Study habits and academic performance of secondary school students in mathematic: A case study of selected secondary schools in uyo local education council

Sakirudeen, Abisola Oladeni; Sanni, Kudirat Bimbo

doi:10.17810/2015.65

Cited by 14 publications

(12 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The impact of intention on behavior might differ based on the extent to which the behavior is habitual [ 94 ]. In other words, adolescents might have certain study habits or patterns of studying that occur without conscious effort and which could also be affecting performance [ 95 , 96 ], and thus the impact of intention on academic achievement change is reduced. Research suggests that the intention-behavior relation is dependent on implementation intention and goal setting [ 97 ], forming if-then plans or implementation intentions could help overcome the control of habit [ 98 ].…”

Section: Discussionmentioning

confidence: 99%

Increased Adherence to the Mediterranean Diet and Higher Efficacy Beliefs Are Associated with Better Academic Achievement: A Longitudinal Study of High School Adolescents in Lebanon

Hayek

Vries

Tueni

et al. 2021

IJERPH

View full text Add to dashboard Cite

This longitudinal study aims to examine how changes in health behaviors and socio-cognitive factors influence the academic achievement of Lebanese adolescents over a period of 12 months. Adolescents (n = 563) from private and public schools in Mount Lebanon and the Beirut area, aged between 15 and 18, participated in a three-wave longitudinal study and completed a self-administered questionnaire assessing socio-demographics, health behaviors, socio-cognitive factors, parenting styles, and academic achievement. A linear mixed model was carried out to examine if changes in health behaviors and cognitive factors affect changes in academic achievement after 6 and 12 months from the baseline, adjusting for demographic variables and parenting style. Results show that improved adherence to the Mediterranean diet and an increase in self-efficacy were associated with an increase in academic achievement. An increase in adherence to the Mediterranean diet had the same effect on academic achievement 6 and 12 months from the baseline, whereas an increase in efficacy beliefs was only significantly associated with achievement at 12 months from the baseline. This study supports the longitudinal link between diet quality and efficacy beliefs with the academic achievement of adolescents. This relationship is independent of sex, age, religion, parents’ education, and raising styles.

show abstract

Section: Discussionmentioning

confidence: 99%

Increased Adherence to the Mediterranean Diet and Higher Efficacy Beliefs Are Associated with Better Academic Achievement: A Longitudinal Study of High School Adolescents in Lebanon

Hayek

Vries

Tueni

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…However, when students are busy with other activities, they will be limited or no time to practice the learned skills. Sakirudeen and Sanni (2017) found that study habits like notetaking, usage of library, study time allocation influenced the students' academic performance. They further recommended that group guidance should be organized in schools initiated by professional counselors in order to establish awareness on the practical study habits and the provision of a functional library in secondary schools, which could lead to a better performance of the students in math.…”

Section: Study Habits Of the Respondentsmentioning

confidence: 99%

Attitudes, Study Habits, and Academic Performance of Junior High School Students in Mathematics

Capuno

Necesario²,

Etcuban

et al. 2019

Int Elect J Math Ed

View full text Add to dashboard Cite

Mathematics as a discipline is considered as one of the most difficult subjects among Filipino learners. This study was conducted in a public national high school in the Mandaue City Division, Cebu, Philippines. The respondents were the 177 Grade 9 students enrolled in mathematics. These respondents were selected using probability random sampling. They were asked to answer a standardized survey questionnaire to assess their attitudes and study habits. The tool is consists of three parts. Part 1 gathers the socio-demographic profile of the respondents. Part 2 assesses the attitudes of the respondents towards mathematics, while Part 3 was used to assess the study habits of the respondents. Furthermore, their academic performance in mathematics was measured based on their first quarter grade, which was retrieved from the Registrar's Office. The study revealed that those respondents had positive attitudes towards mathematics in terms of its value while they had a neutral attitude when it comes to their self-confidence, enjoyment, and motivation in mathematics. Also, the study shows that there was a negligible positive correlation between the attitudes and academic performance of the respondents in terms of their selfconfidence, enjoyment, and motivation while there was a weak positive correlation between the value of math and their academic performance in math. It was concluded that students' attitudes and their study habits are significant factors that affect their performance in mathematics. The researchers strongly recommend the utilization of the enhancement plan in the teaching of mathematics to junior high school students.

show abstract

“…Memiş (2013) stated that Turkish course achievement was the predictor of the study habits and attitudes of the male students. Similar to the study, Ahmann and Glock (1957), Cavanaugh (1982), Koivo (1982), Gonzales (1984), Clark-Thayer (1987), Snodgrass (1989), Wonnacott (1989), Yeh (1990), Agnew et al (1993), Blumner and Richards (1997), Al-Hilawani and Sartawi (1997), Carter (1999), Okpala et al (2000), Gettinger and Seibert (2002), Yip and Chung (2005), Akagah (2011), Singh (2011), Demir et al (2012), Memiş (2013), Durukan et al (2015), Del Villar et al (2016), Kızılboğa (2017), Nandhini (2017), Numan and Syeda (2017), Sakirudeen and Sanni (2017), Bentil et al (2018), Lalrintluangi (2018) determined that the academic achievements of the students increased as the level of effective use of study methods. Murray and Wren (2003) stated that there was a low and significant relationship between only the sub-dimension of teacher approval and the academic average.…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between the Study Habits and Attitudes and Metacognitive Reading Comprehension Self-Awareness, Reading Comprehension, Reading Attitudes

Memiş¹,

Kandemir²

2019

WJE

View full text Add to dashboard Cite

The aim of the study is to analyze the correlation between study habits and attitudes and metacognitive readingcomprehension self-awareness, reading comprehension and reading attitude of fifth-grade students. 313 students (193female, 188 male) consisted the sample group of the study using relational screening model. SSHA-Survey of StudyHabits and Attitudes, Form C”, “Metacognitive Reading Comprehension Self-Awareness Scale”, “ReadingComprehension” and, “Reading Attitudes Scale” were used. Moreover, students’ level of Turkish course success hasbeen identified by their grades from school reports of the first term of fifth grade. As the result of the study, it wasfound that the study orientation scores of the students were higher than the average and that their study attitudes werehigher than their studying habits. There was a mid-scale, positive and significant correlation between thesub-dimensions of their studying attitudes and habits. The levels of correlation between students’ success in Turkishcourse and their study orientation; between their metacognitive awareness of reading comprehension, readingcomprehension and studying habits with their studying orientation; between their metacognitive awareness of readingcomprehension, reading comprehension and reading attitude with study orientation, and between their metacognitiveawareness of reading comprehension and reading attitude with their study attitudes was found to be positive, mid-scaleand significant. However, the level of correlation between their metacognitive awareness of reading comprehensionand reading comprehension was found to be positive, low-scale and significant.

show abstract

Study habits and academic performance of secondary school students in mathematic: A case study of selected secondary schools in uyo local education council

Cited by 14 publications

References 1 publication

Increased Adherence to the Mediterranean Diet and Higher Efficacy Beliefs Are Associated with Better Academic Achievement: A Longitudinal Study of High School Adolescents in Lebanon

Increased Adherence to the Mediterranean Diet and Higher Efficacy Beliefs Are Associated with Better Academic Achievement: A Longitudinal Study of High School Adolescents in Lebanon

Attitudes, Study Habits, and Academic Performance of Junior High School Students in Mathematics

The Relationship Between the Study Habits and Attitudes and Metacognitive Reading Comprehension Self-Awareness, Reading Comprehension, Reading Attitudes

Contact Info

Product

Resources

About