Study habits and academic performance among public junior high school pupils in the Ekumfi district investigating the controlling effect of learning styles

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.