Abstract:
This study investigated study habits and academic performance among Public Junior High
School Pupils in the Ekumfi District of the Central Region of Ghana whilst controlling for
the controlling effect of learning styles. Study Habits Theory by Bakare (1977) and
Learning Styles Theory by Fernald et al. (1921) served as the theoretical framework of the
study. The mixed sequential explanatory approach was followed in the conduct of the study
where both quantitative and qualitative data were collected and analysed. The multi-stage
sampling with the use of stratified random sampling and convenience sampling techniques
were used to select 475 pupils for the study. Structured questionnaire and semi-structured
interview guide were used as instruments for data collection. With the aid of the Statistical
Product for Service Solution Version 22, descriptive statistics (mean, standard deviation)
and inferential statistics such as t-test, One-way ANOVA, Pearson correlation, multiple and
hierarchical regression were used to analyse the quantitative data whilst the thematic
approach was used to analyse the qualitative data. The study revealed that even though
examination related study habit was dominant among the pupils (M=3.57, SD=0.58) than
homework and assignment (M=3.55, SD=0.78), concentration (M=3.46, SD=0.64), reading
and note-taking (M=3.43, SD=0.47) and time management (M=3.42, SD=0.60), it was
discovered that the pupils practiced a mixture of study habits. Besides, it was established
that generally study habits impacted academic performance of the pupils (44%), and that
learning styles strengthened the effect of pupils’ study habits on their academic performance
(53.5%). Therefore, it was recommended that the Ministry of Education and the Ghana
Education Service should counsel the pupils on the need to develop effective study habits in
their studies, and also equip and encourage teachers to employ instructional methods and
materials to suit the study habits and learning styles of the pupils so as to enhance academic
performance.
Description:
A DISSERTATION IN THE DEPARTMENT OF BASIC EDUCATION,
FACULTY OF EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL
OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF
MASTER OF PHILOSOPHY (BASIC EDUCATION) DEGREE