EFFECT OF STUDY HABITS ON THE ACADEMIC PERFORMANCE ON TERTIARY INSTITUTION STUDENTS
BACKGROUND TO THE STUDY
The extent of student’s learning in academics may be determined by the grades a student earns for a period of learning has been done. It is believed that a grade is a primary indicator of such learning. If a learner earns high grades it is concluded that they may also have learned alot while low grades indicate lesser learning. However, many experiences and studies found out that there are also several factors that would account for the grades. No single factor can be definitely pointed out as predicting grades. It has been an interplay of so many factors – gender, IQ, study habits, age, year level, parent’s educational attainment, social status, number of siblings, birth order, etc. In fact, almost all of existing environmental and personal factors are a variable of academic performance. However, at this point in time, the researchers would like to investigate the possible relationship of study habits and the factors affecting it to the academic achievement of under graduate education students. As applied to learning, this refers to the closeness in space or in time. Furthermore, it explains why it is easier to remember recent events and hence more easily joined with the interest of the present in a common Gestalt(tria, et. Al., 2008). In application to learning process, immediate and regular study periods and doing school requirements tend to result in a better performance than delayed and erratic study periods do.