’ performance. The calculated F(1, 1102)= 61.074, P<.05. Thus, the hypothesis that states that
there is no statistically significant association between study habit and social studies students’
performance” was rejected. This designates that a significant statistically association exists between study
habit and social studies students’ performance. The R2 - adjusted value of 0.052 showed that 5.2% of
variance in social studies students’ performance was accounted for the study habits.
Hypothesis 3
There is no significant statistically relationship between sex and social studies student’s academic
performance.

Table 6: Regression Analysis of sex and Social Studies Students’ Academic Performance.
MODEL SUMMARY
R R-Square Adjusted R-Square Std Error
0.044 0.002 0.001 14.469

ANOVA

Sum of Square DF Mean Square F Sig

Regression 441.747 1 441.747 2.110 0.147
Residual 230483.472 1101 209.340
Total 230925.218 1102
Table 6 indicates the regression output of a linear relationship between sex and social studies students’
performance. The calculated F (1, 1102) = 2.110 P> .05 significant level. Therefore the hypothesis of no
statistically significant relationship or association between sex and social studies student’s performance”
was retained. This shows that a significant statistically relationship did not exist between sex and social
studies students’ performance. The R2 adjusted value of 0.001 showed the 0.1% of variance in social
studies students’ performance was accounted for by sex.
Discussion of Results

Result of hypothesis 1 shows a positive and affirmative relationship between reading ability and

Students academic performance. This finding endorses that of Cooper (2002), and Pretorius (2002), who

noted that a relationship exists between reading ability and social studies students’ performance. This

indicated that reading ability appears to have made a difference in students’ performance. This study's

findings suggest that students who did well in their academics probably engaged in intensive and

13
extensive reading. Extensive reading is for pleasure and reading outside what one is given, which has the

merit or benefit of exposing students more to prints and improving their word to prints and improving

their recognition of words and development of vocabulary. In contrast, in intensive reading, the students

pay and give close attention to the mechanical accuracy of a text, studying the textual features of a

passage/paragraph and answering questions on it. The two forms of reading contribute to students’

positive performance because they both work together to help students develop and fine-tune their reading

comprehension and recall.

Furthermore, this finding agrees with Geske and Ozola (2008), Cromley (2009), Singh (2011),

Akabuike and Asika (2012), Issa, Aliyu, Akangbe and Adedeji (2012), Samrotul (2014), Owusu-Acheaw

(2014) and Lorna (2015). They found a positive relationship/connection between basic, reading, literacy

and students’ performance success. They acknowledge that student’s reading abilities proved to be a

strong display factor of students performance or success.

The result in Hypothesis 2 revealed that there was a significant statistically positive association or

relationship between study habits and social studies students’ performance. This is not surprising because

study habit is an indispensable and essential aspect and tool for students performance. Effective and

valuable study habit brings about or lead to positive learning results or outcomes. Poor or ineffective

study habits could result in little or no learning and have been identified as a major factor in students’

poor performance or success. The findings supported the study of Verma (1996), Fagbemi (2001),

Nagaraju (2004), Sadia (2005), Tschumper (2006), Okegbile (2007), Bhan & Gupta (2010), Singh (2011)

and Nsimi and Emeya (2015) who stressed that students’ performance improved significantly due to the

quality and degree of their reading and study habit. This implies that the students' good study habits

contributed to their positive academic performance in their schooling endeavour.

Furthermore, the finding of this study conforms with the outcome of Nagaraj and Rajashekhar

(2014), who established a significant relationship between study habit and students’ performance.

Amandeep and Raj (2015) also concurred with Nagaraj and Kajeshekha (2014) findings when they
14
submitted that a statistically significant relationship existed between student’s performance and study

habit. The effect of study habit on students’ performance also shows a relationship among various study

habits ranging from note-taking, reviews, use of time table, question and answer.

Findings in hypothesis three show that there was no significant statistically relationship between

sex and students’ performance. In other words, the results show that no significant difference exists

between boys and girls performance in reading abilities and study habit, which confirmed with

conclusions found by previous studies. The main reason for this is that study habit and reading ability are

not peculiar to any group or sex. Students, regardless of sex, have an equal chance or opportunity and the

equivalent level of encouragement of positive reading abilities and reading habits to update and enhance

their performance. Adeosu (2002) and Croxford (2002) also confirmed that a significant difference does

not exist between boys and girls academic performance and detention in social studies.

More so, the result of the present study supported that of Yusuf (2004), who affirmed that students

did not vary in their performances based on sex. In furtherance, Abiam & Odok (2006) and Meltem &

Serap (2007) separately found no difference in students performance based on students sex. More so, the

finding/result of this study supported the finding of Ab-Raheem (2010), who agreed in his finding with

Akinbole (1999), finding that gender does not play any substantial role in students’ performance in social

studies.

However, the finding of this study is at variance with that of Fakorede (2009), Okeke (2001),

Akinbola (2005), and Abayomi and Awoyemi (2013), who concluded that sex difference exists in

students’ performance probably due to social, psychological and cultural dimension/aspect of being a

male or female. Despite the biological factor, studies have proven and upheld that boys and girls'

performance has been broadly similar. This finding is reinforced by the study of Akinbole (1999), Bhan

& Gupta (2010), Musibau & Johnson (2010), Singh (2011), Abdu-Raheem (2012), Ndirika (2012) and

Misan-Ruppee (2015). They reported that sex does not play any significant role in students’ performance

academically.
15
Conclusion

Based on the research findings, the researcher made the following conclusions. The study

demonstrated that reading ability and study habit had a significant connection or relationship with social

studies students’ performance. Sex had no relationship with students’ performance. The study confirmed

that reading ability and study habit contribute to students performance in social studies. Furthermore, that

student’s academic performance is not based on sex but students' individual and or personal effort. More

so, students who had high reading ability and adopted effective study habits notwithstanding their sex and

school location were positively high.

Recommendations

1. Student’s reading interest should be strengthened by providing and equipping school libraries.

2. Reading should be given adequate attention in classroom activity and not left to students choice or

discretion.

3. Schools authorities should do well to encourage and motivate students to form study groups in

schools.

4. Teachers should endeavour to administer study habit inventory on students periodically to keep or

maintain a track record of student’s study habit.

16
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