RELATED LITERATURE (PARAPHRASED)

According to Çakıroğlu U. (2014), to assess students learning abilities, they took

an achievement test. The study included 62 sophomore students who enrolled in an

online introductory programming course. The pupils' learning styles were assessed

using Kolb's Learning Style Inventory (LSI). Another survey created by the researcher

was utilized to determine the study habits of the students. As a result, significant

connections were discovered between learning styles, study habits, and learning

outcomes. For instructors who want to implement synchronous courses and support

learners, the findings provide some insights into distance learners' learning methods

and study habits.

Based on Bhebhe S. et al. (2020), The manner in which distance learners learn

has an impact on their ability to succeed in various programs of study. The goal of this

study was to get the perspectives of a group of open and remote learners on how they

approached learning. The research was based on an interpretivist research paradigm

and used a qualitative research approach with a case study design. A purposive sample

of 18 distance education learners who are practicing teachers registered for an

education degree program at one university in Eswatini were given an open-ended

questionnaire. The content of the data was examined, and conclusions were reached.

The survey's findings demonstrated that some distance education students had the

opportunity to prepare for their contact class, while others struggled to balance work,

family, and study time. Students had the opportunity to prepare for their assignments

and assessments both alone and in groups, according to the study's findings. According

to the findings, some students prefer to study alone, while others prefer to study both
alone and in groups. The study's key findings were that some students in open and

remote education prepared for classes while others did not, and that some students

worked individually while others worked in groups. Orientations are recommended by

the study to help students manage their time.

As stated in the University of Cape Coast Distance Education students in the

Cape Coast Study Centre in Ghana's Central Region were studied for their study habits.

The investigation was conducted using a descriptive survey design. 338 Business and

Education remote learners were chosen using stratified and simple random selection

processes. The data was collected from the respondents using a self-designed

questionnaire with 40 items. The data was analyzed using descriptive statistics

(frequencies and percentages). The survey's findings revealed that Distance Education

students have study habits such as reading in bed, not being able to study for at least

three hours per day, not looking for extra materials on the internet, and not going over

their notes before their next face-to-face appointment. According to the findings of the

study, distance education students require assistance and counseling in time

management, prioritizing daily activities, and developing effective reading abilities. As a

support service, it is advised that distance education students receive coaching and

counseling on efficient study habits.

According to Bowman (2012), Any chemistry teacher's purpose is to improve

student performance. With the rise of internet technology in recent years, instructors

have struggled to provide students with appropriate online learning tools. These

products haven't always had the desired effect of raising student achievement. Students

either do not use or do not use properly the resources offered, which is partly due to the
attitudes that students bring to a course. Students' use of online resources, online

homework, attitudes toward science and technology, and performance were all

investigated in a study at a mid-sized private university. Based on their demographics

and initial responses to the surveys, the student cohort was thoroughly examined; there

was a slight, positive link between students' views toward science and their

performance in general chemistry. Changes in students' views were also investigated in

regard to their use of internet resources. Many students were found to be overconfident

in their chemistry abilities when they began the course, and their confidence (self-

concept) decreased during the first term of general chemistry. Students using online

assignments and educational materials, such as lecture slides or exam answers, were

found to have a lower level of confidence. xviii Various effectiveness assessments of

online resources were conducted.The materials that best aided students in general

chemistry were determined by analyzing student access to Bb Vista (course

management system). The availability of lecture slides and exam answers on the

internet was found to be favorably connected with student grades. Finally, the use of

OWL (online web-based learning) by students was investigated, with an emphasis on

specific chemistry topics (such as electronegativity and enthalpy) and student success.

A high number of attempts at online assignment problems, along with a short average

time spent per attempt, indicated that students were struggling with chemical concepts.

The survey and course performance data were taken during general chemistry 1 and 2

in Fall 2009, while the online resource utilization data were obtained during general

chemistry 1 and 2. (Fall 2009 and Winter 2010).

 Based on Cross S. (2021), despite a significant corpus of research into how

students regarded the Covid-19 pandemic's effects, the effects on existing remote

learning universities have gotten less attention. The goal of this study was to determine

how distance learning students' study habits (learning, assessment, and social

activities) changed over time, as well as the elements that contributed to unfavorable

outcomes. An online survey of 555 undergraduate students at The Open University in

the United Kingdom gathered data on demographics, study-related information, Covid-

19 personal circumstances, and changes in study habits. An average of 36% of the

study population reported negative impacts on their study activities, while 15% reported

positive impacts.

Conforming to Çakıroğlu, Ü. (2014). The links between learning styles, study

habits, and learning performance in an online programming language course were

investigated in this study. The study included 62 sophomore students who enrolled in an

online introductory programming course. The pupils' learning styles were assessed

using Kolb's Learning Style Inventory (LSI). Another survey created by the researcher

was utilized to determine the study habits of the students. To assess their learning

abilities, they took an achievement test. As a result, significant connections were

discovered between learning styles, study habits, and learning outcomes. For

instructors who want to implement synchronous courses and support learners, the

findings provide some insights into distance learners' learning methods and study

habits.

In accordance with the study entitled “Study habits and their effects with the

academic performance of Bachelor of Science in Radiologic Technology Students”. The

goal of this study was to see how students' study habits affected their academic

performance in professional and general education areas. The researcher employed a

sample of 32 students from a university in Bulacan's Bachelor of Science in Radiologic

Technology program within the College of Allied Medical Sciences for the academic

year 2019–2020 to achieve this goal. The researcher used a descriptive-correlational

research method, which relied heavily on a standardized questionnaire as the major

data collection tool. The non-zero B coefficients in the regression analysis suggest that

all eight (8) variables of study habits are connected with academic performance

(professional subjects and general education subjects) of students to varied degrees.

The analysis of variance of the regression of study habits on student academic

performance indicated a F ratio of 0.939 and 0.900, respectively, with an association

probability of 0.505 and 0.533. The null hypothesis (Ho) cannot be rejected since the p-

values are bigger than alpha. It may be confidently inferred that the students' study

habits did not have a substantial combined effect on their academic performance.

Conclusions were reached, and suggestions were made.

In the study Pham (2018) entitled “The factors affecting students' online learning

outcomes during the COVID-19 pandemic”. The COVID-19 pandemic, a global public

health emergency declared by the World Health Organization (WHO) as an outbreak in

January 2020, has rendered remote education via the E-learning system an essential

and indispensable requirement. Interviews with 404 students who were subjects of the

survey utilizing the convenience sampling method via questionnaires were used to

investigate factors affecting students' online learning results during the COVID-19

pandemic. Cronbach's Alpha reliability analysis and Bayesian Exploratory Factor

Analysis were used in the investigation (BEFA). The research scales' evaluation results

revealed that 28 observed variables were employed to measure seven research

concepts. The hypotheses' test results revealed that six factors, in descending order,

influence students' online learning outcomes: learner characteristics, perceived

usefulness, course content, course design, ease of use, and faculty capacity.

Based on Fjelstul J. (2006), Teaching Professionals from the Ladies Professional

Golf Association can be found all around the country, many of them are self-employed.

Prior to this study, there was no review session for Class A written test preparation. The

goal of this study was to use an online medium to aid first-time test takers in their

preparation for the LPGA Class A written evaluation. Between July and November

2005, LPGA T & CP Class B first-time exam takers were invited to participate in the

study. Self-evaluations, discussion threads with test-related topics, and practice quizzes

were all part of the online review session. The pass rate percentage of those who took

part in the online review session was compared to the pass rate percentage of those

who did not take part in the online review session in the study. When compared to test

takers who did not receive intervention, there was no significant increase in the pass

percentage rate of the online review session participants, according to a test of

proportions. Participants in the online review sessions, on the other hand, had greater

pass rates and average test scores. This research could be used to build online review

sessions for LPGA Class B and Apprentice written evaluations in the future, with the

purpose of increasing academic performance. The current work should be replicated in

the future, but with a bigger sample size. Future studies should include Class B and

Apprentice test takers, rather than just first-time test takers.

 As reported In Spring (2020, because to the COVID-19 epidemic, in-person

training was replaced with virtual instruction. We employ two complementary difference-

in-differences frameworks, one that takes use of within-instructor variation per course

on whether students started their Spring 2020 classes in person or online, and the other

that includes student fixed effects. We calculate the impact of this change on community

college students in Virginia's academic performance. Both approaches have minor

negative effects on course completion (three to six percent). Our findings imply that

having taught an online course before does not minimize the negative impacts. In an

exploratory investigation, we find that the switch to online instruction has negligible long-

term consequences.