Study Habits as a Predictor on Public Sector Secondary Schools’ Students’ Achievement Scores: The Pillar of Academic Success
DOI:
https://doi.org/10.55737/qjssh.vi-ii.25346Keywords:
Concentration Habits, Examination-Related Habits, Homework-Related Habits, Time Management, Reading and Note-Taking, Secondary LevelAbstract
The study is an art that demands practice. These practices generate habits in students. Habits play a crucial role in students’ lives. Students’ success/failure depends on their study habits. The present study was conducted to explore the effects of study habits on secondary-level Students’ Achievement Scores; SAS enrolled in public sector schools of district Lahore. The research was descriptive leading to a quantitative paradigm. The sample of the study consisted of randomly selected 407 respondents; 251 male and 156 female students currently enrolled in public sector secondary schools of Lahore. A self-developed questionnaire was used to collect data from respondents based on a 5-point Likert scale. The validity of the instrument was confirmed by the experts’ opinions and reliability was confirmed by calculating Cronbach's Alpha score of .761. Collected data were analyzed in SPSS by applying independent samples t-test, Pearson Product Moment Correlation (r), and regression techniques. The findings show that female students have better study habits than male students and students of 14-15 years of age possess better study habits than students 15-16 years of age. A significant positive relationship between study habits and SAS. Moreover, study habits had a 76.20 % effect on SAS. The present study recommends that heads of institutions and teachers play special intentions to lectures and motivate students towards effective use of study habits as they have a significant effect on SAS.
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