STUDENT STUDY HABIT PATTERN AMONG SECONDARY SCHOOL

STUDENT IN PANDOGARI NIGER STATE

BY

AMOS ELIZABETH U16/FEA/COP/1005

&

SOLOMON JANET U16/FEA/COP/1028

DEPARTMENT OF COUNSELLING PSYCHOLOGY,

FACULTY OF EDUCATION AND ARTS,

IBRAHIM BADAMASI BABANGIDA UNIVERSITY, LAPAI

NIGER STATE.

JULY 2021

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 APPROVAL PAGE

The Project Title “Student Study Habit Pattern Among Secondary School Student
In Pandogari Niger State” has been read and approved to have met the
requirement for the awards of B.A(E.d) or B.Sc (E.d) in Counselling
Psychology of Ibrahim Badamasi Babangida University, Lapai.

____________________ _________________

PROF FRANK C.CAREW DATE

(PROJECT SUPERVISOR)

___________________ __________________

DR. M.I BAJI DATE

(HEAD OF DEPARTMENT)

DECLARATION

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We hereby declare that the project titled; “Student Study Habit Pattern
Among Secondary School Student In Pandogari Niger State”, is a collection of
our original research work and it has not been published for any other
qualification anywhere. Information from other sources published or
unpublished has been duly acknowledged.

AMOS ELIZABETH __________________

& SIGNATURE/DATE

SOLOMON JANET __________________

SIGNATURE/DATE

3
 CERTIFICATION

Having met the minimum standards required of a research project under

judicious and meticulous supervision of our capable supervisor and the external
supervisor, this page carries the confirmation signature of approval by the
appropriate authorities concerned.

____________________ ___________________
PROF. FRANK C. CAREW DATE
(PROJECT SUPERVISOR)

____________________ __________________
DR. M.I BAJI DATE
(HEAD OF DEPARTMENT)

____________________ ___________________
MALLAM SHUIABU SHITTU DATE
EXTERNAL SUPERVISOR

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 DEDICATION
This research is dedicated to Almighty God.

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 TURNITIN CERTIFICATION

We Amos Elizabeth, Solomon Janet with the matriculation numbers

U16/FEA/COP/1005, U16/FEA/COP/1028 hereby declare that this project titled:
“Student Study Habit Pattern Among Secondary School Student In Pandogari
Niger State”, was conducted by us. All literature cited/quoted therein have been
properly acknowledged by complete referencing and the anti-plagiarism report
(TURNITIN) was 18% as attached in the appendix. This project is an original
work that has been submitted and will not be submitted to any university or
institution other than Ibrahim Badamasi Babangida University Lapai, for the award
of (B.Ed) degree in Counselling Psychology.

______________________ ____________________

PROF. FRANK C. CAREW DATE

(SUPERVISOR)

______________________ ____________________

MALLAM SHUAIBU SHITTU DATE

(FACULTY TURNITIN COORDINATOR)

______________________ ____________________

DR. KABIR MOHAMMED ADAMU DATE

(EXTERNAL TURNITIN COORDINATOR)

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 ACKNOWLEDGEMENTS

In the name of God, to whom all praises are due, may His blessing be upon
the seal of His Messanger, His House hold and His Companions. The completion
of this project was made possible by the grace of God who strengthen us and the
contributions of few individuals.

We remain greatly indebted to those who efforts can never be compensated,

our parents Mr and Mrs Taiwo Rebecca Amos and Mr and Mrs Comfort Solomon
for all they did to make us fit and achieve our life expectations.

It is our great pleasure to express our precious thanks to the one we are
highly indebted to, in person of Prof. Frank C. Carew, our competent and
wonderful supervisor for patiently guiding us right from proposal level to final end
of this project work.

Our profound gratitude goes to the head of department in person of Dr. M.I
Baji whose style of leadership has placed the department at high level of
recognition. Our special appreciation also goes to all the lecturer in the department
of counseling psychology. Late professor G. Eweniyi, Professor R.O. Bukoye, Dr.
John Jiya, Mallam S. Chado and Mallam Abbas Paiko for their positive impact on
their studies.

Our gratitude also goes to our lovely siblings Mr. Theophilus, Mr. Timothy,
Stephanie, Grace, Faith, David, Janet and Thomas Moses for their support we love
you all.

Lastly, our gratitude goes to our friends, and other course mate whose name
did not mentioned here for their words of encouragement and support may God
bless you all. (Amen)

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 TABLE OF CONTENTS

Title page - - - - - - - - - - I
Approval Page - - - - - - - - - II
Declaration - - - - - - - - - - III
Certification - - - - - - - - - IV
Dedication - - - - - - - - - - V
Turnitin certification - - - - - - - - VI
Acknowledgement - - - - - - - - - VII
Table of contents - - - - - - - - - VIII
Abstract - - - - - - - - - - XI

TABLE OF CONTENTS
CHAPTER ONE:
1.1 Introduction - - - - - - - - - - 1
1.2 The School- - - - - - - - - - 3
1.3Statement of the Problem - - - - - - - - 3
1.4 Objective of the Study - - - - - - - 4
1.5Research Question - - - - - - - - 5
1.6Significance of the Study - - - - - - 5
1.7Scope and Limitation of the Study-- - - - - - 6
1.8 Operational Definition of Terms - - - - - - 6
CHAPTER TWO:
2.0 Introduction - - - - - - - - - - 7

2.1 Theoretical Framework - - - - - - - 8

2.1.1 Learning Theory - - - - - - - - 8

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2.1.2 Reinforcement Theory - - - - - - - 9

2.2 Conceptual Framework - - - - - - - - 10

2.2.1 Study Habit Pattern - - - - - - - - 10

2.2.2 Reading Habit of Secondary School Student - - - - 16

2.2.3 Study Habit Pattern According to Gender - - - - 18

2.2.4 Study Habit Pattern According to Class - - - - - 21

2.3 Empirical Review - - - - - - - - 23

2.4 Summary of Literature Review - - - - - - 31

CHAPTER THREE:
3.0 Introduction - - - - - - - - - - 32
3.1 Design of Study- - - - - - - - - 32
3.2 Area of Study - - - - - - - - - 33
3.3 Population of the Study - - - - - - - 33
3.4 Instrument for Data Collection - - - - - - 33
3.5 Validity of Instrument - - - - - - - 34
3.6 Method of Data Analysis - - - - - - - - 34
CHAPTER FOUR:
4.0 Introduction - - - - - - - - - - 35
4.1 Analysis of Respondent Bio Data- - - - - - - 36
4.2 Discussion of Findings - - - - - - - - 50
4.3Summary of Findings - - - - - - - - 53
CHAPTER FIVE:
5.1Summary - - - - - - - - - 56

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5.2 Implication for Practice - - - - - - - 58
5.3 Conclusion - - - - - - - - - - 59
5.4 Recommendation - - - - - - - - 59
Reference 61

ABSTRACT
This study focused on Student in Pandogari Niger State”. The study habit pattern
according to gender, to study the differences of study habit pattern among student
according to class ss1 to ss3 and to study the difference of study habit pattern
among student according to age between 17 years to 21 years. The theory adopted
was learning theory and reinforcement theory among others. Research design was
used with sample of 100 respondents completing the Study Habit and Examination
Techniques Inventory (SHETI). The study found that if students can develop a good
study habit and with good discipline, they are bound to perform remarkably well in
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their academic pursuit. The study also revealed that attitude towards study had
great contribution on academic achievement and good study pattern. It was
suggested that student should sometimes go over their note or experiment same
day they make them and should sometimes seems to have plenty of free time which
make learning and remembering to take place among the student. It is recommend
that student should practice effectively the time management strategy for reading,
examination techniques use and adopted good study skill as a habit.

CHAPTER ONE

1.0 Introduction
Most students are involved with so many activities aside their studies. They skip
reading their note after lessons; they keep postponing their time of studies. All
books are piled up to be read at once. Hence, it is pertinent to note that there is
need to encourage good study habits among students so as to attain standard and
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qualitative education. Each individual needs to understand the suitable approaches
to consider when studying. In most cases, students are often confused on how to
start, what to do within a short limited time, the time required to study in order to
comprehend. This shows clearly that there is urgent need to improve the study
skills of students if the purpose of learning is to enable the learner attains good
performance and academic success. It is important to note that there are students
who are well focused in their studies and possessed good mental ability need to
attain good academic performance but may end up performing below expectation
severally. In such instances, the issue confronting such persons is not low
intelligent quotients (I.Q) but failure to use the most effective methods of studying
(Abdullahi, 2008). Lack of acquiring study skills may constitute a stumbling block
to someon’s performance.
The achievement any society made is not the function of the building acquired but
depends on the capiacity of inhabitants who constitute such society. Every society
needs a reasonable number of elites to make great achievement. The capacity of
the inhabitants is in turn reflected through academic success which is a function of
study habits and attitude to study. Any fundamental change in the intellectual and
social outlook of any society has to be preceded by effective study habits and
positive attitude to studying by its inhabitants.
For students in formal educational institutions to attain successful achievement in
their academic pursuit, they need to have good study habits. Each individual needs
to understand the pattern of studies to adopt in order to excel in the course of
schooling. Most students perform below average due to lack of good study habits
(Abdullahi, 2008). Some students usually have problem getting started. They start
studying very late. At this time, the work becomes so cumbersome with so much
available materials to read and a lot of assignments to be done (Akafa, 2011).

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Study skills are learning strategies that help students organize process and use
information effectively. (Kerka, 2007). They can be classified into two, namely
broad and specific study skills. The broad study skills include cognitive based
strategies, repetitive strategies, meta-cognitive based strategies and procedural or
organizational- asked strategies. The specific study skills include reading
strategies, time management skills note taking methods, consultations/help
seeking strategies, library use skills and concentration strategies.
It has been observed based on experience of the researcher in classroom teaching
for years that a lot of students in Fagge local government area tend to study
without knowing the guiding principles or the skills involved in the studying. This
means they are lacking the proper study skills to achieve their academic success.
The effect of this might result to malpractice during examination or failure. This
has been an issue of concern to the educators: Counselors, Teachers, parents and
government, therefore a lot need to be put in place to enhance study skills of
students. To realize this goal, the school not only teaches the students to learn but
exposes them to situation through which effective learning could be developed.

1.2 The School

Government day secondary school pandogari, Niger state was established in the
year 2006 motto knowledge and skill. Pmb 2 Kagara. It is located along Kaduna
road, opposite Kongoma table water. The school population of (1447) student
under (11) teaching staff government day secondary school pandogari is a
combination of male and female student.

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The school also engage in sport activities like football, volleyball, basketball,
badminton, cultural display which was fund with money raised from their PTA.
In almost every area of human academic endeavor information on different types
of career are required to progress steadily. These information services could be of
educational, personal – social and vocational in nature.
1.3Statement of the problem
The issue of poor study habits due to avoidance of the rightful study skills has
been a reoccurring issue among so many students in various institutions of
learning. This has led to massive failure, examination malpractices frustration,
school dropout, and truancy to mention but a few. This has been an issue of
immense concern to the teachers, counselors, concerned authorities and the
parents. A good number of efforts have been introduced by government so as to
tackle the issue of poor study approach and habits but yield no fruitful result.
Although, contributions have been made to educational sectors by government
through introduction of state and Federal scholarship for students, increment of
manpower, introduction of functioning guidance and counseling section and
scholarship for teachers to further their education which will in turn boost the
quality of education. Yet all these efforts have not really yielded much to tackle
the issue of poor study habits among the students.

1.4 Objectives of the study

The following are the objectives of the study:
1. To study the pattern of student habits in government Day Secondary school
pandogari
2. To find out the reading habit of secondary school students can be improve.
3. To find out the study habit pattern according to gender.

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4. To study the differences of study habit pattern among student according to
class SS1 to SS3.
5. To study the difference of study habit pattern among student according to age
between 17 to 21 years old.

1.5 Research Questions

The research questions of the study are:

1. What is the pattern of student study habit?

2. How can reading habit of secondary school student b improve?
3. What are the study habit pattern according to gender?
4. What are the differences of study habit pattern among student according to
class between SS1 to SS3.
5. What are the differences of study habit pattern among student according to
age between 17 to 21 years old.

1.6 Significance of the study

The study is significant as it will benefit the following: students, counselors,

teachers and parents. The study will benefit the students as it gives them good hints
and techniques for their studies. The study is useful to the students as it helps in
creating better understanding of good study habits which will lead to the
attainment of their preplanned goals.

This study will be of much significance to the counselors as it helps them to guide
and elighten the students towards early identification and appropriate study habits.
It createsan avenue for the counseling personnel to counsel effectively on time
management and development of realistic programs for the students.

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The teachers who are considered the key educators will benefit from this study as
this will assist them in addressing the issue of examination malpractice and mass
failure among students. Likewise, the acquisition of this knowledge will assist
teachers on how to implement the curriculum objectives.

The parents, government and the society at large will also benefit from the study
because the result from this study will create awareness about simple and common
study habits suitable for the students. This study can also be used by future
researchers in other areas in other to bring about positive changes and impressive
performance in school.

1.7 Scope or Delimitation of the Study

The study is to cover the study habit pattern of secondary school students of
government day secondary school pandogari Niger state.

1.8 Operational Definition of Terms

Study Pattern: is the way in which activity of learning or gaining knowledge

either from book or by examination takes place among students in Government
Day Secondary School Pandogari.

Class: can be refers to as a subdivision of the student in government day secondary

school Pandogari in an academic session

Study habit: is defined as the way and manner a student plan his or her private
reading outside class hours in order to master a particular subject or topic.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction

This chapter presents the review of related literature on the problem under
investigation. It covers the following sub-topics: conceptual frame work, concept

17
of studying, Concept of study habits, Poor study habits, Effective study habits,
study skills: broad skills, specific skills, Study Skills Training, Theory of learning,
Empirical Studies and Summary.

2.1 Theoretical Framework

2.1.1 Learning Theory

Theories of learning related to education and classroom practice offers different

occasion of how people learn. One of the root causes of this variation in theory is
due to the fact that each theory presents its own definition of learning. However,
what unites these theories is their aim to provide a guide to strong teaching practice
that will lead to an improvement in the knowledge of learners (sotto, 2007).

Each learner has individual needs and slightly different ways of learning and
because of this individuality, there will come a time when learning theories fail to
enhance any sort of learning (sotto, 2007). This suggests that for there to be an
effective use made of theories of learning they should be used simultaneously
drawing on the benefits and overcoming the limitations of each (sotto, 2007).

Burns (1995) viewed learning as a relatively permanent change in behavior with

behavior including both observable activity and internal processes such as
thinking, attitudes and emotions. Burns considers that learning might not manifest
itself in observable behaviour until sometime after the educational program has
taken place.

Importance of the theory to the study creates the understanding among students in
their various schools to observe and sees learning process as a tools which required
pattern and methods student adopt in reading and classroom practice that facilitate
their educational level and helps student preparing for their examination. Despite
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the fact that student have different mind-set to what is important to them they
would be aware of the fact that strong teaching practice will lead to an
improvement in the knowledge of learners.

2.1.2 Reinforcement theory

This theory was developed by the behaviorist school of psychology, notably by

B.F. Skinner (Laird 1985, Burns 1995). Skinner believed that behaviour is a
function of its consequences. The learner will repeat the desired behaviour if
positive reinforcement (a pleasant consequence) follows the behaviour.

Positive reinforcement, or ‘rewards’ can include verbal reinforcement such as

‘That’s great’ or ‘You’re certainly on the right track’ through to more tangible
rewards such as a certificate at the end of the course or promotion to a higher level
in an organization.

Negative reinforcement also strengthens a behavior and refers to a situation when

a negative condition is stopped or avoided as a consequence of the behaviour.
Punishment, on the other hand, weakens behaviour because a negative condition is
introduced or experienced as a consequence of the behaviour and teaches the
individual not to repeat the behavior which was negatively reinforced. Punishment
creates a set of conditions which are designed to eliminate behaviour (Burns,
1995). Laird (1985) considers this aspect of behaviorism has little or no relevance
to education. However, Burns says that punishment is widely used in everyday life
although it only works for a short time and often only when the punishing agency
is present.

Burns notes that much Competency Based Training is based on this theory, and
although it is useful in learning repetitive tasks like multiplication tables and

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those work skills that require a great deal of practice, higher order learning is not
involved. The criticism of this approach is that it is rigid and mechanical.

Importance of the theory to the study creates the understanding among students
that Positive reinforcement, or ‘rewards’ such as constant leaning using the
classroom or library facilitate good reading or perfect study habit which promote
them after their examination to the next class with good result or giving
scholarship with other incentive.

While negative reinforcement also strengthens a behavior and refers to a situation

when a negative condition is stopped or avoided as a consequence of the
behaviour. Punishment, on the other hand, weakens behaviour because a negative
condition such as student reading in a noisy environment, or playing music and at
the same time reading for examination which bring failure to the student. As a
result of that the student may be withdraw from the school or as to repeat a class.

2.2 Conceptual Framework

Miles et al., (1994) define a conceptual framework as a visual or written product

that explains in narrative form, the main things to be studied in any research work.

2.1.1 Student Study Habits Pattern

Study habit refers to learning which leads to the achievement of the learner’s goal
through a prescribed pattern of steady behavior (Ogbodo, 2010).The student needs
to make friends with those whom one can share similar study habits and those who
have developed effective study habits which will help them develop sound study
habits too. Been a learner with poor study habits is like watering a dead tree to

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grow up. The students need to know how best to read for comprehension, and
concentration is needed when studying. This simply means that the student need
regular study and taking break in between study time.

It is important to note that habit is something an individual can form as a result of

perpetually been involved in such act. Most attitudes and habits people possesses
are not inborn. Some are learned or copied from others, others are trained. To this
effect it is appropriate for the student to note that to develop good study habits
there is need to develop the skills which will now be sustained by the habits.

Study habit is one of the greatest students or learning factors that hugely influences
students’ academic achievements. If undermined by students at all levels, teachers,
administrators, parents and guardians, school counselors and the government, then,
the trend and menace of students’ abysmal performance in both internal and
external examinations would continue to boom and become more devastating and
alarming.
Mark and Howard (2009) are of the opinion that the most common challenge to the
success of students in all ramifications is a lack of effective or positive (good)
study habit. They further maintain that if students can develop a good study habit
and with good discipline, they are bound to perform remarkably well in their
academic pursuit.
Husain (2000) stresses that lack of effective or positive (good) study habits is a
critical study problem among students at all levels. Grace (2013) also maintains
that the process of learning is still a little mysterious but studies do show that the
most effective process for studying involves highly active behavior over a period
of time. In other words, to study effectively, one must read, draw, compare,
memorize and test himself over time.

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The concept of study habit according to Husain (2000) is broad, as it combines
nearly all other sub-concepts such as study attitude, study methods and study skills.
Attitude is a mental and natural state of readiness, organized through experience,
exerting a direct influence on the individual’s response to all objects and situations
with which is related.
Attitude towards study has great contribution on academic achievement, and good
study pattern. Successful learners adopt positive attitude towards study, and do not
waste time or energy over what they have to do. If the learning experience is
pleasant, the learner’s attitude and motivation is usually positive, and if the
learning experience is not pleasant he tends to avoid it.
Negative attitude towards study sometimes finds expression in comment such as “I
study but cannot remember what I study” or “the lessons are too long”. Attitude
serves as index on how we think and feel about people, objects and issues in our
environment. Study attitude, according to Husain (2000), refers to the
predispositions which students have developed towards private readings through a
period of time. According to him, study attitude offers great possibilities for
successful achievement in studies. Study method is the knowledge and application
of effective study skills or techniques by students. Several study methods have
been identified several effective study methods and skills that could be used by
students based on the learning environment (Husain, 2000).
Kelli (2009) posits that for students to succeed in their studies, they must be able to
appropriately assimilate course content, digest it, reflect on it and be able to
articulate the information in written and/or oral form. What is fundamental is the
ability of a student to acquire effective study habits. Many students feel that the
hours of study are the most important.
However, students can study for hours on end and retain very little. The more
appropriate question is how students should study more effectively. Developing
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good time management skills is very important. Students must realize that there is
a time to be in class, a time for study, time for family, time to socialize and time to
just be alone. The critical issue is recognition that there must be an appropriate
balance. Students should also have vision. A clearly articulated picture of the
future they intend to create for themselves is very important and contributes to
students’ success in school. This will promote a passion for what they wish to do.
Passion is critical and leads to an intense interest, dedication and commitment to
achieving career goals and objectives.
Ashish (2013) opines that if students must ensure academic success throughout the
entire year, it is important to ditch bad study habits and establish good ones. He
further maintains that no matter what age or academic level, employing effective
study strategies can make all the difference between acing a class, barely passing
or worse and failing miserably. She admits that many of today’s most common
study methods or habits can lead to utter disappointment despite best efforts and
intentions. To Ashish (2013), knowing exactly what does and does not work on a
personal level, even tracking study patterns and correlating it with related grades
and then proactively creating a study plan and schedule around the proven
effective methods, is the most powerful study tool of all.
Adeninyi (2011) maintains that good study habits allows students to study
independently at home and aspire for higher educational career. The formation of
good study habits in secondary school level further serves as the basis for students’
performance in external examinations such as West African Examinations Council
(WAEC), National Examinations Council (NECO) and Joint Admissions and
Matriculation Board (JAMB).
In the view of Agba (2013), unserious students do study anyhow without specific
techniques, and he submits that such students are most likely to perform below
average. Thus, he concludes that good study habits help students to: attend classes
23
very often and do so on time. It also helps them to submit their assignment on time,
read or prepare very well for tests and exams, take down notes and develop the
points independently, ask relevant questions in class; thereby having good grades
at the end of the term or semester. Monday (2008) writing on bad study habits
maintains that developing good study habits in school will help students succeed in
class and achieve educational goals.
Similarly, Bolling (2000) asserts that good study habit through planning helps
students prepare for what is ahead, and accomplish their academic goals. Thus,
lack of study habits clearly puts students at a disadvantage, and is one of the main
reasons students need remedial classes, fall behind in coursework and drop out of
school. Developing good study habits drastically lowers students’ risk of academic
struggles, and failure to complete a college degree. Hence, Bolling (2000) submits
that students who tend to perform high across most of their subjects can be
considered to have good study habits by being actively involved in their own
learning process, continuous planning and carefully monitoring of the educational
task that they are required to complete.
Different students have different and unique study habits. What may be a good
study habit to a particular student may be a bad one indeed to another student. As
such, it is often difficult to practically pin-point that this is good and that is bad. In
the opinion of Katelyn (2013), there is no doubt that different people study in
different ways and it is a near certainty that what works for one person may not
work for another. John (2010) opines that not all students are alike.
Study habits is a well planned and deliberate pattern of study, which has attained a
form of consistency on the part of the students towards understanding academic
subjects and passing examination (Pauk, 1962; Deese, 1952; Akinboye, 1974 cited
by Oyedeji). Therefore, study can be interpreted as a planned program of subject
matter master. According to Crow and Crow, (2007), the chief purposes of study
24
are: to acquire knowledge and habits which will be useful in meeting new
situations, interpreting ideas, making judgments creating new ideas and to perfect
skills.
Therefore, successful achievement in any form of academic activity is based upon
study, interpretation and application. Everyone has different study habits. All
often, students perform poorly in school simply because they lack good study
habits. In many cases, students do not know where to begin. Those students in high
school who succeed especially well usually study alone and follow a study
technique that has been worked out by them and that incorporates desirable
procedures. Good health, sufficient sleep, appropriate exercise and nutritious diet
are essential to achievement of good study results. Study conditions that are
unfavorable include inadequate lighting, extremes of temperatures, humidity, poor
posture, subnormal physical conditions and emotional disturbance.
Although habits differ from person to person, some general principles can be
derived about studying efficiently. Here are some good study habits that lead to
better academic achievement.
1. Attending classes regularly 2. Taking down notes during teaching 3.
Concentrating on study 4. Studying with aim of getting meaning not cramming 5.
Preparing a time table 6. Following a time table 7. Having proper rest periods 8.
Facing the problems regarding home environment and planning. 9. Facing the
challenges posed by school environment 10. Keeping daily survey of work done.

2.2.2 Reading Habit of Secondary School Students

Reading is one of the fundamental building blocks of learning. It is seen beyond

mere getting meaning or message rather, it is perceived as the sum total of skills,
processes, and activities involved in getting information from print and non-print
source (Ibrahim, 2014). Reading habit is the use of reading as a regular activity. It
25
is the cultivation of an attitude and possession of skills that make reading a
pleasurable, regular and constant activity (Gbadamosi, 2007). Therefore, students
must have a good reading habit which hinges on becoming a skilled and adaptable
leader which enhances the chances of success at school and beyond (Jegbefume,
2010). Reading helps children in the achievement of academic success, effective
citizenship, and fuller life development. It is a basic tool and cornerstone for a
child’s success in school and indeed throughout life (Iloeje, 2014). In the opinion
of Sisule (2004), reading is not just for school, it is for life. The art of reading
could be an interesting experience for children if they are properly guided. It is
difficult to be knowledgeable if one is not in the habit of reading widely.
It is factual that a reading habit cultivated in life helps the child to grow into an
independent adult (Okoro, 2004). Reading is a mental and intellectual exercise,
which is undertaken for a diverse purpose: education: information; entertainment
and much more. According to Eze (2004), reading habit is the process of building
up positive reading attitude among students and children over a period of time.
Therefore, to cultivate reading habits a lot of determination and perseverance is
needed. A reader may involve in a well laid down reading programme that can be
followed daily, weekly, monthly and other pre determined periods if the reading
habit is to be instilled (Ibrahim, 2014). In the light of this, Aliyu (2013) posited
that voluntary reading can help develop fast, fluent and effective readers, who can
then utilize the skills in their academic work. He reiterates that those students who
do voluntary reading are likely the best students in school.
The importance of reading to individuals and society cannot be over emphasized.
Reading can best be explained as a learned practice of seeking knowledge,
information or entertainment through the written word. Developing a reading habit
has become imperative in the 21st century for everybody, especially the students in
secondary schools. Simisaya and Quadri (2010) stated that the importance of
26
reading is quite incalculable, it is better to inculcate reading habits right from
tender age so that children can imbibe it and grow in them as they grow up. One of
the major ways for acquiring knowledge is through reading. Tella and Akande
(2007) affirmed that the ability to read is at the heart of self-education and lifelong
learning and that it is an art capable of transforming life and society. Reading habit
is the primacy of reading in an individual; someone that reads always and cannot
do without reading, or has cultivated the attitude and possessed the skills that make
reading a pleasurable, regular and constant activity. The effect of good reading
cannot be over-stated. It improves individuals’ welfare, social progress, and
international understanding; provides skills knowledge and right attitude: frees one
from boredom and idleness.
Good reading habit would make the students achieve more and thereby boost their
self-esteem. Reading sharpens the mind, makes one reason rationally and
objectively as well as projects one for greatness in life because readers are leaders
(Jegbefume, 2010). From the foregoing, it becomes empirical to assert that the
absence of good reading habits among students hinder their academic achievement
at school. While, reading habits of students play a vital role in learning and is
fundamental to school success, more importantly reading stimulates the brain and
develops creative thinking in a student. It is also a superior strategy an individual
can employ to broaden his/her horizon and vocabulary. The need to identify some
importance of reading among students is partly due to the fact that majority of
them do not know that reading a good book is more enjoyable than watching a
movie.

2.2.3 Student Study Habit Pattern According to Gender

Gender is one of such factors also mentioned in literature to have considerable

effects on students’ academic performances especially in science subjects. Gender
27
is the range of physical, biological, mental and behavioural characteristics
pertaining to and differentiating between the feminine and masculine (female and
male) population. The importance of examining performance in relation to gender
is based primarily on the socio-cultural differences between girls and boys. Some
vocations and professions have been regarded as men’s (engineering, arts and
crafts, agriculture etc.) while others as women’s (catering, typing, nursing etc.). In
fact, parents assign task like car washing, grass cutting, bulbs fixing, climbing
ladders to fix or remove things etc. to the boys. On the other hand, chores like
dishes washing, cooking, cleaning and so on are assigned to the girls. In a nutshell,
what are regarded as complex and difficult tasks are allocated to boys whereas girls
are expected to handle the relatively easy and less demanding tasks. As a result of
this way of thinking the larger society has tended to see girls as a weaker sex”.
Consequently, an average Nigerian girl goes to school with these fixed stereotypes.

In view of the belief that students’ gender may have impact on the students’
academic performance, this study will study the relationship between them if any.
Gender differences in achievement have been examined for some time resulting in
a substantial body of literature (Jegede & lyang (1990); Okeke (1990); Osakwe
(1991); Mordi (1992); Umeoduagu (1995); Njoku (1997); Ogunkola (1997); Jack
& Johannes (2001); Talabi, Emiola & Ogunsakin (2003); Mustafa, Khan &
Fabunmi (2004); Rusillo & Arias, (2004); Adeyemi & Ajibade (2011); Akinsola
(2007), Nenty (2010), Kyei et al, 2011; Awofala, Adeneye & Nneji (2011) &
Amosun (2011), Apata (2011); Dania (2014); Agbaje & Alake, (2014); Atovigba et
al, (2012) etc.). Some of these researchers pointed out that there is no significant
gender difference in students’ academic achievement and retention in various
subjects while others found significant difference with either the boys or the girls
performing better.

28
So many factors contributes to the varied conclusions arrived at by all researches.
Some of such factors include campaign for, understanding and implementation of
gender equality in the study area. Nigeria has been the site of numerous kingdoms
and consists of several tribes with different sociocultural backgrounds and believes
system, therefore, campaign, understanding and implementation of gender equality
in different parts of the country varies from one place to another. Another reason
for the varied conclusion is the subject on which the gender equality is being
measured on. For example, there has been global concern about gender differences
in students’ performance in mathematics and some researches have been
undertaken in many parts of the globe in this respect. Although some researchers
have found that there are no significant differences in male-female mathematics
performance at any level, most have identified gender differences (Atovigba,
2012). In fact, it has been the general belief in most parts of the country that male
students tends to perform better compared to the female students in mathematical
related or technology based subjects.

The issues of gender on students academic achievement in science subjects has

become the global debate. Gender refers to the social meanings associated with
being a male or a female, including the construction of identities, expectations,
behaviours and power relationships that derive from social interactions (Ambe-
Uva, Iwuchukwu & Jibrin, 2008).
Some researchers have reported their findings on male and female performance in
science subjects. Aremu (1999) reported that boys are better than girls in
Mathematics and other science subjects Okwo and Otunba (2007) revealed that
boys performed better than girls in physics essay test. Gender differences in
science achievement on the National Assessment of Educational Progress (NAEP)
and science courses taken between boys and girls in United States of America

29
(USA) were minimal (Coley, 2001). Raimi and Adeoye (2002) in their study on
gender differences among college students as determinants of performance in
integrated science found out that there is significant difference between male and
female students in terms of their science achievement. However, the findings
showed that males performed better than their female counterparts in integrated
science achievement scores. Olasehinde and Olatoye (2014) reported that there is
no significant difference between male and female students in science
achievement. This is against the finding of Aremu, (1999); Okwo and Otunba,
(2007); Raimi and Adeoye, (2002) that reported significant difference between
male and female students in science achievement. Olatoye and Agbatogun (2009)
reported that there is no gender difference in science. This is in agreement with
Bhan and Gupta (2010) who found that gender had no significant impact on the
study habits and academic achievement of students.

2.2.4 Student Study Habit Pattern According to Class

Study habit is; buying out a dedicated scheduled and un-interrupted time to apply
one‟s self to the task of learning. Without it, one does not grow and becomes self –
limiting in life. Study habits tell a person that how much he will learn in class and
how far he wants to go, and how much he wants to earn. These all could be
decided with the help of one‟s study habits, throughout the life. Stella and
Purtshothaman (1993) opined that the researchers have analyzed the pupil‟s
achievement with reference to the classification high, average and low achievers,
in this conventional classification, the point of reference in the average score of
group or a standard norm, but study habits differ from person to person, hence in
an attempt to help the learners progress by developing suitable study habits while
reading in a conducive classroom, we need a different set of parameters that takes
into account of the individual capabilities.
30
According to Palani (2012) reading habit is an essential and important aspect for
creating a literate society in this world. It shapes the personality of individuals and
it helps them to develop proper thinking methods, and creates new ideas. However,
the developments in the Mass Media had continued to influence interest in reading
books, magazines and journals, among others.

Issa et al. (2012) recommended that everyday reading activities in a conducive

classroom in which students engage influence their studying skills and subsequent
academic performance. There is a general sense in which one appreciates the link
between good habits of reading and the academic performance of students
generally.

Singh (2011) examined academic achievement and study habits of higher

secondary students. The study was conducted on hundred higher secondary school
students, randomly selected from higher secondary schools. The results indicate
that girls and boys differ significantly in their study habits and academic
achievement.

Bhan and Gupta (2010) conducted a study for academic achievement and study
habit among the students belonging to scheduled caste and non-scheduled caste
group. The result revealed that sex has no significant impact on academic
achievement and study habit of students.

Ogbodo (2010) examined that parent send their children to school to learn. In the
school, children are exposed to various experiences which influence their behavior.
Therefore, learning is a change in behavior. Such a change is seen in their mental
reasoning, physical growth, manipulative skills and development of values and
interest. The change may be easy or difficult depending on the home and school
environment. Reading for recreation or relaxation very common among the
31
educated elite. Students, who read magazines at intervals learn to relax, cool their
brain and avoid mental fatigue and also makes them live a disciplined life in the
school. In most cases, its effects in inducing sleep and rest after tedious reading in
the classroom or the library adds to good health habits.

2.3 Empirical Framework

Verma (1996) stressed that good study habits promotes academic performance of
the students and high and low achievers as well as over and under achievers differ
significantly with regard to quality and strength of their study habit. This study was
also supported by Azikiwe (1998) describe study habit as “the adopted way and
manner a student plans his private studies or reading, after classroom learning so as
to attain mastery of the subject. Azikiwe further stated that “good study habit are
good asset to learners because the habit assists students to attain mastery in areas
of specialization and consequent excellent performance, while achieve good results
(Sadia, 2005). A proper study habit enables an individual to reap a good harvest in
future.

Ashish (2013) opines that if students must ensure academic success throughout the
entire year, it is important to ditch bad study habits and establish good ones. He
further maintains that no matter what age or academic level, employing effective
study strategies can make all the difference between acing a class, barely passing
or worse and failing miserably. She admits that many of today’s most common
study methods or habits can lead to utter disappointment despite best efforts and
intentions.

Alabi (2003) studied “The Relationship between Study Habits and Attitudes of
Secondary School Students towards Examination Malpractice in Kwara State. The
design he used for the study was ex-post factor and a sample of four hundred (400)
32
students. He developed two instruments which he used for the study. Student study
habits questionnaire (SSHQ) and students attitudes toward examination
malpractice questionnaire (SATEMQ). The findings revealed that there was no
significant relationship between students study habits and their attitudes towards
examination malpractice.

Makarfi (2002) carried out a study on “The Effect of Subject Study Procedure
Counselling on The Academic Performance of Secondary School in Zaria
Metropolis. The design used was pre-testpost-test control group design. The study
revealed that there were significant differences between the control and the
experimental groups in their post-test mean scores of all the research variables.
This study showed that subject study behaviour program was effective in
improving students’ performance in English and Mathematics in the schools
studied.

Kagu (2004) conducted an investigation on the Effect of Group counselling on the

Learning and Remembering strategies of Diploma students in university of
Maiduguri which he used experimental and control group. A sample of (240) two
hundred and forty was selected. The experimental group was exposed to study
skills training on learning and remembering strategies for four weeks while the
control group was given placebo treatment for the same time. Mean, standard
deviation and two way analyses variance (ANOVA) was used to analyzed the data.
The result revealed that the experimental group acquired significant learning and
remembering skills on the other hand, the control group did not do the same.

Abdullahi (2008) conducted a study showed that college students who were having
difficulty and were given instruction in study skills were much more likely to pass
their examinations than similar students who received no help. The finding

33
revealed that students need to be guided to more effective study approach both at
secondary, remedial and tertiary level in other to overcome study behavior
problem.

Durul (2001) conducted a study on the Academic Need Achievement and study
behaviour problems of remedial students of Ahmadu Bello University, Zaria. A
sample of 200 (two hundred) students were randomly selected for the study. The
finding revealed that there is no significant relationship between academic need
achievement and study behaviour problems. One of the recommendations was that
students need to improve in tackling of assignments and home-work, reading and
note-taking, time allocation etc as it will improve their academic performance.

Also, more several studies have been carried out in the area of reading habits.
Research revealed that students rarely read and the majority of the students spend
between 1 to 2 hours daily on reading (Alawiye, Owolabi & Olagesin, 2012;
Onuoha, Unegbu, & Umahi, 2013; Kavi, Tackie, & Bugyei, 2015). Inculcating
reading habit, students must develop the habit of reading on a daily basis Haliru,
Abdulkarim Mohammed & Dangani (2015). Ameyaw and Anto (2018) carried out
a study on read or perish: reading habit among students and its effect on academic
performance: a case study of Eastbank Senior High School- Accra. found out that
when the respondents were asked about time spent on reading,(47.12%) indicated
2-3 hours while 24 representing (23.07%) of the respondents said 1-2 hours and
another (17.31%)indicated 4 hours and above. The finding here do not corroborate
with the findings of Haliru, Marjanatu, Mohammed, and Dangani (2015) examined
an assessment of reading habit among secondary school students in Kaduna
Metropolis. The study revealed that out of the 480 respondents 250(52%) spent
between 1-2 hours in reading, followed by 150( 31%) students who said they spent
between 2-3 hours reading their books, while another 50(11%) stated that they
34
spent 3-4 hours, and 20(4%) spending 4-5 hours and 10(2%) indicated 5 hours and
above. Without teaching students reading and how to do it, it will be difficult for
them to make it a habit.
Hassen, H. (2016) Examined reading habits of secondary school teachers: a study
of selected secondary schools in Addis Ababa and Dessie. The study found that
many prefer to read at home. library is not preferred by many high school teachers.
The most preferred time to read is bed time and weekends. High school teachers
read for many reasons. They read primarily to help them teach. Furthermore, they
read for knowledge, education, update information, and to some extent for leisure.
Few teachers read when they don’t have anything to do. Reading for enjoyment:
Very significant of the high school teachers who participated in the study enjoy
reading. Reading for academic and purposes: A great deal of the high school
teachers considers reading as a job. They do it because it is a requirement to get the
teaching job done. Only few of the teachers read for pleasure, to pass an exam, or
to write lesson notes. The majority read to be current with developments.
Apparently, secondary school teachers’ attitude towards reading may affect the
reading habits of secondary school students. They are light bearer to the students;
they need to be checked by ensuring that secondary school teachers develop a good
reading habits.
Observation from past research shows that many secondary school students do not
read very well as required. This is largely due to some difficulties students are
faced with in Nigeria and these may include: lack of materials (Books, computer,
e-book, Internet), poor preparation of teachers, teachers’ lack of interest, poor
libraries, or none at all, language background, lack of adult readers as models and
growing distractions from electronic and social media (Abe, 1983). To worsen the
situation, public schools in Nigeria house few or no library at all to meet the
reading needs of the students. Where there are public libraries, we have scanty
35
stock of up-to-date books, major cities have public libraries but cannot contain
enough students because they are not large enough to meet the human
consumption. Students are faced with several challenges which serve as a barrier
towards cultivating good reading habits and thereby achieving greater academic
achievement. in a study by Ameyaw and Anto (2018) out of 104 respondents,
(58.65%) expressed that the main factors that hinder their study is a lack of
conducive home environment, followed by (16.35%) who revealed that inadequate
novels/fiction in the school library while (13.46%) indicated a lack of reading
materials at home.
On the other hand, Kavi, Tackie, & Bugyei (2015) carried out a study on reading
for pleasure among junior high school students: a case study of the Saint Andrew`s
Anglican Complex Junior High School, Sekondi. The studies revealed that students
read mostly to pass examination. The finding corroborated the findings of Abidin;
Pour-Mohammadi & Lean (2011) and Onuoha, Unegbu, &Umahi, 2013. This is in
contrast with the findings of Oke (1996) in Aina et al (2011), who assert that
people read for self-improvement, pleasure and relaxation and a feeling of pride
and prestige. Hence, the statement of Sisule (2004) that reading is not just for
school, it is for life. This trend could have negative implications for studies if it is
not addressed properly. However, when reading becomes a habit for the students,
they do not read only to pass their examination, they also read for enjoyment in
wide range topics or fields (Tollefson, 2008). In this case, Babarinde, Babarinde,
and Dike (2017) survey on reading habit and use of electronic media by junior
secondary school students in Nsuka Local Government of Nigeria. The study
revealed that students have positive attitudes to reading their purposes of reading
were primarily academic and informational. The study provided evidence that the
use of electronic media for entertainment has reduced the time available for

36
voluntary reading while factors such as inadequate access to pleasurable reading
materials and lack of parental support also hinder reading for pleasure.
A report by National Endowment for the Arts (2007) in United State revealed that
mass media largely influences the reading habit of students nowadays and the
environment is polluted by the constant bombardment of media contents which are
not directed to encourage young people towards cultivating a good and more
effective reading habit. It is no more a news that changes in technology today do
influence reading habits of students. A study conducted by Majid (2007) in
Singapore on understanding the reading habits of children revealed that
technological change affects students’ reading habits. Also, the digital device like a
computer, laptop, palm top, ipad and the likes are other media that influence the
reading habit of students these days. According to Ambigapathy (2000), reading
habits of students are being largely influenced by other factors such as media and
computer.
It is pertinent to know that reading habit is fast declining. Reading as a subject is
no longer found on the school timetable, and book corners have long disappeared
from the schools (Okoro, 2004). In this case, if an individual cannot imbibe the
habit of reading, it becomes a problem, especially at the primary and secondary
school levels. Ogunrombi and Adio (1995), highlight the following inhibiting
factors: the family background of students where few homes are conducive to
reading owing to noise and lack of reading materials; the lack of functional
libraries in most of the schools surveyed and a similar lack of trained librarians or
teacher librarians; the failure to provide library periods in schools; language
teachers and shortage of equipment and resources for teaching reading skills; and a
heavy reliance on school texts, although students show willingness to read more
broadly.

37
According to Aliyu (2013), there are challenges facing reading promotion in
schools. The role of government in the provision of knowledge or education to its
citizens has placed on it the task of development of school libraries and this is an
inevitable task. It is obvious, as is evident in our schools, that there are no well-
planned and coherent activities set to achieve the goal of establishing life-long
reading habits among the pupils/students (Ibrahim, 2014). Kaur & Jawald (2018)
examined a comparative study of Urban and Rural Reading Habits: problems of
the rural reader. This study revealed that less number of quality academic reading
materials, outdated collects, unwelcoming behavior of staff, less community
involvement, poor library access, lack of photocopy printing services, less
customers focused, lack of ICT services, flexibility in operating hours,
requirements of staff training and the internet access were the main problems
affecting their reading habits. Similary, Alawiye, Owolabi, and Olagesin, (2012)
revealed that among the factors indicated as a hindrance to the students’ reading
habits, lack of comprehension and television, social network and radio
programmes were rated higher by the students. There are many factors attributed to
the decline in readership and literary activities, not only in Nigeria but the world
over. Ndakotsu (2000) noted that in most developing countries, the action does not
back up the stated inventions at the official level. Many authors have cited funding
as the most serious problem impeding reading culture not only in developing
countries but even in the developed countries.
Most importantly, the absence of well-designed reader development activities,
reading programmes, trained staff and effective monitoring and evaluation system
constitute major impediments to the promotion of reading habit/culture in
developing countries. Ibrahim (2004), lamented that today; reading culture is,
throughout the world, in double jeopardy. The jeopardy caused by the decline in
the readership as a result of reasons stated above, and now, the jeopardy caused by
38
the almost total takeover of reading by what is now referred to as the “viewing
culture”. In 2014, Ibrahim also reported that the Nigerian children and youths, and
unfortunately the adults all over the world are today glued more to television than
books. The films, T/V, video games, facebook, twitter, among others have
completely taken the place of the book.
As good as ICT is, many observers say it has also cast some measure of negative
effects on Nigerians, especially on their reading habits. Similarly, it is asserted
that internet obsession has caused many kids to waste valuable time surfing diverse
anti-moral and socially inclined websites. Also, the introduction of the Global
System of Mobile Communication (GSM) in Nigeria has been viewed as one
progress that has come with certain negative tendencies that are detrimental to the
culture of reading in the country. However, Ndakotsu, (2000), Vakkai (2004), and
Ibrahim (2004) have argued that for any country to have a sustained reading
culture, vigorous reading activities need to be designed and sustained beyond the
schooling system.

2.4 Summary of Literature Review

This chapter reviewed the literature of others. The key topics reviewed are concept
of reading habit, concept of study habits pattern, concept of study habit according
gender, study habits according to class, empirical review, . The specific study
skills relevant to this study include reading, time management, note-taking,
consultation and concentration strategies. Likewise, study skills training was
discussed which reveals that it is imperative to study on how to reduce poor study
habit using the training program. Furthermore, theories of learning were discussed
which include facilitative theory, cognitive-gestalt approach, sensory stimulation
theory, reinforcement theory, holistic learning theory and experiential learning
theory. Carl Rogers’ concept of facilitative learning stressed on presence of
39
facilitator and a learner before learning can take place, Cognitive-gestalt stressed
the importance experience, meaning, problem-solving and development of
insights. Sensory stimulation emphasized on stimulation of senses, reinforcement
theory dwell on behaviour been a function of its consequences due to reward and
punishment. Holistic emphasized on activation of individual’s personality which
includes intellect, emotions, body impulse (desire), intuition and imagination while
experiential learning focuses on four-stages; the concrete experience, reflective
observation, abstract conceptualization and active experimentation. Hence, all
these factors need to interact for effective study habit pattern to be modified. From
the works reviewed, Alabi (2003), Makarfi (2002), Kagu (2004), Kehinde (2011),
Durul (2001), Awabil (2013), Akafa (2011) conducted experimental research
relating to poor study habit, it was found that there were significant differences
between the experimental group and the control group. That is to say that the
experiment group acquired a significant learning and remembering skills while the
control group did not.

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This purpose of this study will be to determine student study habit pattern
among secondary school students in Niger state (A case study of Government Day
Secondary School Pandogari Niger State, Rafi Local Government. This chapter
looks into the methods and procedures employed to conduct this research in order

40
to answer the research questions raised. It covered the location of the study, study
population; sample size, sampling methods, methods of data collection, methods of
data processing and analysis.

3.1 Design of the Study

The research design includes cross sectional, explanatory and descriptive research
design. Cross sectional is a research design where data are gathered once, perhaps
over period of days, weeks and months. Explanatory research design it seek to
explain the variable by associating it, with the study and this was used because the
researcher was interested in explaining why and how the variable behave the way
they do. Descriptive research design was used to describe the variable which was
under study. Descriptive aspect of the study laid in identifying the relationship
between study habit and secondary school student.

3.2 Area of the Study

The research study was conducted in Government Day Secondary School,

Pandogari, Niger State. There are six classes that make up the entire school.
Specifically, the research work was focused on the senior students of class 3 (SSS).
The researchers organized on 30 March 2020 at about 10:30 am and lasted for
about 2 hours.

3.3 Population of the Study

The school has the total number of 379 students in SSS class. The population of
the research work was centered on the number of the respondents who participated
in the study Habits and Examination Techniques inventory (SHETI).

3.4 Instrument for Data Collection

41
On 30 March 2020 a program was held in government secondary school pandogari
Niger State. The objectives of the program was to enlighten the student of
government day on study habit. A particular class was picked which was SS 3 at
10:30am, the program started with opening prayer by one of the staff Mrs.
Florence. After the prayer, the students all sang the national anthem after that the
opening remark was made by the principal of the school.

The principal introduced us and the aim of coming after that we enlightened the
students on study habit and how it can be effective after for their learning. The
students asked some questions which answers where given by my project partner
and staff of the school Mr. Timothy John, Mr. Adeshina Olaleye.

The researchers used Test titled study Habits and Examination Techniques
Inventory (SHETI). By professors Frank C. Carew and Abubakar Hamman-Tukur.
The test has 40 questions itemized for the student to respond to and it was guided
by the researchers. All the items of the inventory were derived in the same manner.
Thus all the items of the inventory were based on the ideas or principles suggested
as important of studying and academic performance.

Each items to be respondent to in term of Almost never (0-10%), sometime (11-

30%, Often (31070%), Frequently (71-90%) almost always (91-100%).

3.5 Validity of Instrument

The validity of the inventory was gauged in terms of the inter-relationshi of the
sections of the reliability of the inventory and the relationship between the
inventory and academic performance. The lowest scores of the validity is between
the range of (.38) while the highest score is between the range of (.73).

3.6 Method of data Analysis

42
Data responses from respondents was entered int o the computer. Data was
presented using tables, frequency table and percentages were generated using a
statistical package for social sciences (SPSS) version 24. The results was presented
in the form of tables and figures.

CHAPTER FOUR

DATA ANALYSIS AND DATA PRESENTATION

4.0 Introduction

This chapter presents findings that were obtained from the field through the test
(SHETI) conducted on a research topic on study habit and examination techniques
among government day secondary school Pandogari, Niger State. It comprises

43
section (1) Analysis of respondents Biodata and (2) Analyses of the Government
Day Secondary School Pandogari, corporate practices as predictors of student
study habit, their pattern of study, individual attitude and behaviours among
student of Pandogari.

4.1 Analysis of Respondent Bio Data

The bio data was obtained from the respondents and was analysed using frequency
and percentage. This is presented as follows.

Table 1: Socio-Demographic Characteristics of the Respondent in Government

Day Secondary School, Pandogari

44
S/N Distribution of Respondents by Class, Date Of Total

Birth and Gender Source: Field

1 Class SS III 100 100 Survey, 2021

2 Date of Birth 2000- 2003-2004 100

Table 1 (1)
2002 45 shows 100%
of the total
55
100
3 Gender Male Female 100
respondents
60 40 agreed that
SS3 class of
the respondent outnumber the other class.

Table 1 (2) shows 100% of the total respondents agreed that GDSSP
institution/school is the focus of the study.

Table 1 (3) shows 55% of the total 100 respondents agreed that those respondent
that fall between 2000-2002 date of birth outnumber age between 2003-2004 years.

Table 1 (4) shows 60% of the total 100 respondents agreed that male gender
outnumber the female gender.

Answering of Research Questions by the Respondent

TABLE 2: PLANNING AND ORGANIZATION OF STUDY HABITS

PATTERN OF STUDENTS

Form Q

Section/Items Almost Sometimes Often Frequen Almost Total

45
 Never tly Always

A: Training and Organization N % N % N % N % N % N %

16. To work effectively, I need plenty
of time for relaxation. 2 2% 26 26% 13 13% 26 26% 33 33% 100 100%
19. I can’t concentrate on a work for
23 23% 35 35% 19 19% 11 11% 12 12% 100 100%
more than one hour at a time.
20. Before preparing my revision time 10 10% 20 20% 19 19% 24 24% 27 27% 100 100%
table, I plan how to spend my time.
22. I find myself doing other things 13 13% 54 54% 14 14% 10 10% 9 9% 100 100%
when I know I should be reading.
31. I submit in my assignment late. 37 37% 38 38% 11 11% 7 7% 7 7% 100 100%
37. I seem to have plenty of free time.
19 19% 49 49% 10 10% 19 19% 3 3% 100 100%

Sources: Field Survey, 2021

Responses for Table 2: Training and Organization

Table 2: items16 shows the responses of respondents that to work effectively, “I

need plenty of time for relaxation”. Out of the total respondents 2% of the
respondent are almost never, 26% are sometimes, 13% are often, 26% are
frequently, while 33% of the total respondent are almost always. This implies that
the majority of the total respondent almost always to work effectively, they need
plenty of time for relaxation.

Table 2: items 19 shows the responses of respondents that “I can’t concentrate on a

work for more than one hour at a time”. Out of the total respondents 23% of the
respondent are almost never, 35% are sometimes, 19% are often, 11% are
frequently, while 12% of the total respondent are almost always. This implies that
the majority of the total respondent sometimes can’t concentrate on a work for
more than one hour at a time.

Table 2: items 20 shows the responses of respondents that, “before preparing my

revision time table, I plan how to spend my time”. Out of the total respondents
46
 10% of the respondent are almost never, 20% are sometimes, 19% are often, 24%
are frequently, while 27% of the total respondent are almost always. This implies
that the majority of the total respondent almost always before preparing their
revision time table, they plan how to spend my time.

Table 2: items 22 shows the responses of respondents that, “I find myself doing
other things when I know I should be reading”. Out of the total respondents 13% of
the respondent are almost never, 54% are sometimes, 14% are often, 10% are
frequently, while 9% of the total respondent are almost always. This implies that
the majority of the total respondent sometimes find their selves doing other things
when they know they should be reading.

Table 2: items 31 shows the responses of respondents that, “I submit in my

assignment late”. Out of the total respondents 37% of the respondent are almost
never, 38% are sometimes, 11% are often, 7% are frequently, while 7% of the total
respondent are almost always. This implies that the majority of the total respondent
sometimes submit in their assignment late.

Table 2: items 37 shows the responses of respondents that, “I seem to have plenty
of free time”. Out of the total respondents 19% of the respondent are almost never,
49% are sometimes, 10% are often, 19% are frequently, while 3% of the total
respondent are almost always. This implies that the majority of the total respondent
sometimes seem to have plenty of free time.

TABLE 3: MOTIVES AND HABITS OF STUDENTS STUDY HABITS PATTERN

B Motives and Habits N % N % N % N % N % N %

4. I do my work carefully and
diligently. 8 8% 7 7% 9 9% 21 21% 55 55% 100 100%
14. I find it difficult to start my work
8 8% 47 47% 22 22% 15 15% 8 8% 100 100%
after a period of rest.
15. I get frustrated when an

47
assignment is too difficult for me. 27 27% 20 20% 20 20% 9 9% 24 24% 100 100%
18. Paying attention to what I am
doing is my greatest problem. 25 25% 56 56% 9 9% 5 5% 5 5% 100 100%
28. I believe that if I don’t work hard I
12 12% 12 12% 14 14% 20 20% 42 42% 100 100%
will fall my examination.
35. I read the background information 14 14% 48 48% 6 6% 17 17% 15 15% 100 100%
on the courses I took.
38. I think a lot about the importance 8 8% 21 21% 10 10% 27 27% 34 34% 100 100%
of the course I study.
Sources: Field Survey, 2021

Responses for Table 3: Motives and Habits

Table 3: items 4 shows the responses of respondents that, “I do my work carefully

and diligently”. Out of the total respondents 8% of the respondent are almost
never, 7% are sometimes, 9% are often, 21% are frequently, while 55% of the total
respondent are almost always. This implies that the majority of the total respondent
almost always do their work carefully and diligently.

Table 3: items 14 shows the responses of respondents that, “I find it difficult to

start my work after a period of rest”. Out of the total respondents 8% of the
respondent are almost never, 47% are sometimes, 22% are often, 15% are
frequently, while 8% of the total respondent are almost always. This implies that
the majority of the total respondent sometimes find it difficult to start their work
after a period of rest.

Table 3: items 15 shows the responses of respondents that, “I get frustrated when
an assignment is too difficult for me”. Out of the total respondents 27% of the
respondent are almost never, 20% are sometimes, 20% are often, 9% are
frequently, while 24% of the total respondent are almost always. This implies that
the majority of the total respondent almost never get frustrated when an assignment
is too difficult for them.

48
Table 3: items 18 shows the responses of respondents that, “paying attention to
what I am doing is my greatest problem”. Out of the total respondents 25% of the
respondent are almost never, 56% are sometimes, 9% are often, 5% are frequently,
while 5% of the total respondent are almost always. This implies that the majority
of the total respondent sometimes paying attention to what they are doing is there
greatest problem.

Table 3: items 28 shows the responses of respondents that, “I believe that if I don’t
work hard I will fall my examination”. Out of the total respondents 12% of the
respondent are almost never, 12% are sometimes, 14% are often, 20% are
frequently, while 42% of the total respondent are almost always. This implies that
the majority of the total respondent almost always believe that if they don’t work
hard they will fall their examination.

Table 3: items 35 shows the responses of respondents that, “I read the background
information on the courses I took”. Out of the total respondents 14% of the
respondent are almost never, 48% are sometimes, 6% are often, 17% are
frequently, while 15% of the total respondent are almost always. This implies that
the majority of the total respondent sometimes read the background information on
the courses they took.

Table 3: items 38 shows the responses of respondents that, “think a lot about the
importance of the course I study”. Out of the total respondents 8% of the
respondent are almost never, 21% are sometimes, 10% are often, 27% are
frequently, while 34% of the total respondent are almost always. This implies that
the majority of the total respondent almost always think a lot about the importance
of the course they study.

49
 TABLE 4: LEARNING AND REMEMBERING OF STUDENTS STUDY HABITS
PATTERN

C: Learning and Remembering N % N % N % N % N % N %

1. I go over my lecture notes
and/or experiments the same day I 4 4% 65 65% 6 6% 10 10% 15 15% 100 100%
make them.
6. I read books and journals to
8 8% 42 42% 14 14% 12 12% 24 24% 100 100%
add to add to my lecture notes.
10. After I have learnt something, I
reflect on it and try to relate it to what 13 13% 24 24% 13 13% 28 28% 22 22% 100 100%
I already know.
29. After reading a section/topic in a 9 9% 20 20% 8 8% 29 29% 34 34% 100 100%
book, I try to recall what I have
learned. 9 9% 43 43% 9 9% 18 18% 21 21% 100 100%
32. I use a study skill or aid like the
SQ3R.
40. I use some devices to remember 6 6% 22 22% 7 7% 27 27% 38 38% 100 100%
some of the things I learn.
Sources: Field Survey, 2021

Responses for Table 4: Learning and Remembering

Table 4: items 1 shows the responses of respondents that, “I go over my lecture

notes and/or experiments the same day I make them”. Out of the total respondents
4% of the respondent are almost never, 65% are sometimes, 6% are often, 10% are
frequently, while 15% of the total respondent are almost always. This implies that
the majority of the total respondent sometimes go over their lecture notes and/or
experiments the same day they make them.

Table 4: items 6 shows the responses of respondents that, “I read books and
journals to add to add to my lecture notes”. Out of the total respondents 8% of the
respondent are almost never, 42% are sometimes, 14% are often, 5% are
frequently, while 24% of the total respondent are almost always. This implies that
the majority of the total respondent sometimes I read books and journals to add to
add to my lecture notes.

50
Table 4: items 10 shows the responses of respondents that, “After I have learnt
something, I reflect on it and try to relate it to what I already know”. Out of the
total respondents 13% of the respondent are almost never, 24% are sometimes,
13% are often, 28% are frequently, while 22% of the total respondent are almost
always. This implies that the majority of the total respondent frequently after they
have learnt something, they reflect on it and try to relate it to what they already
know.

Table 4: items 29 shows the responses of respondents that, “after reading a

section/topic in a book, I try to recall what I have learned”. Out of the total
respondents 9% of the respondent are almost never, 20% are sometimes, 8% are
often, 29% are frequently, while 34% of the total respondent are almost always.
This implies that the majority of the total respondent almost always after reading a
section/topic in a book, they try to recall what they have learned.

Table 4: items 32 shows the responses of respondents that, “I use a study skill or
aid like the SQ3R”. Out of the total respondents 9% of the respondent are almost
never, 43% are sometimes, 9% are often, 18% are frequently, while 21% of the
total respondent are almost always. This implies that the majority of the total
respondent sometimes use a study skill or aid like the SQ3R.

Table 4: items 40 shows the responses of respondents that, “I use some devices to
remember some of the things I learn”. Out of the total respondents 6% of the
respondent are almost never, 22% are sometimes, 7% are often, 27% are
frequently, while 38% of the total respondent are almost always. This implies that
the majority of the total respondent almost always use some devices to remember
some of the things they learn.

TABLE 5: NOTES TAKING OF STUDENTS STUDY HABITS PATTERN

51
D: Notes Taking N % N % N % N % N % N %
5. I find myself misinterpreting the
directions or instructions. 14 14% 43 43% 20 20% 13 13% 10 10% 100 100%
17. I select information to include in
my lecture notes. 7 7% 27 27% 12 12% 16 16% 38 38% 100 100%
25. I keep a good set of notes for each
course I study. 20 20% 12 12% 9 9% 17 17% 42 42% 100 100%

Sources: Field Survey, 2021

Responses for Table 5: Notes Taking

Table 5: items 5 shows the responses of respondents that, “I find myself

misinterpreting the directions or instructions”. Out of the total respondents 14% of
the respondent are almost never, 43% are sometimes, 20% are often, 13% are
frequently, while 10% of the total respondent are almost always. This implies that
the majority of the total respondent sometimes find their self misinterpreting the
directions or instructions.

Table 5: items 17 shows the responses of respondents that, “I select information to

include in my lecture notes”. Out of the total respondents 7% of the respondent are
almost never, 27% are sometimes, 5% are often, 16% are frequently, while 38% of
the total respondent are almost always. This implies that the majority of the total
respondent almost always select information to include in their lecture notes.

Table 5: items 25 shows the responses of respondents that, “I keep a good set of
notes for each course I study”. Out of the total respondents 20% of the respondent
are almost never, 5% are sometimes, 9% are often, 17% are frequently, while 42%
of the total respondent are almost always. This implies that the majority of the total
respondent almost always keep a good set of notes for each course they study.

52
 TABLE 6: PLANNING AND PREPARING OF ASSIGNMENTS OF
STUDENTS STUDY HABITS PATTERN

E: Planning and Preparing of N % N % N % N % N % N %

Assignments
2. I look up the references my 3 3% 31 31% 14 14% 12 12% 40 40% 100 100%
lecturer ask me to
12 12% 28 28% 17 17% 21 21% 22 22% 100 100%
3. I go straight to the book shelf
when I am looking for a textbook. 31 31% 38 38% 15 15% 10 10% 6 6% 100 100%
7. I make use of the library in
doing my assignments. 22 22% 42 42% 16 16% 6 6% 14 14% 100 100%
23. I make use of the library in doing
my assignments.
9 9% 16 16% 16 16% 23 23% 36 36% 100 100%
27. For each assignment I do, I write
the outline.
33. Looking for books, magazines and 16 16% 39 39% 11 11% 20 20% 14 14% 100 100%
journals take up most of my time in
library. 12 12% 18 18% 10 10% 19 19% 41 41% 100 100%
34. I check my assignments for
mistakes when I finish.
Sources: Field Survey, 2021

Responses for Table 6: Planning and Preparing of Assignments

Table 6: items 2 shows the responses of respondents that, “I look up the references
my lecturer ask me to”. Out of the total respondents 3% of the respondent are
almost never, 31% are sometimes, 14% are often, 5% are frequently, while 40% of
the total respondent are almost always. This implies that the majority of the total
respondent almost always look up the references their lecturer ask them to.

Table 6: items 3 shows the responses of respondents that, “I go straight to the book
shelf when I am looking for a textbook”. Out of the total respondents 12% of the
respondent are almost never, 28% are sometimes, 17% are often, 21% are
frequently, while 22% of the total respondent are almost always. This implies that
the majority of the total respondent sometimes go straight to the book shelf when
they are looking for a textbook.

53
Table 6: items 7 shows the responses of respondents that, “I make use of the
library in doing my assignments”. Out of the total respondents 31% of the
respondent are almost never, 38% are sometimes, 15% are often, 10% are
frequently, while 6% of the total respondent are almost always. This implies that
the majority of the total respondent sometimes make use of the library in doing
their assignments.

Table 6: items 23 shows the responses of respondents that, “I make use of the
library in doing my assignments”. Out of the total respondents 22% of the
respondent are almost never, 42% are sometimes, 16% are often, 6% are
frequently, while 14% of the total respondent are almost always. This implies that
the majority of the total respondent sometimes make use of the library in doing
their assignments.

Table 6: items 27 shows the responses of respondents that, “for each assignment I
do, I write the outline”. Out of the total respondents 9% of the respondent are
almost never, 16% are sometimes, 16% are often, 23% are frequently, while 36%
of the total respondent are almost always. This implies that the majority of the total
respondent almost always for each assignment they do, they write the outline.

Table 6: items 33 shows the responses of respondents that, “Looking for books,
magazines and journals take up most of my time in library”. Out of the total
respondents 16% of the respondent are almost never, 39% are sometimes, 11% are
often, 20% are frequently, while 14% of the total respondent are almost always.
This implies that the majority of the total respondent sometimes looking for books,
magazines and journals take up most of their time in library.

Table 6: items 34 shows the responses of respondents that, “I check my

assignments for mistakes when I finish”. Out of the total respondents 5% of the

54
 respondent are almost never, 18% are sometimes, 10% are often, 19% are
frequently, while 41% of the total respondent are almost always. This implies that
the majority of the total respondent almost always check their assignments for
mistakes when they finish.

TABLE 7: PLANNING AND PREPARING OF ASSIGNMENTS OF

STUDENTS STUDY HABITS PATTERN

E: Exams Taking Techniques N % N % N % N % N % N %

5. I find myself misinterpreting the 14 14% 43 43% 20 20% 13 13% 10 10% 100 100%
directions or instructions.
8. I revise my lecture notes 8 8% 48 48% 8 8% 24 24% 12 12% 100 100%
9. I use different styles of reading 14 14% 23 23% 16 16% 18 18% 29 29% 100 100%
for objectives and essay tests.
11. I seem to revise wrong thing 8 8% 18 18% 6 6% 17 17% 51 51% 100 100%
before examination.
12. I read over my test books a lot 4 4% 63 63% 11 11% 11 11% 11 11% 100 100%
during my revision
13. During examination, I plan or
outline my answers before I write them. 6 6% 25 25% 8 8% 27 27% 34 34% 100 100%
21. for my revision, I select the areas that
I think the lecturer will ask questions 14 14% 14 14% 8 8% 19 19% 45 45% 100 100%
from.
24. I find myself reading up to the last
minutes for an examination. 18 18% 26 26% 12 12% 17 17% 27 27% 100 100%
26. in answering essay questions, I
outline the main point to include in the 11 11% 14 14% 12 12% 35 35% 28 28% 100 100%
answer.
30. when I revise for an examination, I 13 13% 21 21% 10 10% 25 25% 31 31% 100 100%
try to do my work thoroughly.
36. I leave my revision until the last day 12 12% 23 23% 10 10% 22 22% 33 33% 100 100%
before the examination.

Sources: Field Survey, 2021

Responses for Table 7: Exams Taking Techniques

Table : items 7 : items 5 shows the responses of respondents that, “I find myself
misinterpreting the directions or instructions”. Out of the total respondents 14% of
the respondent are almost never, 43% are sometimes, 20% are often, 13% are

55
frequently, while 10% of the total respondent are almost always. This implies that
the majority of the total respondent sometimes find their self misinterpreting the
directions or instructions.

Table 7: items 8 shows the responses of respondents that, “I revise my lecture

notes”. Out of the total respondents 8% of the respondent are almost never, 48%
are sometimes, 8% are often, 24% are frequently, while 12% of the total
respondent are almost always. This implies that the majority of the total respondent
sometimes revise their lecture notes.

Table 7: items 9 shows the responses of respondents that, “I use different styles of
reading for objectives and essay tests”. Out of the total respondents 14% of the
respondent are almost never, 23% are sometimes, 16% are often, 18% are
frequently, while 29% of the total respondent are almost always. This implies that
the majority of the total respondent almost always use different styles of reading
for objectives and essay tests.

Table 7: items 11 shows the responses of respondents that, “I seem to revise wrong
thing before examination”. Out of the total respondents 8% of the respondent are
almost never, 18% are sometimes, 6% are often, 17% are frequently, while 51% of
the total respondent are almost always. This implies that the majority of the total
respondent almost always seem to revise wrong thing before examination.

Table 7: 12 shows the responses of respondents that, “I read over my test books a
lot during my revision”. Out of the total respondents 4% of the respondent are
almost never, 63% are sometimes, 11% are often, 11% are frequently, while 11%
of the total respondent are almost always. This implies that the majority of the total
respondent sometimes read over their test books a lot during their revision.

56
Table 7: items 13 shows the responses of respondents that, “During examination, I
plan or outline my answers before I write them”. Out of the total respondents 6%
of the respondent are almost never, 25% are sometimes, 8% are often, 27% are
frequently, while 34% of the total respondent are almost always. This implies that
the majority of the total respondent almost always during examination, they plan or
outline their answers before they write them.

Table 7: items 21 shows the responses of respondents that, “for my revision, I

select the areas that I think the lecturer will ask questions from”. Out of the total
respondents 14% of the respondent are almost never, 14% are sometimes, 8% are
often, 19% are frequently, while 45% of the total respondent are almost always.
This implies that the majority of the total respondent almost always for their
revision, they select the areas that they think the lecturer will ask questions from.

Table 7: items 24 shows the responses of respondents that, “I find myself reading
up to the last minutes for an examination”. Out of the total respondents 18% of the
respondent are almost never, 26% are sometimes, 5% are often, 17% are
frequently, while 27% of the total respondent are almost always. This implies that
the majority of the total respondent almost always I find myself reading up to the
last minutes for an examination.

Table 7: 26 shows the responses of respondents that, “in answering essay

questions, I outline the main point to include in the answer”. Out of the total
respondents 11% of the respondent are almost never, 14% are sometimes, 5% are
often, 35% are frequently, while 28% of the total respondent are almost always.
This implies that the majority of the total respondent frequently in answering essay
questions, they outline the main point to include in the answer.

57
Table 7: items 30 shows the responses of respondents that, “when I revise for an
examination, I try to do my work thoroughly”. Out of the total respondents 13% of
the respondent are almost never, 21% are sometimes, 10% are often, 25% are
frequently, while 31% of the total respondent are almost always. This implies that
the majority of the total respondent almost always when they revise for an
examination, they try to do their work thoroughly.

Table 7: items 36 shows the responses of respondents that, “I leave my revision

until the last day before the examination”. Out of the total respondents 12% of the
respondent are almost never, 23% are sometimes, 10% are often, 22% are
frequently, while 33% of the total respondent are almost always. This implies that
the majority of the total respondent almost always leave their revision until the last
day before the examination.

4.2 Discussion of findings

The study of study habit and examination techniques among government day
secondary school Pandogari, Niger State has added credence to the findings of
Mark and Howard (2009) who in similar study had earlier reported that the most
common challenge to the success of students lack of effective or positive (good)
study habit. They further maintain that if students can develop a good study habit
and with good discipline, they are bound to perform remarkably well in their
academic pursuit.

This finding corroborated that of Husain (2000) on the common challenges to the
success of student which revealed that lack of effective or positive (good) study
habits is a critical study problem among students at all levels. Grace (2013) also
maintains that the process of learning is still a little mysterious but studies do show
that the most effective process for studying involves highly active behavior over a

58
period of time. In other words, to study effectively, one must read, draw, compare,
memorize and test himself over time. The study also supports the findings of
Husain (2000), whose study revealed that attitude towards study has great
contribution on academic achievement, and good study pattern. Successful learners
adopt positive attitude towards study, and do not waste time or energy over what
they have to do. If the learning experience is pleasant, the learner’s attitude and
motivation is usually positive, and if the learning experience is not pleasant he
tends to avoid it.
Negative attitude towards study sometimes finds expression in comment such as “I
study but cannot remember what I study” or “the lessons are too long”. Attitude
serves as index on how we think and feel about people, objects and issues in our
environment. One possible reason for this assertion is that study attitude offers
great possibilities for successful achievement in studies. Study method is the
knowledge and application of effective study skills or techniques by students.
Several study methods have been identified several effective study methods and
skills that could be used by students based on the learning environment (Husain,
2000).
During the investigation, it was also found that student sometimes can’t
concentrate on a work for more than one hour at a time and that before preparing
their revision time table, they plan how to spend their time which this methods is
one of their helpful in teams of study.
The study also supports the findings of Kelli (2009) who posits that for students to
succeed in their studies, they must be able to appropriately assimilate course
content, digest it, reflect on it and be able to articulate the information in written
and/or oral form. What is fundamental is the ability of a student to acquire
effective study habits. Many students feel that the hours of study are the most
important.
59
However, students can study for hours on end and retain very little. The more
appropriate question is how students should study more effectively. Developing
good time management skills is very important. Students must realize that there is
a time to be in class, a time for study, time for family, time to socialize and time to
just be alone. The critical issue is recognition that there must be an appropriate
balance. Students should also have vision. A clearly articulated picture of the
future they intend to create for themselves is very important and contributes to
students’ success in school. This will promote a passion for what they wish to do.
Passion is critical and leads to an intense interest, dedication and commitment to
achieving career goals and objectives.
The study also supported by the reinforcement theory by B.F Skinner who believed
that behaviour is a function of its consequences. The learner will repeat the desired
behaviour if positive reinforcement (a pleasant consequence) follows the
behaviour. Positive reinforcement, or ‘rewards’ can include verbal reinforcement
such as ‘That’s great’ or ‘You’re certainly on the right track’ through to more
tangible rewards such as a certificate at the end of the course or promotion to a
higher level in an organization.

Negative reinforcement also strengthens a behavior and refers to a situation when

a negative condition is stopped or avoided as a consequence of the behaviour.
Punishment, on the other hand, weakens behaviour because a negative condition is
introduced or experienced as a consequence of the behaviour and teaches the
individual not to repeat the behavior which was negatively reinforced. Punishment
creates a set of conditions which are designed to eliminate behaviour (Burns,
1995). Laird (1985) considers this aspect of behaviorism has little or no relevance
to education. However, Burns says that punishment is widely used in everyday life
although it only works for a short time and often only when the punishing agency

60
is present. Burns notes that much Competency Based Training is based on this
theory, and although it is useful in learning repetitive tasks like multiplication
tables and those work skills that require a great deal of practice, higher order
learning is not involved. The criticism of this approach is that it is rigid and
mechanical.

4.3 Summary of findings

Base on the information gathered from both primary and secondary sources, the
research revealed that majority of the total respondents go over their lecture notes
and or experiences the same day they make them and majority of the total
respondents almost always look up the references their lecturer ask them to.

The findings also revealed that majority of the total respondents sometimes cannot
concentrate on a work for more than one hour at a time and that before preparing
their revision time table, they plan how to spend their time which this methods is
one of their helpful in teams of study.

It was also revealed that student sometimes find their selves doing other things
when they know they should be reading, so this make them submit in their
assignment late.

The findings also revealed that to work effectively, student need plenty of time for
relaxation. And that they concentrate on a work for more than one hour at a time.
And that before preparing their revision time table, they plan how to spend my
time.

It was also revealed that student find their self doing other things when they know
they should be reading, and that they sometime submit in their assignment late and
that they sometimes seem to have plenty of free time.

61
The results also revealed that majority of the total respondents almost always do
their work carefully and diligently which is an act of motivation among the
student.

The results also showed that student almost always do their work carefully and
diligently and that they sometimes find it difficult to start their work after a period
of rest. So this make them to almost never get frustrated when an assignment is too
difficult for them.

It was revealed that students sometimes paying attention to what they are doing is
there greatest problem and that they almost always believe that if they don’t work
hard they will fall their examination. So they sometimes read the background
information on the courses they took.

It was also revealed that student almost always think a lot about the importance of
the course they study and that they sometimes go over their lecture notes and/or
experiments the same day they make them and that they sometimes read books and
journals to add to add to my lecture notes and that frequently after they have learnt
something, they reflect on it and try to relate it to what they already know. So they
almost always after reading a section/topic in a book, they try to recall what they
have learned and they sometimes use a study skill or aid like the SQ3R and they
also almost always use some devices to remember some of the things they learn.

The study also revealed that student sometimes find their self misinterpreting the
directions or instructions, and they almost always select information to include in
their lecture notes and that they almost always keep a good set of notes for each
course they study, this make them to almost always look up the references their
lecturer ask them to and sometimes go straight to the book shelf when they are

62
looking for a textbook and also sometimes make use of the library in doing their
assignments.

The findings also revealed that student almost always for each assignment they do,
they write the outline and that they sometimes looking for books, magazines and
journals take up most of their time in library and that they almost always check
their assignments for mistakes when they finish and that they sometimes find their
self misinterpreting the directions or instructions and that they sometimes revise
their lecture notes and almost always use different styles of reading for objectives
and essay tests and almost always seem to revise wrong thing before examination
and sometimes read over their test books a lot during their revision and almost
always during examination, they plan or outline their answers before they write
them so they almost always I find their self reading up to the last minutes for an
examination.

Finally, the findings also revealed that students sometimes go over their lecture
notes and/or experiments the same day they make them which makes learning and
remembering to take place among the student.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

63
5.1 Summary

Exploring the relationship that exists between students’ study habits, examination
techniques and academic performance among government day secondary school
Pandogari, Niger State was the main purpose of the study.

The study reviewed literature on the concept of student study habit pattern, the
concept of reading habit of secondary school students, the concept of student study
habit pattern according to gender, the concept of student study habit pattern
according to class, factors influencing academic performance. A conceptual model
was used to explain examination techniques and study habits. Empirical studies on
reading habit and academic performance, study habit and academic performance.

Five research questions and five research objectives were formulated that guided
the study. Questionnaire was used to collect data from the students on their
examination techniques, study habits, reading habit and academic performance
used in conducting the results. The research questions were answered using the
mean, standard deviation, minimum and the maximum value. From answering of
the research questions and research objectives, it was gathered that;

1) Examination techniques, reading habit and study habit jointly have effect on
the students’ academic performance and study habit have the highest
contribution to the students’ academic performance
2) Each of the study habit sub-variables has positive and significant
contribution to the students’ academic performance except for cramming and
guessing of examination questions that has to do with studying few hours to
the examination and also trying to make a guess on what kind of questions
that might be asked on examinations and reading the text with the idea of
discovering answers to these questions on expectations of been asked the

64
 guessed questions. They both have negative contribution to the students’
academic performance which implies that the increase in the practice leads
to decrease in the students’ academic performance.

5.2 Implications for Practice

The main aim of the study was to investigate the study habit and
examination techniques among government day secondary school Pandogari, Niger
State and this have been done by answering research questions raised with the use
of frequency table and simple percentage.
The findings from the study provide the much needed empirical data on
examination techniques, study habit, reading habit and academic performance.
Therefore, the implication of the study to practice education is that if the students
are taught how to allocate time to study by the use of clock alert, prioritize by
listing the study tasks for each day, make a schedule for time of study, set daily,
weekly and monthly goals, outline objectives, tackle the easiest subject/topic or
study questions first to avoid unnecessary waste of time, attend to the difficult
tasks to avoid unnecessary waste of time in the class room, it can encourage active
learning and also improve the students’ confidence towards achieving better
academic performance.
The school counsellors or the school psychologists can provide teachings to
the students on; how to take notes about important ideas, concepts in a subject
while reading or during the period of teaching, not to be distracted while studying,
not to rely on cramming for examinations, have hundred percent understanding of
what they study, the disadvantages of trying to make a guess on what kind of
questions that might be asked on examinations, completing class works and
assignment before the next class, underlining important ideas, concepts and
theories in the textbook or class notes. The implication of these in the classroom is

65
that it improves the poor academic performance of students in external
examinations.
5.3 Conclusion

The results of the founding clearly shows that students’ examination

techniques, study habit, reading habit and academic performance was clearly
shown in this study indicating that both variables are significant predictors of
students’ academic performance. Cramming and guessing examination questions
were the variables that accounted for significant negative effect and with the
students’ academic performance and excessive use of them should be discouraged.

If the students practice effectively the time management strategies and adopt
good study skills as a habit, their academic performance will improve.

5.4 Recommendations

The following recommendations were made:

1) Students should practice effectively the time management strategies for

reading, examination techniques use and adopt good study skills as a habit.
2) The teachers should help the students in the formation or inculcation of good
time management strategies, examination techniques and study habit
practice.
3) All strategies and dimensions of examination techniques and study habits
account for good academic performance except two variables (cramming
and guessing of examination questions) of the study habit that reported
significant negative correlation with academic performance and the
excessive use of the habit should be discouraged.
4) Time management strategies for reading, examination techniques and study
habits should be taught in the classroom to help students get familiar with
66
 them and practice them to help improve the current poor state of academic
performance in our secondary schools.

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