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Study Habits and Attitudes as Related to the Academic Achievement of High School Freshmen in lfugao State College of Agriculture and Forestry
Thesis Abstract:
The study aimed to: 1) determine the study habits and attitudes of the high- and low-performing groups of high school freshmen students; 2) compare their study habits and attitudes; and 3) determine the relationship between their study habits and attitudes to their academic achievement.
The grade point average for the whole school year of 370 freshmen high school students was computed. The upper 10 percent, composed of 37 students, formed the high-performing group and the lower 10 ten percent, composed of another 37 students, formed the low-performing group. The instruments used were the Secondary Students Permanent Records (Form 137-A) and the Survey of Study Habits and Attitudes (SSHA) by Brown-Holtzman, 1966 edition.
The number of respondents who responded "rarely," "sometimes," "frequently," "generally," and "almost always" to each item in the SSHA was tabulated. The frequencies were converted to percentages to determine the study habits and attitudes of the subjects. The t value for the whole test, the four sub-tests, and the chi-square for the differences in the categories of response of the two groups were computed to determine if there were significant differences in the study habits and attitudes of both groups. To determine if there was positive correlation between the study habits and attitudes of the students and their academic achievement, the point biserial correlation was computed.
Results indicated that the high-performing group had better study habits and more positive study attitudes than the low-performing group. The high-performing group differed significantly from the low performing group in delay avoidance, work methods, teacher approval, and education acceptance. The obtained t value of 4.77 for the whole test was significant beyond the one percent level. Thus, the null hypothesis that there was no significant difference between the SSHA mean score of both groups was rejected at one percent level.
Results also showed a positive corre lation between the students' study habits and attitudes and their academic achievement.