Study Behaviours and Its Effects on Students’ Academic Achievements in College of Education (a Case Study of Federal College of Education, Kano)



1.1 Background Of The Study

Education enables people to gain knowledge and skills that will assist them in solving problems and becoming productive members of their society. The progress of any nation’s economy, politics, and social values is mostly determined by the quality and amount of education available to its population (Anazonwu, 2004). (1995). In Nigeria, for example, the importance of education as a key component of the development strategy cannot be overstated. Nigeria promotes an educational philosophy that may meet the demands of her citizenry. It is based on this concept that it is necessary to investigate how pupils learn in school (Feather, 2004). (2008).

Cognitive psychologists’ research on student learning has placed a renewed emphasis on the notions of thought, comprehension, image, attention, memory, cognitive structures, and cognitive processes (Feather, 2004). (2008). As a result, they regard learning as a dynamic process of behavioral change including children’s growth and development. While teaching is defined as the act of inspiring, leading, and generally helping students’ learning in order to attain meaningful goals, learning is essential for concluding that teaching has occurred (UNESCO, 1986, cited in Lindgren, 2007).

These cognitive notions all have one thing in common: they are processes that occur secretly inside the head and are thus not directly observable in the classroom unless using some modern tools. Lindgren, S. (2007). However, they can be studied indirectly by their immediate manifestation in overt behavior. Among these phenomena are study behaviours, which function on the assumption of a learner-centered approach to education.

Interestingly, researchers in study behavior constructs, such as Olaewa (2004), Ross and Taylor (1990), and Yoloye (1999), agreed that, as a result of heredity, socialization, and environmental demands, children perceive and process information in different ways, which determines their study behaviours. That is to say, each individual has a distinct style of perceiving and processing information, which is another way of saying that no two people solve problems in the same manner.

Felder (1993) stated that the child has the freedom to bring out the best in himself during the learning process, but the development of those personal qualities is mostly dependent on his background, educational policies and procedures, as well as his study behaviours. This is why Lopez and Dubetz (1999) asserted that all children have the ability to learn. As a result, it is critical for schools to offer children with nurturing, safe, risk-free environments in which they are challenged to the full extent of their abilities. These include acceptance, comprehension, and assimilation into the curriculum, as well as their study behaviours, which determine their academic achievement.

Academic achievement in this context refers to a student’s success or failure in their studies. Academic achievement, according to Gleitman, Rusherg, and Fridlund (2005), is the attainment of pupils that is quantifiable after exposure to a given curriculum. As a result, the purpose of this study is to determine the relationship between students’ study habits and their academic achievement.

1.2 Statement Of The Study

The primary goals of education in Nigeria are to generate candidates who can read, write, think critically, succeed in their endeavors, and become responsible citizens. In fact, the opposite is true, since most Nigerian school grads appear to be walking around with empty schools. Many experts (Osai 2000; Wokocha 2000; Oko & Unimna 2002) referenced in Watkins & Wagner (2000) indicated that pupils’ academic performances are very poor and of poor quality. According to Fulayajo (2004), students’ poor academic performance has been persistent throughout time, and the reasons for these unfavorable patterns are unknown. In terms of academic achievement, the situation at the Federal College of Education in Kano State is not unique.

As a result, there is an urgent need to improve students’ study behaviours in college in order to increase their learning and make them more productive in their pursuits when they graduate and secure appointments.

1.3 Objective Of The Study

The purpose of this study is to ascertain how the study behaviours of students relate to their academic achievements. Specifically, the objectives include:

  1. Examine the relationship between students’ study behaviour and academic achievement.
  2. Determine the effect of poor study behaviour on students’ examination performance.
  3. Identify the factors which affect students’ study behaviour.

1.4 Research Hypothesis

A hypothesis refers to an experimental statement, tentative in nature, showing the relationship between two or more variables. It is open to test and can be accepted or rejected depending on whether it agrees or disagrees with the statistical test.

The two hypotheses that were tested in this study are the null and alternative hypotheses.

The null hypothesis reflects that there will be no observed effect in our experiment. In a mathematical formulation of the null hypothesis, there will typically be an equal sign. This hypothesis is denoted by H0. The null hypothesis is what we attempt to find evidence against in our hypothesis test.

The alternative or experimental hypothesis reflects that there will be an observed effect on our experiment. In a mathematical formulation of the alternative hypothesis, there will typically be an inequality, or not equal to the symbol. This hypothesis is denoted by either Ha or by H1. The alternative hypothesis is what we are attempting to demonstrate in an indirect way through the use of our hypothesis test. If the null hypothesis is rejected, then we accept the alternative hypothesis. If the null hypothesis is not rejected, then we do not accept the alternative hypothesis.

The study will test the validity of the following null hypothesis:

H01: There is no significant relationship between students’ study behaviour and academic achievement.

H02: Poor study behaviour has no effect on students’ performance in examinations.

1.5 Significance Of The Study

This study’s findings will be extremely useful to school guidance counsellors, teachers, students, the College Management, and researchers.

The findings could be used by school guidance counsellors as a meaningful information foundation for counseling students. The findings will disclose to teachers/lecturers possible root causes of student underachievement. They can better assist their students if they are aware of this and collaborate with the school guidance counsellors.

The findings of this study are likely to benefit parents. The discovery will assist them in better understanding their children’s study habits and, as a result, how to motivate them. Parental motivation can go a long way toward enhancing youngsters’ academic achievement in school.

Hopefully, the College management will benefit from this study. It may serve as a guide for management in offering guidance services to students. The findings may also demonstrate to management the importance of implementing achievements that will improve children’ academic performance in school.

1.6 Scope Of The Study

This study will be carried out at the Federal College of Education, Kano State. The scope of this study is limited to students’ study behaviour and their academic achievements. This study focused on the correlation between study behaviour and academic achievement of students, the effect of poor study behaviour on students’ examination performance and the factors which affect students’ study behaviour.

1.7 Limitation Of the study

There was a great dearth of literature on knowledge in this study. This formed a major limitation of the study. The little literature articulated formed the background for this study. Also, it was difficult to gain cooperation from some of the respondents. Some of the students and lecturers were reluctant to cooperate with the researcher. Because some lecturers felt that the researcher was interrupting their lecture, while some of the students wanted to be gratified with gifts and money before reacting to the questions. The researchers also encountered limited time and huge financial expenses in carrying out this research.

1.8 Definition Of The Study

Study: This is the devotion of time and attention to gaining knowledge of an academic subject, especially by means of books.

Study behaviour: This refers to one’s attitude towards all learning procedures and learning strategies.

Academic Achievement: Academic achievement or academic performance is the extent to which a student, teacher, or institution has attained their short or long-term educational goals.



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