CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

In this chapter, the analyzed data are presented and interpreted to meet the demands of the
research questions and hypotheses of the study. The findings from the analysis were also summarized.

4.1 Research Questions

Research Question 1

How does different study habits influence the academic performance of biology students in secondary
schools in Rivers State?

Table 1: Mean(x) and standard deviation (S.D) scores of responses of male and female biology
students on influence of study habit in academic performance in Obio/Akpor L.G.A of Rivers State.

S/N Questionnaire items Male Female Decision

Biology Biology
Students students
X S.D X S.D
1. Do you engage in active learning Accepted
techniques (e.g summarizing when 3.05 2.69 3.00 2.64
studying
2. Do you have a dedicated study space 2.25 1.97 2.22 1.86 Rejected
3. Do you manage your time effectively to 2.90 2.53 3.25 2.79 Accepted
balance study, work and personal
commitments
4. Do you use effective note- taking 3.10 2.60 3.25 2.84 Accepted
strategies during classes or while studying
from textbooks
5. Do you regularly review your study 3.12 2.66 3.05 2.58 Accepted
materials and note
6. How often do you utilize resources such as 3.09 2.72 3.30 2.86 Accepted
textbooks, online materials or library
resources for studying

GRAND MEAN AND STANDARD DEVIATION

Based on the data in table 1 with a grand mean of 3.48 (male biology students) and 3.01 (female biology
students) which is above criterion mean of 2.5.

However, it confirms that engaging in different study habits influences academic performance of
biology students in secondary schools.

Research question 2
What is the influence of environmental factor on study habits of biology students in secondary schools

Table 2: Mean(X) and standard deviation (S.D) scores on responses of male and female biology
students on the influence of environmental factor on study habit of biology secondary school students
in obio/Akpor LGA of Rivers State.

S/N Questionnaire items Male Biology Female Decision

Students Biology
students
X S.D X S.D
7. The availability of a quiet study space at 3.10 2.68 3.20 2.72 Accepted
home positively affects study habits
8. The availability of study resources 3.15 2.79 3.50 2.84 Accepted
(e.g textbooks, references materials) at
home positively influences study habits
9. The level of noise pollution in the 3.09 2.66 3.55 3.11 Accepted
environment affects the concentration
and focus during study sessions
10. The presence of distractions in the 3.15 2.76 3.40 3.00 Accepted
environment (e.g noise, television,
siblings) negatively impacts study habits
11. Adequate and comfortable seating 2.90 2.70 3.10 2.68 Accepted
arrangement contributes to better study
habits
12. The influence of fellow students or study 2.92 2.50 3.55 3.46 Accepted
groups in the environment plays a role in
shaping study habits
3.05 2.68 3.38 2.96
GRAND MEAN AND STANDARD DEVIATION

Based on the data in table 2, students from the secondary school accepted items 7,8,9,10,11 and 12
which indicates availability of quiet space at home for positive study habit;avaliability of study
resources; level of noise pollution; effect of distraction; seating arrangement during study; influence of
study groups and peers plays a role in study. The grand mean of 3.50 (male biology students) and
3.38(female biology students) indicates that the environmental factor plays an important role to
influence student academic performance.

Research Question 3

How does economic factors influence the study habits and academic performance of biology students
in secondary school?

Table 3: Mean(X) and Standard deviation (S.D) scores of responses of male and female biology
students on how economic factor influences the study habit and academic performance
 S/N Questionnaire items Male Biology Female Decision
Students Biology
students
X S.D X S.D
13. Lack of financial support negatively 3.14 2.76 3.65 3.15 Accepted
impacts my academic performance
14. I believe that greater financial stability 3.20 2.79 3.80 3.27 Accepted
would positively influence my academic
performance
15. My parents can afford extra tutoring or 2.22 1.92 2.10 1.73 Rejected
academic support
16. Limited access to educational materials 3.22 2.78 3.00 2.52 Accepted
such as textbooks and online resources
hampers my learning
17. Financial constraints affect the resources 3.10 2.69 3.00 2.58 Accepted
and materials available for my studies
18. Economic factors plays a major role in 3.24 2.80 3.04 2.52 Accepted
influencing my study habit
3.02 2.62 3.09 2.63
GRAND MEAN AND STANDARD DEVIATION

Based on the table correspondents 13,14,16,17,18 indicates lack of financial support as a negative
impact to studies and limited access to educational materials; However, item 15 rejects that all parents
can afford extra tutoring and academic support. The aggregate mean of 3.02(male biology students)
3.09 (female biology students) shows that economic factor is a major influence on the study habit of
secondary school students.

4.2 Hypotheses Testing

The hypotheses formulated for this study were tested using the z-test statistical tool at 0.05 level of
significance.

Hypothesis One: There is significant relationship between study habits and academic performance of
male and female biology students.

Table 4: Summary of z-test of significant relationship between study habits and academic performance
of male and female biology students

Biology N X S.D Z- CAL Z-CRIT DF P. Decision

Students
Male 100 3.48 2.53 1.95 1.97 198 0.5 Accepted
Female 100 3.10 2.59

The result obtained from the analysis in table 4 shows that z-calculated value of 1.97 is less than the z-
critical value of 1.97 at 0.05 level of significance. Thus, the null hypothesis was accepted, which implies
that there is significant relationship in study habits and academic performance in male and female
biology students.

Hypothesis Two: There is no significant relationship between study environment and academic
performance between male and female biology students.

Table 5: Summary of z-test of no significant relationship between study environment and academic
performance between male and female biology students

Biology N X S.D Z-Cal Z- crit. df P. Decision

students
Male 100 3.05 2.68 -1.38 1.97 198 0.5 Accepted
Female 100 3.38 2.96
The result obtained shows z-calculated value of –1.38 is less than the z- critical value of 1.97 at 0.5 level
of significant. Thus, the null hypothesis was accepted.

Hypothesis Three: There is significant relationship between Economic factors and academic
performance of biology students

Table 6: Summary of z-test of significant relationship between Economic factors and academic
performance of biology students

Biology N X S.D Z-cal Z-crit. df P. Decision

Students

Male 100 3.02 2.62 -2.38 1.97 198 0.05 Accepted

Female 100 3.59 2.62
The table shows the z-cal value of –2.38 is less than the z-critical value of 1.97. Thus, the null
hypothesis was accepted.

4.3 Summary of Findings

The findings from the data analysis are summarized below:

1.Study habits are integral for good academic performance of students in the teaching and learning
process.

2. Study environment plays an important role in academic performance for students , but can still be
managed with good study habits.

3.Economic factor is a great necessity for any student to be able to survive the academic world

APPENDIX I

RESEARCH QUESTIONNAIRE
Dear respondents,

Pls respond to the questions honestly as there is no wrong or right answer. You are expected to tick

(√ ❑ ) one box in each item. Your response will be treated confidentially and used for research
purpose only

SECTION A

Name of school:

Sex: Male Female

SECTION B

Read each statement below and carefully tick ( √ ❑ ) in the column you feel is an appropriate option:

Strongly Agree - (SA)

Agree - (A)

Disagree -(D)

Strongly Disagree -(SD)

 S/N Questionnaire items SA A D SD

A HOW DIFFERENT STUDY HABITS INFLUENCE THE ACADEMIC

PERFORMANCE OF BIOLOGY STUDENTS
1. Do you engage in active learning techniques (e.g summarizing when
studying)
2. Do you have dedicated study space
3. Do you manage your time effectively to balance study, work and
personal commitments
4. Do you use effective note-taking strategies during classes or while
studying from textbooks
5. Do you regularly review your study materials and note
6. How often do you utilize resources such as textbooks, online materials
or library resources for studying
B. WHAT IS THE INFLUENCE OF ENVIRONMENTAL FACTOR ON STUDY
HABITS OF BIOLOGY STUDENTS
7. The availability of a quiet study space at home positively affects study
habits
8. The availability of study resources (e.g textbooks, reference materials)
at home positively influences study habits
9. The level of noise pollution in environment affects the concentration
and focus during study sessions
10. The presence of distractions in the environment (e.g
noise,television,siblings) negatively impacts study habits
11. Adequate and comfortable seating arrangement contributes to better
study habits
12. The influence of fellow students or study groups in the environment
plays a role in shaping study habit
C. HOW DOES ECONOMIC FACTORS INFLUENCE STUDY HABIT AND
ACADEMIC PERFORMANCE OF BIOLOGY STUDENTS
13. Lack of financial support negatively impacts my academic performance
14. I believe that greater financial stability would positively influence my
academic performance
15. My parents can afford extra training or academic support services
16. Limited access to educational materials such as textbooks and online
resources can hamper my learning
17. Financial constraints affect the resources and materials available for my
studies
18. Economic factors play a significant role in influencing my study habits

CHAPTER 5

DISCUSSION, CONCLUSION AND RECOMMENDATION

5.1 Discussion of Findings

Different study habits and academic performance of secondary school students

The first finding of this study revealed that having study habits is important to academic performance of
students to enable them study better. This is proven to be true with the aggregate mean of 3.48(Male
biology students) and 3.01(Female biology students) which exceeded the criteria mean of. 2.50. Bowling
(2000) submits that students who tend to perform high across most of their subjects can be considered
to have good study habits. The tested hypothesis which produced a z- Calculated value of 1.95 also
showed that there is significant relationship between study habits and academic performance.

Environment and Student Academic Performance.

The second finding of the study revealed that study environment has an influence on academic
performance. The criterion mean of 2.50 was exceeded with aggregate mean of 3.05(Male biology
students) and 3.38 (female biology students) which agrees with Ruch (1995), who wrote on the need to
consider the type of chair and desk use for study. And Ballow (2000), who pointed out the glaring light
can cause eye strains and headache.

Economic factors on Secondary school students.

The third finding of this study revealed that economic factors play an important role in student
academic performance, the criterion mean of 2.50 was exceeded. With the aggregate Mean of 3.02
male biology student. And 3.09 female biology students. Which indicates that he was accepted. By the
correspondents.

5.2 Implications of this study

This study implies that the study habits influence the academic performance of biology students in
secondary schools in Obio/Akpor Local Government Area of Rivers State.

5.3. Conclusion

Based on the results of this study, it has been established that developing different study habits have
a positive effect on students academic performance in secondary schools in Obio/Akpor local
government area Of Rivers State.

5.4 Recommendation

Based on the findings of the study, the following recommendations were made

5.5 limitation

Results might not accurately reflect the opinion of all members of the sampled population.

5.6 Suggestion for further studies

From the findings of this study, the researchers suggested the following

I. further study should encourage.

REFERENCES
 Table of content

Title page

Declaration

Dedication

Acknowledgement

Table of contents

List of tables

Abstracts

CHAPTER ONE

1.1 Background to the study

1.2 Statement of the problem

1.3 Aim and objective of the study

1.4 Research questions

1.5 Research hypothesis

1.6 Significance of the study

1.7 Scope of the study

CHAPTER TWO

Review of Related Literature

2.1 Conceptual framework

2.2. Theoretical framework

2.3 Review of Empirical

2.4 Summary of the literature

CHAPTER THREE

Methodology

3.1 Research Design

3.2 Population of the study

3.3 Sample size and sampling technique

3.4 Instrumentation

3.5 Validity of the instrument

3.6 Reliability of instrument

3.7 Administration of the instrument

3.8 Method of data analysis.

CHAPTER FOUR

Data presentation and analysis of the Data

4.1 Research questions

4.2 Hypothesis Testing

4.3. Summary of the findings

CHAPTER FIVE

Discussion, conclusion and recommendation

5.1 Discussion of findings

5.2 Implication of Findings

5.3 Conclusion

5.4 Recommendation

5.5 limitation

5.6 Suggestions for further studies

References

Appendix 1