ABSTRACT

Study habits remain the focus of this research study. This research was to strategically evaluate the influence of study habits and learning style on primary school pupils’ academic performance in Nigeria. Ex-Post Facto research design was adopted for the study. The study was conducted in Akwa Ibom state.

The population of the study comprised all the teachers in selected public primary schools and a random sampling technique was used to select the sample size of (383) three hundred and eighty-three respondents used for the study.  The Main Instrument used in this study was a questionnaire titled “ INFLUENCE OF STUDY HABITS AND LEARNING STYLE ON PRIMARY SCHOOL PUPILS ACADEMIC PERFORMANCE QUESTIONNAIRE (ISHLSPSPAPQ)”.

Cronbach Alpha Technique was used to determine the level of reliability of the instrument. The reliability coefficient obtained was 0.77, and this was high enough to justify the use of the instrument.  The researcher subjected the data generated for this study to appropriate statistical techniques such as descriptive statistics and percentage analysis for answering the research question and simple regression and t-test for testing the hypothesis.

The test for significance was done at 0.05 alpha levels. It was established in the study that parents play a vital role in reinforcing good study habits and recognizing their child’s learning style at home.  It is therefore evident that teaching methods align with students’ preferred learning styles, and pupils tend to perform better academically.

The study concluded that effective study habits, such as regular homework completion, consistent study schedules, and active engagement in class, are positively correlated with higher academic performance among primary school pupils. Alternatively, one of the recommendations made, along with others, is to develop individualized learning plans that incorporate activities and materials tailored to learning styles.

Keeping track of what strategies help pupils understand and remember information better. Encourage regular revision and self-testing to reinforce study habits on learning and improve retention.

CHAPTER ONE INTRODUCTION 1.1 BACKGROUND OF THE STUDY ON STUDY HABITS

Human development is a continuous process that depends on available resources. It is a fact that formal education determines individual development socially, politically, and economically in our dear society. That is why Jaiyeoba (2017) viewed education as a vector determining the development of any society.

According to Jaiyeoba education is the determinant of economic, intellectual, social, and cultural empowerment of an individual in particular and society in general.  The contribution of education to the development of human characters and attitudes is as it’s important as its ability to restructure human potential in fulfilling their desired goals.

Globally, education is divided into three levels such that primary, secondary, and tertiary education. Primary education provides the basic and fundamental level of knowledge required for further education.  It helps the learners develop their intellectual, physical, moral, social, and emotional outfits to be befitting citizens that are capable of pursuing secondary and tertiary education and becoming useful citizens to themselves and the community at large (Quadri, 2021).

Study habits is buying out a dedicated scheduled and uninterrupted 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 how much he will learn 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 life.

Stella and Purtshothaman (2023) 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 a group or a standard norm, but study habits differ from person to person, in an attempt to help the learners progress by developing suitable study habits, we need a different set of parameters that takes into account of the individual capabilities.

Psychology and education theory have a long tradition of research into learning styles (Cassidy, 2014). Educators are of the view that there is a need to incorporate and embrace students’ learning styles in the learning environment and classrooms (Honigsfed & Dunn, 2016). The ideology of learning styles was adapted to incorporate multiple ways people think, respond, see, hear, touch, rationalize, and formulate knowledge or learning (Dunn & Dunn, 2023).

Once an individual’s learning style has been identified and nurtured, the individual learner may have a better understanding on how to function effectively in the school environment and satisfy intellectual and emotional needs. The awareness of learning preferences and an understanding of individual learning styles can help educators develop instructions using multiple resources to ensure optimum learning.

According to Dunn (2020), learning style is a way in which individuals begin to concentrate on, process, internalize, and retain new and difficult information. McLaughlin (2019) defined learning style as adopting a habitual and distinct mode of acquiring knowledge. Individual learning styles in most cases depend on cognitive, emotional, and environmental factors, as well as one’s prior experience.

Many students don’t realize this because they may have attended schools where teachers delivered instruction in one way and never encouraged students to learn and understand their unique styles. Academic performance as identified by Busari (2020) is the display of knowledge attained or skills developed or performed in the school subject.

It is the extent to which a student, teacher, or institution has achieved their educational goals. Similarly, Ogudokun and Adeyemo (2010) identified test scores or marks assigned by teachers as indicators of learning outcomes. These marks or grades assigned by schools could either be high or low, which means that academic achievement, could either be good or bad.

The integration of effective study habits and tailored learning styles is essential in Social Studies education. Given the subject’s broad scope, which includes history, geography, politics, and economics, a one-size-fits-all approach is inadequate. Pupils with good study habits who also learn in ways that align with their natural preferences are likely to achieve better outcomes.

For instance, a pupil who is an auditory learner might benefit from listening to recorded lectures or engaging in discussions, combined with disciplined study habits like regular review sessions and active participation in class (Gbore, 2013; Yusuf and Adigun 2010).

1.2STATEMENT OF THE STUDY ON STUDY HABITS

It is evident in Nigeria’s education system that primary school pupils’ academic performance in social studies (just as in other areas) is still declining despite numerous reforms in the education system to improve the standard of education. Pupils’ study habits and learning styles toward social studies is deteriorating steadily to the extent reflected in their performance in both internal and external examinations.

These have been attributed to method of instruction that resulted to pupils’ learning styles. However, due to individual differences, pupils’ learning styles vary. The teachers at primary schools do this and adopt different teaching strategies considering their pupil’s learning styles as well as their individual differences.

This further makes it difficult for some learners to grab the instruction easily. Therefore this study determined to investigates the influence of study habits and learning style on primary school pupils’ academic performance in Nigeria.

TABLE OF CONTENT

Title

Title Page

Declaration

Dedication

Acknowledgments

Tables of Contents

List of Tables

Abstract

CHAPTER ONE: INTRODUCTION

1.1    Background of the study

1.2    Statement of the problem

1.3    Purpose of the study

1.4.1 Research Questions

1.5    Hypotheses

1.6    Significance of the study

1.7    Scope of the study

1.8    Definition of Terms

CHAPTER TWO:  REVIEW OF RELATED LITERATURE

2.1    Theoretical Framework

2.2    Conceptual Framework

2.2.1 the concept of study habits

2.2.2 overview of study habits on academic performance

2.3    Empirical Framework

2.4    Literature Appraisal

CHAPTER THREE: RESEARCH METHODS

3.1    Research Design

3.2    Area of the Study

3.3    Population of the Study

3.4    Sample and Sampling Technique

3.5    Instrumentation

3.5.1 Validation of the Research Instrument

3.5.2 Reliability of the Instrument

3.6    Administration of the Instrument

3.7    Method of Data Analysis

CHAPTER FOUR: DATA ANALYSES AND DISCUSSION OF RESULTS

4.1    Introduction

4.2    Data Analyses and Results

4.2.1 Research Question One

4.2.2 Research Question two

4.2.3 Research Question Three

4.2.1 Research Question four

4.2.5 Research Question Five

4.2.6 Hypothesis One

4.2.6 Hypothesis two

4.2.8 Hypothesis three

4.2.9 Hypothesis four

4.2.6 Hypothesis five

4.3    Summary of Findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary of Work

5.2    Conclusion

1.3    Recommendations of the Study

5.4            Suggestions for further studies

References