Study Habits/Attitudes among University of Cape Coast One-Year, 3-Semester B. Ed Programme Cohort 1 Students at Koforidua SDA College of Education Study Centre
- May 9, 2022
- Posted by: rsispostadmin
- Categories: Education, IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue IV, April 2022 | ISSN 2454–6186
Derrick Nii Quarcoopome Sackey1, Albert Bekoe Mensah2, Florence Doe3, Stella Akosua Kayi4, Endurance Serwa Lah5
1Department of Social Sciences, SDA College of Education, Koforidua, Ghana.
2Department of Languages, SDA College of Education, Koforidua, Ghana.
3Department of Mathematics, SDA College of Education, Koforidua, Ghana.
4Department of Languages, SDA College of Education, Koforidua, Ghana.
5Department of Vocational Education, SDA College of Education, Koforidua, Ghana.
Abstract: This study was conducted to determine the study habits/attitudes among the University of Cape Coast one-year, 3-semester B.Ed. Programme Cohort 1 students at Koforidua SDA College of Education study centre. A sample of 185 students was selected using the simple random sampling technique. A self-administered close-ended questionnaire was used to gather data from the respondents sampled for the study. Data were analysed with frequencies, percentages, means, standard deviation, etc. Based on the results of the study, it is concluded that it is good habit for students to read materials prior to it being covered in the class. Again, the study concluded that female and male students do not show variance/difference in study habits. It is recommended that when facilitators actively engage students in lesson, it will help improve their learning habits/attitudes. Also, when facilitators pay attention to individual needs of students, it motivates them to improve their study habits/attitudes.
Keywords: Study habit Student Facilitator
I.INTRODUCTION
It appears students’ study habits and attitudes influence their academic achievements at all levels of education. Ebele and Olofu (2017) believed that how a student studies greatly determines his or her level of academic achievements. The level of preparation and learning strategies consciously developed and employed by students, go a long way to influence their level of academic performance. When study habit is undermined by learners, teachers, school administrators, parents and guardians, and school counsellors then the threat of students’ abysmal performances in both internal and external examinations would continue and become more alarming.
Students cannot learn simply by being told what to do or by watching others but rather they have to practice studying habitually (Romeo, 2006). Again, Romeo (2006) stressed that students’ academic success hinges on their effectiveness, efficiency, and concentration toward studies as these are influenced by the learning materials they use and the
