Acheaw, M. & Larson , A. (2014, May 6).

Reading Habits Among Students and its Effect

on Academic Performance: A Study of Students of Koforidua Polytechnic. Retrieved from
https://s3.amazonaws.com/academia.edu.documents/44394099/Journal_1.pdf?response-content-
disposition=inline; filename=Reading_Habits_Among_Students_and_its_Ef.pdf&X-Amz-
Algorithm=AWS4-HMAC-SHA256&X-Amz-
Credential=AKIAIWOWYYGZ2Y53UL3A/20191113/us-east-1/s3/aws4_request&X-Amz-
Date=20191113T172517Z&X-Amz-Expires=3600&X-Amz-SignedHeaders=host&X-Amz-
Signature=d9404f469a604e4f7259eb7f5f8d8eca2c6837947554d0b17d73034940ea872b.
The study revealed that 62.5% of the respondents acknowledge the importance of reading and
said reading helps them to express themselves better. However, the study also found that 81.9%
had not read a novel or fiction within the two preceding semesters and only 18% said they had
read a novel or fiction within the same period. The study further confirmed that 75.0%
respondents engage in reading just to pass an examination. It was also confirmed in the study
that 62.0% of the respondents visit the library to read lecture notes, 25.0% to read textbooks and
only 3.0% visit the library to read novels or fiction. The study revealed that majority of the
respondents had the view that reading habits have effect on academic performance and that there
is a direct relationship between reading habits and academic performance. The study further
found out that laziness is one of the basic hindrances to reading among the respondents.
BaHammam, A. S., Alaseem, A. M., Alzakri, A. A., lmeneessier, A. S., & Sharif, M. M.
(2012, August 1). The relationship between sleep and wake habits and academic performance in
medical students: a cross-sectional study. Retrieved from
https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-12-61.
Results
The final analysis included 410 students (males: 67%). One hundred fifteen students (28%) had
“excellent” performance, and 295 students (72%) had “average” performance. The “average”
group had a higher ESS score and a higher percentage of students who felt sleepy during class. In
contrast, the “excellent” group had an earlier bedtime and increased TST during weekdays.
Subjective feeling of obtaining sufficient sleep and non-smoking were the only independent
predictors of “excellent” performance.

Conclusion
Decreased nocturnal sleep time, late bedtimes during weekdays and weekends and increased
daytime sleepiness are negatively associated with academic performance in medical students.

Dr. Amuda B.G., & Dr. Ali,. (April 2018). Relationship among study habits, gender,
martial status, Age, Parent’s level of education and Academic performance of NCE
students in Kashim Ibrahim College of Education Maidurugi. Borno state, Nigeria.
International Journal of Education, Learning and Development Vol.6, No.4, pp.78-89.
Retrieved from:http://www.eajournals.org/wp-content/uploads/Relationship-Among-
Study-Habits-Ge nder-Marital-Status-Age-Parent’s-Level-of-Education-and-Academic-
Performance-of-Nce- Students-in-Kashim-Ibrah im-College-of-Education-Maiduguri-Borno-
State-Nigeria.pdf

Parents’ education may have unquestionable influence on their children’s

performance. For parents to positively reinforce their children perform better;
parents need to have the means and be aware of the need for education so that
adequate support, material, moral and financial can be given to their wards (Bakari,
1997). This would enable those set high goals for themselves and pursue them
through a variety of means (Girei, Badejo, Jika & Ahmed 2002). Studies by
Grisemer, Kirby and Williamson (1994), and Okantey (2008) reported that parents’
level of education is a good predictor of academic performance of students.
Fontaine (1996) also indicates that educational attainment of parents is a good
predictor of students’ academic performance. Padberg (1991) also reported that
parents, educational background have a positive effect on students’ academic
performance.In spite of numerous findings on studies that showed the relationship
between parents’ level of education and academic performance, there is still a gap
in our knowledge of the relationship of parents’ level of education in relation to
other variables such as study habits, gender, age and marital status as predictors of
academic performance. In a study by Wikeley and Jamieson (1999) in Mohammed
(2006) on school response to gender differences in examination performance, it
was reported that, girls were better than boys. When asked why International Journal
of Education, Learning and DevelopmentVol.6, No.4, pp.78-89, April 2018

In spite of numerous findings on studies that showed the relationship between

parents’ level of education and academic performance, there is still a gap in our
knowledge of the relationship of parents’ level of education in relation to other
variables such as study habits, gender, age and marital status as predictors of
academic performance. In a study by Wikeley and Jamieson (1999) in Mohammed
(2006) on school response to gender differences in examination performance, it
was reported that, girls were better than boys. When asked why girls got better
marks than boys did, both groups talked about girls caring more about

schoolwork, wanting to succeed more, working harder studying more, trying

harder, and listening more in the class and even being cleverer. Both boys and girls
perceived that girls were more diligent about coursework than boys were.
However, this trend seems to be changing in the recent past and such
discriminations are not so marked.

Age of the individual, as it increases usually affects the various developmental

changes and in affects every area of human performance (Ukneze, 2007). In
addition, it is often been said that, older students, being more highly motivated and
being more experienced in many realms of life, should obtain higher grade point
average (Sturman, 2003). Similarly, Morris (1995) reported that, younger students
obtain higher grade than older students, because of their relative freedom from
cares. He also observed that, age of the students while he/she attended college
might be of some importance about his academic success in college (Naderi,
Abdullah & Kumar, 2009)

Ergene, T. (n.d.). The Relationships among Test Anxiety, Study Habits, Achievement,
Motivation, and Academic Performance among Turkish High School Students*. Retrieved from
https://search.proquest.com/openview/108a26a3afbec228b3f9a5e3c85d91c3/1?pq-
origsite=gscholar&cbl=1056401.
. A positive relationship between study habits scores and achievement motivation level (r=.39, p
0.01) was found. Gender, worry subscale of TAI and study habits predicted academic success in
general. No correlation was observed between achievement motivation and academic success.
Test anxiety and study habits were associated positively with academic success and there was no
association with achivement motivation. Females were significantly higher in test anxiety scores
as consistent with the literature. The results were discussed in the light of the literature.

Gooding, Y., (2001). The relationship between parental educational level and
academic success of college freshmen. Retrieved from:
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=142&context=rtd

Eleven factors were used to analyze the relationship between parenteducational

level, and student academic achievement and performance. The findings of the
study indicated that parent educational level, family structure/marital status, and
income range have a positive influence on their student's academic potential and
achievement. Students whose parents had higher educational levels performed
higher on standardized tests than parents with lower educational levels. The results
from this research showed that socioeconomic factors weigh heavily on the
potential and academic achievement of first-time freshmen at Iowa State
University.

Parental Educational Attainment and Student Academic Achievement Dornbusch,

Ritter, Leiderman, Roberts, and Fraleigh (1987) purport that parental education
level affects parenting style which, in turn, affects children's academic success.
Dombrusch et al. added that families with higher educational levels are likely to be
more permissive and less strict in parenting. According to Mullis and Jenkins
(1990) and White (1982), parental education shows a strong correlation to students'
academic achievement.
Melby and Conger (1996) found that a mother's and father's educational attainment
link positively to parenting and adolescents' academic performance. Stevenson and
Baker (1987) reported that well-educated mothers who have a predisposition to
information about school are more likely than less educated mothers to discuss
their child's school performance. The same study showed that well-educated
mothers' expectation levels are higher and they have more demands of academic
achievement for their childre

Smith (1989) examined the difference between paternal and maternal influence on
students' academic performance and educational goals, and concluded that 6 th, 8th,
10th grade students were greatly impacted by parental educational attainment. A
parent's educational level influenced the realistic expectation and the ideal
educational aspiration of the student. The results of this study found that paternal
education had an effect only on students' educational expectation.

Khurshid, F., Tanveer, A., & Qasmi, F. N. (2012, January). Relationship between Study
Habits and Academic Achievement among Hostel Living and Day Scholars’ University Students.
Retrieved from
https://pdfs.semanticscholar.org/3e69/9a05f8b90d31618f3811e4d9e12fe1df2a7d.pdf.
The female students are good at the study skills and also show good results as compared to the
male students. This may be due to gender difference that they manage their time effectively and
prepare their tests and exams in a proper way. Day scholar student have higher mean score on
study skills inventory as well as on academic achievement than the hostel living students. This
may be due to the fact that hostel living students face certain problems like spending extra
money, living away home, do personal work they may have difficulty in time management for
studies. These problems directly affect their academic achievements. Day scholars blessed with
proper facilities available at home according to their needs this leads towards full concentration
in studies and consequently get higher academic achievement.
Looyeh, R., Hayede, Fazelpour, S., Fateme, S., Masoule, R., Mitra, M., … Ehsan. (2017,
June 10). The Relationship between the Study Habits and the Academic Performance of Medical
Sciences Students. Retrieved from http://hnmj.gums.ac.ir/browse.php?
a_id=888&sid=1&slc_lang=en&html=1.
The academic performance of the majority (67.2%) of the students was estimated to belong to
the intermediate level. Data suggests that the academic performance of the students had the
highest correlation with the field of noting (p < 0.0001 and r = 0.234), while the lowest
correlation was with the wellness area (p = 0.03 and r = 0.101). In general, the correlation
between study habits and academic performance was significant (p < 0.0001 and r = 0.229). In
addition, the study habits score can predict 6.8% of the changes in academic performance (R2 =
0.068). Conclusion: The results showed that the study habits of the students are at a relatively
good or average level. In addition, owing to the existence of a significant relationship between
study habits and academic performance, education administrators and planners can enhance
students' study habits with the inclusion of appropriate educational content, especially their skills
of noting and reading their notes, and thus improve their academic performance. There is a
significant relationship between the study habits of students and their academic performance.

Mendezabal, M. (n.d.). Study Habits and Attitudes: The Road to Academic Success.
Retrieved from http://www.open-science-repository.com/study-habits-and-attitudes-the-road-to-
academic-success.html.
Results of the study showed that the students did not possess a favorable study habits and
attitudes. Based from their responses, it was revealed that the students do not have efficient time
management, they lack planning and concentration in their studies, they have poor skills in
reading, ineffective test-taking techniques and failure to inform their teachers of their difficulties
with school work and ask for their help. Similar results were identified by Nouhi et al. (2008) as
students’ weakness in study. The findings were also noted in the study of Aquino (2011) and
Nagaragu (2004). It was suggested in a literature review by Sarwar et al. (2009) that student
should draw up a time table for study which enables the learner to organize his study effectively.
Furthermore, positive study attitudes which are a driving force behind study habits should be
adopted by the student in order to succeed.

Another revelation from this study was the overall performance of the students in the licensure
examinations, which is at average level.  This situation is prevailing in many institutions of
higher learning where few students perform excellently. It was evident in the report of the PRC
that performance of graduates in the different licensure and board examinations has been
declining. The overall passing rates were quite low. This was also supported by other research
about education standard, indicating that deterioration had occurred in all branches of education
in the society.

The study further revealed significant relationships between students study habits and attitudes
and their performance outcomes in the licensure examinations.