Abstract:
The study investigated the influence of study habit on academic performance of students
in Mathematics in junior high schools in the Kumasi Metropolis. The study adopted
descriptive survey research design where data were collected from Mathematics Teachers
and Students in Weweso M/A JHS, Aprade JHS, Kentinkrono JHS and Emmanuel
Methodist JHS, Anwomaso JHS. This through random sampling sampled 278 students and
10 Mathematics Teachers. The study designed two sets of questionnaire for data collection,
one set for teachers and other set for students. The data collected were entered into SPSS,
version 21.0 for analysis. The study found out that majority of the students attended all
Mathematics classes; solved mathematics past questions, learnt or studied mathematics in
quite environment, did mathematics exercises without coping from others and had personal
mathematics textbooks. However, the study also revealed that majority of the students did
not revise their Mathematics notes as required, did not contact Mathematics Teachers for
help on difficult topics and did not ask questions in class. The number of students with
good study habits towards Mathematics was 2.8% higher than those with bad study habit.
Watching of television was the main challenge to the study of Mathematics at homes.
Mathematics Teachers identified inadequate mathematics textbooks, larger class sizes and
small time allocation for the Mathematics on the school timetable as a challenge that hinder
effective teaching for Mathematics. Students with good study habits performed better in
Mathematics than those with bad study habit. The study recommends that parents should
be sensitized on when to allow their children to watch television at homes. Students should
be encouraged to ask questions in class. Adequate Mathematics textbooks should be
provided.
Description:
A Project Report in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the requirements
for award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2018