1

THE INFLUENCE OF STUDY HABIT ON ACADEMIC ACHIEVEMENT

ON STUDENT IN SOCIAL STUDIES IN BIASE LOCAL GOVERNMENT
AREA IN CROSS RIVER STATE

A RESEARCH PROJECT
BY
IVA SIMON IBE
REG NO.: CRSCOE/SA/2012/4993
DEPARTMENT OF ECONS/SOS

SUBMITTED TO

SCHOOL OF EDUCATION
CROSS RIVER STATE COLLEGE OF EDUCATION
AKAMKPA

IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD

OF NIGERIA CERTIFICATE IN EDUCATION (NCE)
APRIL, 2016

CERTIFICATION
This is to certify that this research work title: the influence of study habit on
academic achievement of student in social studies in Biase Local Government Area
is an authentic work independently carried out by IVA, SIMON IBE with
Matriculation number CRSCOE/SA/2012/4993 of the department of Economics
and Social Studies under my supervision.

Rev. Dr. C. I. Enunwah

Project Supervisor
Signature ..

Date .....

DEDICATION
This research is especially dedicated to the almighty God who made this
work a success.

ACKNOWLEDGEMENTS
The completion of this work has been made possible by good people. Before
I proceed I wish to express my sincere gratitude to my supervisor Rev. Dr Clement
I. Enunwah for his intellectual, constructive, unbiased but objective and manuscript
for necessary correction.
This scholarly advise, direction and concern to make sure this projects is
gratifying and meaningfully experience. My special thanks goes to my Parents
Mr/Mrs Ibe Iva, who lead this wonderful foundation for me, most especially who
supported me financially and secondly my appreciation goes to my lovely brothers
Mr. Nelson Ibe A. (merchant) and my younger one Samuel Ibe Wai for their
support and encouragement. I will not forget the family of Mr. & Mrs. Abang Ezit a
senior staff secondary school teacher (Senior staff) who was my school adviser they
supported me positively.
My thanks equally goes to all my sisters Sis. Glory, Sister Eno Evas, Sister
Elizabeth.
Remember my good friends Ibuni, Amos Joshua, and James Ogar and Eze
Okike for their friendly love and encouragement.

Remember my good friends Ibuni Joshua, and James Ogar, for their friendly love
and encouragement.
I am deeply conscious of my debt to the entire authors and my sponsors who
work to make this research work a reality. Finally my profound gratitude goes to
the almighty God, my wonderful counsellor and mentor who in his infinite mercy,
love and guidance has seen me through my career.

TABLE OF CONTENTS
-

Certification

ii

Dedication -

iii

Acknowledgment -

iv

Table of content

Abstract

`-

vii

Title page

CHAPTER ONE: Introduction

Background of the Study -

Statement of the Problem

Purpose of the Study

Significance of the Study

Research Questions

Scope of the Study -

CHAPTER TWO: Review of Related Literature

Introduction

10

10

Student Academic Achievement in Social Studies -

15

Teachers Influence on Imparting Study Habits on the

Students of Social Studies
-

18

Summary of Literature Review -

20

Defining Study Habit

CHAPTER THREE: Research Methodology

Research Design -

22

Area of Study

23

Population -

24

Sample and Sample Technique

24

Instrument for Data Collection -

25

Validation of the Instrument

26

Method of Data Collection

26

Method of data Analysis -

27

28

Interpretation of the Results

29

Discussion of Results

30

CHAPTER FOUR: Results

Presentation of Results

CHAPTER FIVE: Summary and Conclusion

Summary of Results

31

General Conclusion

32

Implications of the Study -

32

Recommendation -

32

Limitations -

33

33

Suggestion for Further Study

References
Appendix

ABSTRACT
The purpose of this research work is to determine the the influence of study habit
on academic achievement of student in social studies in Biase Local Government
Area of Cross River State. In order to carry out this research three research
questions and a survey design were used for the study. Data were collected from a
sample of 200 students selected randomly using a researcher designed
questionnaires. These data were analyzed electronically using descriptive and
correlation statistics. The following findings were made: The students agreed that
the study habit enhance their achievement in social studies. The average
achievement of students moderately (53%). And study habit has a positive and low
influence on academic achievement in social studies.

CHAPTER ONE
INTRODUCTION
Background of the Study
Education seems to be the most relevant instrument devised by man to
ensure adequate progress in all his endeavours. All societies have different forms of
education to their members, the methods or techniques used by them differ too.
Nowadays, people who lack the foresight of acquiring education seem to
lack the capacity of getting to the top especially in government.
Research has over the years tried to investigate various factors that actually
influence academic performance by students in secondary schools. To this end,
teachers, psychologist, counsellors and other education administrators are
brainstorming to ensure a research based on results. They do this because of the
public outcry of how the countrys educational standard has fallen.
Study habits which have the tendency of making students study as
individuals or as a group seems to have been abandoned may be due to tack of
students interest or of proper orientation on the importance of using such skills

during study. But good study habit can produce positive academic results which are
capable of enhancing thorough reports in terms of students assessments.
Nathna and Vaenagi (2009) have examined the cause of poor academic
performance among university undergraduates which include: poor study habits,
low self- esteem low socio- economic status of the family and poor

family

background yes, poor study habits do affect students academic performance

positively, or negatively. For instance a student who studies on the surface will not
understand what he is reading unless he deepens that rate of interest and attention
on the text (Andrew Northedge 2013). Also, if a student has low self- esteem, he
would never believe studying independently or in a group would do him good.
There are families that would not encourage their children (students) to read while
at home, rates, parents would engage learners on domestic activities all day long.
This can hinder students study habits. Consider students too that if the environment
is stimulating students can embrace study, but if it is not, students study habits
would diminish dramatically.
Ajakayinfa (2000) in her brief preview of the secondary school studies
curriculum exposed that the origin of social studies circles around the need to

sensitize the youth to the problem of his immediate environment she revealed that
social studies is related to other disciplines such as geography, economics, political
science, sociology, psychology, history among others.
The aims and objectives of social studies vary greatly from one culture to
another and from generation to generation. The objectives depend primarily on the
past and present experience. However, the subject aims are to;
i.

Assist man to acquire skills for solving societal problems as well as

ii.

environmental problems.
Influence mans attitude positively to society (social), cultural economic,

iii.

political values and the total environment.

Encourage voluntary participation in social and civic duties as well as

iv.

develop the sense of responsibility.

Equip men with the basic understanding of knowledge of the total
environment. The general objectives of social studies to develop in the

v.
vi.

students are spell out thus;

The right type of values, skills and attitudes.
Good cities, capable and willing to contribute to the development of study

vii.

and
The spirit of national consciousness and national unity.

The objective above briefs us of social studies in schools and society as a

means of sensitizing the youth to the problem of his environment; encouraging role
learning ensuring awareness and possible change in attitude and behaviour.
Morriset (1980) opined that social studies has special focus of positive by
influencing, modify , and changing public behaviour in the direction of acceptable
norms, values, belief, attitudes and produces of the society.
Jakayinka A.. Brings out two importances of social studies in secondary
schools;
1. The inculcation of right values and attitude for the survival of the individual
and the Nigeria society.
2. The acquisition of appropriate skills, abilities and competences both mental
and physical as contribute to the development of the society.
The aforementioned can accurately occur on students if social studies
learning are systematically carried out in schools.
The essential concepts that can enable the endowment of social studies
i.

values on students include;

Understanding the historical development of the behaviour science and the

ii.

changing nature of society.

Understanding the influence of institutions and group behaviour and group
decision making.

iii.

Understanding the process of how human develop, dean, adapt to their

iv.

environment and internalize their culture.

Understanding how personality and agents of socialization impacts the

v.

individual.
Understanding how personality and socialization impact the individual.

Statement of the Problem

Study habits which help a student to grasp his studies firmly is worth
studying (tacking) Habits are those behaviours. We often cultivate when embarking
on certain tasks like studying. It is a known fact that there are various study habits
which are often embedded in reading listening, writing and speaking. These are the
skills which mark the foundation of thorough academic study format.
Even though the skills which have to be studied have been taught from
century ago, there are skill inadequacies that teachers and students alike perpetrate
which have increase the influence of poor academic performance by learners
Teachers and students have become acquainted with these skills like the
tongue and the oesophagus to the extent that the actual relationship has been
sidelined.

The teachers have been teaching these techniques, and students have been
listening, but fail to practicalize the usages. Thereof, it is therefore important for the
learners to study these techniques and apply them in their daily studies. If they do
this they will become genius as they pursue their studies.
Although, it is time consuming trying to utilize these skills effectively during
study, yet those who are reading for interpretation, scholarship, criticism, debate
and evidence need to calm down their hearts and follow the rudiments of good and
veritable study using study habits and techniques systematically.

Purpose of the Study

The purpose of the study was to examine the influence of study habit on the
students academic achievements in social studies in Biase Local Government Area
of Cross River State.
Specifically the study will examine
1. Students views on study habit
2. The level of students academic achievements in social studies

3. Influence of study habit on the students social studies

Significance of the study
The essentiality of this study cannot be over emphasized. Its findings would
benefit teachers students, parents, schools, and other researchers. Its findings will
acquaint the user(s) with critically studied facts on the influence of study habit on
students academic achievements in social studies. The teacher who is one of the
essential personnel in curriculum implementation would definitely realize his or her
roles in influencing students to cultivate good study habit using the essential study
techniques technique and methods.
The study will equally enable government to lay study habits by providing
skilled, experience and goal oriented teacher who would assist in grooming future
leaders with essential skills (habit) for futuristic government engagement.
Research Questions
The following under listed questions were formulated to guide the study
1. What is the average view of students in study habits?
2. What is the average achievement of social studies students in Biase Local
Government Area?

3. What is the degree of influence of study habit in achievements in social

studies?

Scope of the Study

This study was carried out in Biase Local Government Area of Cross River
State.
The following school were selected the schools were selected for study;
1. Commercial secondary school Akpet I
2. Government secondary school Adim
3. Abim secondary school Biase LGA
4. Community secondary school Akpet Central
5. Community secondary school Ugbem
6. Etono secondary school Biase LGA
7. Community secondary school betem
8. Community secondary school idoma
9. Community secondary school Biakpan
10.Government secondary school Ehom

10

CHAPTER TWO
LITERATURE RVIEW
This chapter is concerned with the review of related concepts of influence of
study habit on academic achievement of students of social studies in Biase Local
Government Area.
1.
2.
3.
4.

Defining study habits

Study habits types and its impact on the students of social studies
Students academic achievements in social studies.
Teacher influence in imparting study habit on students of social studies

Defining Study Habits

Respicius Rwehumbiza (2013) in his book understanding examination
techniques and effective study strategies asserted, that most students fail in
examination simply because they lack study skills and examination taking
technique. He therefore said, study strategies, skills or habits are approaches
applied in learning. These approaches are generally critical to success in school,
considering as essentials for acquiring good grades and useful for learning
throughout ones life. He further posited that study skills are an array of skills
which tackle the process of organizing, retaining information or dealing with
assessments. They include mnemonics which aid the relation of list of information:

11

effective reading concentration and efficient note- taking. He confirmed by

revealing that study skills are discrete techniques that can be learned usually in a
short time, and applied to all or most fields of study. The term study habit is used
for general approached to learning skills for specific courses of study.
Professor Thomas Wilmer (2000) opined that study behaviour, skills or
habits refers to the mental readiness to learn. It is organized through experience,
object and the situations in study. Actually that means keeping abreast with the
information and solutions of the problems to make study behaviour for academic
goals positive.
According to Good (1973) the term study habit is the students way of study
whether systematic, efficient or inefficient etc, good study habits are perceived to
be the determinants of the academic performance that is why efforts are made to
develop and improved study habits of students.
Ansan (1980) found out that study habits and study behaviour are both
significant variables which determine the academic performance of the students.

12

Amstrong (1956) on the other hand dechases study habits as the

connections with an activity in terms of process mostly study habits are for the
acknowledgement based on some specific goals and compulsory exercises.
Russel, and Pene, (1992) have cited a research study aimed to find out the
relationship between study habits and students behaviour and academic
performance of students. The findings of this study indicated a positive correlation
between study behaviour , study habits and academic achievements.
Study Habits Types and It Impact On the Students of Social Studies
Generally speaking, study habits are veritable tools for academic excellence
and exploit by students. For the student to utilize these habits, he or she must have
adequate knowledge of these.
Prestan, Rah(2006) presented the following types of study habits; reading
and listening, rehearsal and note learning, flashboards training, keywords, visual
imagery, acronyms and mnemonic, examination strategy and time management,
reading and listening is an essential types habit which students must cultivate.
Educators like John Dewey have argued that students need to learn critical thinking
which will enable them to question and weigh up evidence as they learn. This can

13

be done during lectures or when reading books students sought to note one of the
methods used in focusing on key information

when studying; the PQRST

( preview, question, read, summarise and test) method. This method prioritizes the
information in a way that relates directly to how they will be asked to use that
information on examination context in previewing, the student looked at the topic
to be learned by glancing over the major headings or points in the syllabus. When
questioning the students formulates to be answered following through examination
of the topic. Then he reads through the related material, focusing on information
that best relates to the questions formulated earlier. Of course, the student
summarizes the topic, bringing his or her own understanding in the process. This
method encompasses writing notes, spides diagrams, flow diagrams, label
diagrams, mnemonics or ever voices recording lastly, the students answers the
questions drafted, avoiding any question that might distract or change the subject.
Rehersal and note learning includes the process of committing something to
memory (memorization). The act of memorization is often a deliberate mental
process undertaken in order to store in memory for late recall items such as
experiences names, appointments, addresses, telephone numbers, list, stories,

14

poems , pictures maps, dates, facts, music or other visual, auditory, or tactical
information. Memorization may also refers to the process of storing particular
information (data) into the memory of a device. One of the most basic approaches
to learning any information is simply repeating it by note. Typically, this will
include reading over notes or text books and re-writing notes. Study habit also
include critical study of keywords. When summary is used, large amount of
information is condense from a course or book into shorter notes. Often these are
then condensed. Furthers into key word or facts. Organizing summarise such as
outlines showing key words, definitions and relations, usually in a tree structure
visual imagery is another veritable study habit types and can benefit students
greatly when they take information from their study which are often heavily verbal
and use visual techniques to help encode and retain it in memory some memory
techniques make use of visual memory. For example the method of Loci, a system
of visualizing key information in real physical locations e.g around a room.
Another important types of study habit is the use of acronyms and mnemonics. A
mnemonic is a method of organizing and mnemonic information. Some students
uses simple phrase of fact as a trigger for a longer list of information. For examples

15

the cardinal point of the compass can be recalled in the correct orders with the
phrase never eat shielded wheat which means North east, south and west
students can also use examination writing strategy to overcome examination
problems. It will also be thing of help to the students, if they manage time well.
Avoidance of procrastination would be a thing of immerse help benefit to students.
Time management in study sessions aims to ensure that activities that achieve the
greatest benefit are given the greatest focus.
Student Academic Achievement in Social Studies
Traditional approaches to problem solving are grossly inadequate in the face
of complex realities of our time. There is need to design ways and come up with
different alternatives solutions to seemingly naughty challenges of life. Hassam and
Ogunyemi (2008) pointed that, unfortunately, the traditions of education and the
thinking culture of our country/society make no provision for design. We see it
applying only to building and furnitive social studies is one of the compulsory
subjects studied in junior secondary schools in Nigeria. Like Udoh (1993) and
mansaray (1996) pointed out that the subject is a discipline that can be used in
solving problems of relationship and intersection in mans dynamic environment.

16

Problem that may rise from nuclear to extended families, work places and schools;
the manner in which negotiations and settlement are ordered to tackle these
problems amicably has a close relationship with social studies teaching and
learning.
Accordingly, Bergeson (2003) stated that social studies must be centred on
innovative methods that can aim at seeking the truth which include problem solving
and learning by experimenting and discovery The importance of social studies in
Nigerian educational system cannot be overemphasized. The objectives of social
studies education which are in line with the philosophy and his aims of Nigerian
education are hinged on the development of high competences required for solving
mans diverse environmental problems for better and affection social living. To be
specific, the focus of social studies is to free Nigerian child from the apron strings
of colonial education which merely propagated foreign values and therefore
acquaint himself with his own cultural values and traditions. The teaching of social
studies is directed towards building a vinile Nigeria nation irrespective of ethnic
diversity. Adeyemi and Ajibadel (2011) noted that social studies is also directed

17

towards promoting citizenship and values education in addition to skills

development.
Jaok and Johannes (2001) made the comment that gender differences in
achievement have been examined for sometime, resulting to a substantial body of
literature. They stated that the importance of examining strategy in relation to
gender is based primarily on the socio-cultural differences between boys and girls.
Traditionally, girls in our society have been encouraged to conform, whereas boys
are expected to be active and dominant risk takes. Hassan and Ogumyemi(2008)
corroborated the view that most boys are provided with toys their visual spatial
ability such as trucks, legos (toys consisting of plastic building block and other
components and model Spencer (2004) also affirms that the game of girl are often
highly structured reigning turn taking and rules. Thus social expectation and
conformity pressures may create cultural blocks to girls.
Tabummi (2004) discovered that gender composition has a significant
relationship with students academic achievement or performance, and that gender
composition has a significant influence on secondary school students academic
performance. Beside this inconsistent findings have been discovered on gender

18

differences and academic achievement (Gimba, 2006; Nsofor, 2006; Yaki 2006 and
Slowe, 2010).
Thus Akinsola, Nenty (2010), Awofala; Adeneye and Nneji (2011) and
Amosim (2011) said whether a students is male or female, gender does not make a
difference in their academic achievement gained by both male and female students/
depend on the degree and style of study habit.
Teachers Influence on Imparting Study Habits on the Students of Social
Studies
Generally speaking a teachers is any individual who explains or interact with
leaners in a manner that makes learners to acquire new knowledge.
Agbagbu, Ezeudu and Agwugah (1996) described a teacher as trained in the
subject matters. Thus a teacher is a specialist educator who prepares his or her
lesson well and delivers teaching in a meaningful and interesting way to enhance
students ability to assume good knowledge and skills in the subjects (discipline).
Richardson (1995) said a friendly teacher generates interest of the students in
the subjects. Lets me add that as the teachers tries to create interest on the students,
the students should also perpetuate interest in the subjects social studies. Interest

19

should not lobe sided at all. If the students are not showing interest there will be no
achievement. Instead the teachers motivational effort may be thwarted as a result
of students lack of zeal.
Akpochafo (2001) noted that in spite of the immerse benefits to be derived
from the introduction of social studies in our schools curriculum thee seem to be
poor handlings of the subject in the secondary schools. This depicts that most
secondary school teachers still rely mostly on the lecture method for imparting
information. While the manner of presentation is supposed to be activity- based
most Nigerian secondary school teachers rely on the lecture method.
Okobia (2000), Akpochafo (2001) and Arisa (2002) have pointed out that
despite the more than thirty years existence of learning styles and theories detailing
how people learn, most teachers still dispense using conventional lecture method
without regards to students learning abilities. This teaching method is theoretical
and teachers directed instead of being constructive and activity based. Ogundare
(2000) and Oganwu (2004) said in lecture method, the teachers simply becomes the
expository and drill master and a store- house of facts that can be retrieved when
the students hears his name called by the teachers.

20

Busar (2000) Ohganwu (2004) said the problem of student underachievement in social studies has been a much discussed educational issue since the
early 80s when it becomes a compulsory subject in Nigeria. Such discussions have
constantly centred round instructional strategies used in teaching the subjects.
Summary of Literature Review
The definition of the study habit was clearly revealed to mean the mental
readiness to learn, according to Professor Thomas Wilmer (2000) also
Reuehumbizu (2013) said study habits skills or strategies are approaches applied in
learning. These approaches should not be neglected if learning is to be effective and
accumulating. Study habit types which students must be taught and made to
practice include the use of mnemonics, taking notes reading and listening, time
management etc. should be at the finger tips of students to enhance better academic
performance. Also, students academic achievement has no disparity in gender. But
if was revealed that boys engaged more in problem solving activities than girls. But
this does not mean there is significance difference in achievement in social studies.
Finally Hassan and Oyunyemi (2008) pointed that unfortunately, the tradition
of education and the thinking culture of our country/ society make no provision for

21

design. Life sees design only applying to design ways and course up with different
alternatives solutions to seemingly naughty challenges of life.

22

CHAPTER THREE
RESEARCH METHOD
This chapter the following sub- topic were discuss
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.

Research design
Area of the study
Population
Sample and sampling technique
Instrument for data collection
Validation of the instrument
Method of data collection
Method of data analysis

Research Design
The research design that was used for this study was a survey design. The
researcher gathered information via questionnaire which he structure in order to
arrive at certainty. He used this method in order to find meaning and get
understanding of the research result which he analyzed statistically.

Area of the Study

The research area was Baise Local Government Areas in the Southern
senatorial district in Cross River State. Baise local government is bounded in the
North by one of the seven local government area Ugep, in the north east by the

23

republic of Cameroon, in the North-West by Abi Local Government Area and in the
South by Akamkpa Local Government Area.
In approximation, Biase is located along latitude 7 0 North and latitude 120
east. It is within the sub-educational climate belt. Biase has an estimated total
population of 29,100 (national population commission, Calabar).
The geographical pattern of Biase is greatly influenced by diversity of people
that reside there. Biase people are predominantly farmers, fishermen, hunters and
traders as they function actively in the already mentioned occupations. To the
farmers, its either they farm subsistent or large-scale depending on theory financial
capacities. The method of crop cultivation is either crop rotation or shifting
cultivation. They produce species of crops like plantation, yam, cocoyam, wateryam, etc.

Population of the Study

The population of this study consistent studying in various secondary schools
in Biase Local Government Area in Cross River State.
Sample and Sampling Technique

24

A sample of two hundred students was drawn randomly from five (5)
selected schools through a balloting exercise each of the selected schools had a
total of 200 students were sampled using random sampling technique. The sample
comprised of males and females in the schools.
The secondary schools that were selected include;
1.
2.
3.
4.
5.

Commercial secondary school Akpet 1

Government secondary school Adim
Community secondary school Betem
Government secondary school Ehom
Community secondary school Akpet Central

The representation of the sample is on table 1 below

Table 1: Schools by school sample

S/
N

NAMES OF SCHOOLS
1. Commercial sec. Sch akpet

NO OF
MALES
157.5%)

NO OF
FEMALES
25(12.5%)

TOTAL
40(20%)

2. Government sec. sch adim

18(9%)

22(11%)

40(20%)

3. Community sec. sch betem

20(10%)

29(10%)

40(20%)

4. Government sec. sch. Ehom

19(9.5%)

21(10.5%)

40(20%)

25

5. Community se. sch. Akpet 20(10%)

Central
Total
92(46%)

20(10%)

40(20%)

108(54%)

200(100%)

Instrument for Data Collection

The two instruments that were used for this study were the questionnaire
developed by the research and this falls under the primary scores of dat. While the
secondary data is a second hard information. It was searched,

retrieved and

encoded information from textbooks, magazines, etc. the questionnaire had two
sections: Section A consisted of personal data, while section B consisted of 1 4
point Likert scale typed questions or statements which reflected the influenced of
study habit and academic achievement in social studies by students in secondary
schools in Biase local government area..
The items questionnaire was constructed to include response made by the
respondents following from SA, strongly agreed, A= agreed, D- disagreed and SD
- disagreed using a tick [ ] revealing that respective opinion and choices.
Validation of the instrument

26

After the researcher had constructed the questionnaire, it was submitted to

the supervisor for final vetting. The supervisor then approved of the questionnaire
and ascertained that the instruments used were organized and well- constructed.
The data on students achievement in social studies won signed sampled in the
principal too.
Method of Data Collection
The research when he arrived each school, approach the authority concerned
to enhance his purpose to the schools. After revealing why he went there, the
teachers assisted by distributing the questionnaires to the students, in each of the
schools which he visited. Two hundred students were selected at random from JSS
1, JSS II and JSS III as a sample population. The questionnaire were filled and
returned to the researcher which he used for analysis. Scores in social studies for
the students were collected also from the schools.
Method of Data Analysis
In the course of this study data collected was organized according to the
research questions that were asked in the study. Various answers that were gotten
from the respondents were organized using descriptive and correlation statistics.

27

28

CHAPTER FOUR
RESULTS
This chapter was discussed under the following sub- items:
1. Presentation and interpretation of results
2. Discussion of result
Presentation of result
This results refers to the data analysis which is presented in table 1
Table1: Correlation coefficient of the variable
Variables
Study habit
Pearson correlation
N
Score in social study
Pearson correlation

Study Habit
1
200
0.181
200

Score in Social Studies

0.181
0.010
200
1
200

Research question 1
What is the average view of the students on their study habit?
To answer this question, the result in table 2 shows that the mean perception of the
students on study habit is 17.50. This value is equivalent to 2.50, 17.50/7 in a four
point scale of SA= 4, A, 3, D=2, and SD= 1. And 2.50 is approximately 3, which

29

stands for A (Agreement) in the four points scale. Therefore the students agree that
they study habit enhances achievement in social studies.
Research Question 2
What is the average academic achievement of the students in social studies?
The result in table 2 shows the average academic achievement of students in social
studies as 53.02 (that is 53 out of 100). These values of mean indicated that the
students achieved moderately in social studies.
Table 2 Descriptive statistics
Variables
Study habit
Score in social study

Mean
17.50
53.02

Std N
deviation
2.98
11.56

Research Question 3
What is the degree of influence of study habit in social studies?

200
200

30

To answer this question the result in table 1 showed that the degree in students
academic achievement 0.181. This value of correlation coefficient indicated that
there exists a positive and very low relationship between the study habit and
students academic achievement in social studies.
DISCUSSION OF RESULTS
Research Question 1: The result of this research question revealed the degree of
influence of study habit in social studies.
This report agrees with a research work of Nathana and Venagi (2009) have
examined the causes of poor academic performance among university
undergraduates which include; poor study habits, low self- esteem, low socio
economics status of family and poor family background.
Andrew Northedge, (2013). Also, pointed out that if a student has low selfesteem, he would never believe studying independently or in a group would do him
good. The result of research question 2 revealed the average achievement of the
student in social studies.
CHAPTER FIVE
SUMMARY AND CONCLUSION

31

This chapter presents the following sub- themes

i.
ii.
iii.
iv.
v.
vi.

Summary of result
General conclusion
Implication of the study
Recommendations
Imitations
Suggestion for further study.

Summary of Results
The finding indicates that;
1. The students agreed that the study habit enhance their achievement in
social studies.
2. The average achievement of students moderately (53%).
3. Study habit has a positive and low influence on academic achievement in
social studies.

General Conclusion
In conclusion, the study reveals the influence of study habit on academic
achievement in social studies. On the basis of the findings made in this study,
conclusion that;
Implication of the Finding

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One of the finding s of the study habit state that most students fail in
examinations simply because they lack study skills and examination taking
techniques.
Reading and listening is the essential types of habit which students must
cultivate students ought to note one of the methods used in focusing on the key
information when studying. The P,Q,R,S,T preview question, read, summaries and
test method.
Also, if a student has low self esteem, he would never believe studying
independently or in a group would do him goal.
Recommendation
Based .on the finding made in this study, the following are the
recommendations.
i.

Government should not grant approval to school without a conducive

ii.

learning environment.
Government organization should carry out awareness campaign to educate
students on the skills ad examination techniques

Limitations

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This study would have been extended to other secondary schools across
Biase local government area. However, due to financial and time limit, ten of all
the secondary school was selected out of the secondary school in Biase local
government area; for that it influence s the external validity of the study.
Despite the above limitation, the study was able to reveal the influence of
study habit on academic achievement in social studies in Biase Local Government.
Suggestion of Further Study
Based on the findings and conclusion of the study, the following suggestions
were made for further study.
1. The study was limited to one local government are; further researchers
should increases in the scope of this study to give room for generation.
2. The sample size for this study was limited to only two hundred(200)
respondents due to time factor and fund there, further research to be
conducted in area which include the following;
3. Effect of learning environment and educational attainment of some students.
4. Effect of home environment on parental

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REFERENCES
Andrew Northedge (2013) Pointed out that; if a student has low self-esteem he
would never believe studying independently
Ajekayinfa (2000) Brief preview of the secondary school social studies
Curriculum.
Nathana Venegi (2009) have examined the cause of poor academic performance.
Morgniset (1980) opined that social studies has the special focus of positively
influencing and changing students behaviour
Respicius Rwehunbizea(2013) understanding examination techniques.
Professor Thomas Wilmer (2000) Study behaviour, skills or habits refers to the
mental readiness to learn.
Good (1973) The learn study habits is the students way of study weathers
systematic efficient or inefficient
Ansam Z.A. ( 1980) Found out that study habit it and study behaviours are both
significance variables.
Amstrong (1956) on the other hand declasses study habits as the connections
between learning readiness with an activity in terms of process.
Russel, R.K and Pene, T.A. (1992) have cited a research study aimed to find out the
relationship between study habit and study habit and students behaviours.
Preston, Rah(2006) presented the following types of study habit.

36

Hassan and ogunyemi (2008) pointed that unfortunately, the traditions of education
and the thinking culture of our country.
Udoh (1993) and mansaray(1996) pointed .out the subject is disciplined that can
be used in solving problems of relationship.
Bergeson (2003) stated that social student must be centred on innovative method.
Adeyemi and Ayibade (2011) noted that social studies is also directed towards
promoting citizenship.
Jack and Johanners (2001) made the comments the genders differences in
achievement has been examined.
Spencers (2004) also affirms that the games girls are often highly structured.
Fabummi (2004) discovered that genders composition has a significant.
Hasan and Ogunyemi (2008). Corroborated the view that most boys are provide
with toys their visual spatial ability.
Gimba, 2006; Nsor, 2006, Yaki 2006 and Alowe 2010
Akinsola (2007) Nenty (2010), Awofala, Adeneye and Nneji (2011) and Amos
(2011) said whether a students is made or female genders does not makes a
difference in their academic achievement.
Agaegbu, C. N. (Ezeudu and U.N.V Agiwwagah (1996) described a teachers as
one who is professionally prepared and trained in the subjects matters
Richardson (1975) said a friendly teacher generates interest of the students in the
subjects.

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Akpochafa (2001) noted that inspite of the immerse benefits to be derived from the
introduction of social studies in our school curriculum.
Okobia (2000), Akpochafo (2001) and Arisi(2002) have pointed out that despite the
more than thirty years existence of learning styles .
Ogundare(2000) and Oguiou (2004) said in lecture method, the teachers simply
becomes the exposition and drill master, while the learners remains the
listeners
Busari(2000), Oganwu (2004) and Adeyemi and Agibade (20011) said the problem
social studies has been a much discussed.