Study Habits and their Implications on Students’

Academic Performance: Case Study of

Community Day Secondary Schools in Blantyre
Rural, Malawi.
Lickson Lucius Sintala Mchepa
Department of Social Work; DMI-St. John the Baptist University, Malawi
Email: mchepa7@gmail.com,

Abstract
Students’ study habits affecting their academic achievements in community day secondary schools in Malawi has been an issue of
great concern. This study was conducted to assess the study habits and how they affect their performance of students in Blantyre
Rural community day secondary schools in Malawi. Four data collection methods were used namely; survey questionnaire, focus
group discussions, oral one to one interview and reviewing of students’ results records. The study found out that, low levels of time
management, note taking, test/examination preparation, conducive environment and library use skills have significant negative
impact on students’ academic performance during class work assessment and national examinations. In light of this, the study
recommended the use of KWL AND PQRST as methods of studying.

Key words: Study habits, academic performance, student achievement, examination,

Introduction

A good study habit is a prerequisite for good academic performance, and as such every parent and
teacher would desire their children to be avid and excited readers (Jato et. al., 2014). It is a pattern
with which an individual organizes his or her reading in order to cope with new knowledge in the
ever changing world. According to (Jato et. al. 2014), study habit is an action such as reading, taking
notes, holding study groups which the students perform regularly and habitually in order to
accomplish the task of learning. Study habits can be described as effective or ineffective depending
upon whether or not they serve the students well. Many of the issues concerning success in school
revolve around developing good study habits.

According to Rubin (2002), children with poor study habits have a higher chance of engaging in
anti-social behaviours, like delinquency, truancy, school violence, bullying and examination
malpractices. Study habits are well-planned and deliberate pattern of study which has attained a
form of consistency on the part of students toward understanding academic subjects and passing
examinations (Acheaw, 2014). Children with poor study habits receive poor grades in school, get
easily distracted and frustrated. These submissions however signify that lack of study techniques can
be the cause of this educational problem, termed poor study habit (Pitan, 2013).

Statement of the Problem

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The problem most students have that contributes to their poor performance in tests and examinations
is lack of proper study habits (Rubin, 2002). For an excellent performance, there is the need for the
student to form good study habits (Acheaw, 2014). It has been realized that even students who
possess adequate mental abilities sometimes do not perform well in their academic work either
because they do not know how to study effectively or they do not use the most effective method of
studying.

The specific objectives were as follows:

1. To examine the factors that affect study habits practiced by students.
2. To determine the frequency to which students use the library.
3. To ascertain the relationship between study habits and academic performance.

Literature Review

Study Habits Techniques

Most students do not know how to study probably because they are not aware of what techniques to
apply in the study situation or they study at odd times and in odd places. Hills and Ballow (2000)
had an understanding of this deficiency in students approach to study and they developed a
comprehensive study skill manual for students. Effective study cannot be acquired without the
application of these techniques and methods. Some of which include test preparation, note-taking,
time consideration, library use, organizing material in a study and choosing a good study
environment among others. How-to-study.com (2009) recommended some tips in improving study
habits and suggested that the student should try not to study all the subjects in just a period. Taking
short breaks will restore your mental energy. Additionally, Thompson (2005) undoubtedly affirmed
to Mark Crilly’s (2000) study that other students must find a comfortable and quiet niche, and study
for two or three hours, taking intermittent 10 minute breaks every 45 minutes or so. Making friends
with whom you share similar study habits, and share a table or a study space with them would be a
best way in developing study habits.

Study Skills

There is little doubt that no two people study the same way, and it is a near certainty that what works
for one person may not work for another. However, there are some general techniques that seem to
produce good results. No one would argue that every subject that you have to take is going to be so
interesting.

The SQ3R method

The SQ3R method has been a proven way to sharpen study skills. SQ3R stands for Survey,
Question, Read, Recite, and Review. The study should follow this pattern.

PQRST Method of Studying

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Preview an assignment by scanning it. Read the chapter outline at the beginning of the chapter.
Question yourself by making questions of the headings of each section and subsection. As you read
the assignment, look for the answers to the questions you have made. Self-Recitation requires that
you try to remember the main points of each section and that you say them out loud (if possible) to
yourself. You test yourself after you have finished the entire chapter.

KWL studying method

KWL method it is composed of only three stages that reflect a worksheet of three columns with the
three letters:

What we know What we want to know What we learnt

Think first about, then list, what you know about the topic before studying. The second stage is to
list a series of questions of what you want to know more of the subject, based upon what you listed
in K. Preview the text’s table of contents, headings, pictures, charts etc. The final stage is to answer
your questions, as well as to list what new information you have learned.

The Human Memory Graph

The Human Memory curve describes how we retain or get rid of information that we take in. Day 1-
At the beginning of the lesson, you go in knowing nothing, or 0%. At the end of the lecture you
know 100% of what you know. Day 2- If you have done nothing with the information you learned
in that lesson, didn't think about it again, read it again, etc. you will have lost 50%-80% of what you
learned. Day 7- We remember even less. Day 30- We retain about 2%-3% of the original lesson.

However, if within 24 hours of getting the information, you decide to look at the study material, you
can only spend 10 minutes to raise the curve almost to 100% again. A week later (day 7), it only
takes 5 minutes to "reactivate" the same material, and again raise the curve. By day 30, your brain
will only need 2-4 minutes to give you the feedback (CASA at: http://casa.tamucc.edu)

The Human Attention Span

The human attention span is at 30% after 45 minutes. Mostly, that is the length of one class for
schools below university level. In universities it is increased to one hour or more. You can improve
your attention span by increasing the time slowly, but it is better to take a short break (~5 minutes)
after about an hour of focused study. The short break will allow you to regain about 90% of your
attention span (Savage 2011)

Methodology

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The study adopted both quantitative and qualitative approaches to allow the reporting of summary
results in numerical terms across many repetitions of answers and flexibility of allowing the
researcher to gain an in-depth understanding of the phenomenon under study, Creswell (2003). The
sample size of one hundred and ten (110) students was drawn from five secondary schools in
Blantyre rural. Four data collection methods were adopted namely; survey questionnaire, focus
group discussions, one to one interview and reviewing of students’ results records.

Results

Factors affecting study habits of the students

The results showed low levels of study habits among students in terms of test preparation (46%),
note taking (42%) and study environment (46%). The results further indicated that only time
management (52%) was slightly above average.

Library Use

The results also revealed that there was poor use of the library about 42% never used library for
study.

Students’ Academic Performance

Table 1: Students’ academic performance.
Score
Subject Less than 40 40-59 60-69 70-79 80 & above Total
F % F % F % F % F % F %
Biology 29 37.14 40 38.10 11 10.48 7 6.67 8 7.62 105 100
Mathematics 54 51.43 23 21.90 13 14.29 8 7.62 7 6.67 105 100
P/Science 36 34.29 35 33.33 16 15.24 11 10.48 7 6.67 105 100
Chichewa 12 11.43 36 34.29 29 27.62 19 18.10 9 8.57 105 100
English 36 34.29 35 33.33 20 19.04 7 6.67 7 6.67 105 100
Social & Dev. 37 35.24 35 33.33 14 13.33 10 9.52 9 8.57 105 100

Table 3.1 reveals that 38.10% of the respondents scored between 40 - 59 marks in Biology. 7.62% of
the respondents scored between 80 and above. In Mathematics, 51.43% of the respondents scored
less than 40 marks and only 6.67% respondents scored between 80 and above. 34.29% of the
respondents scored less than 40 marks in Physical Science and 6.67% of the respondents scored
between 70 and above. In Chichewa, 34.29% of the respondents scored between 40 - 59 marks and
only 8.57% scored between 80 and above. 34.29% of the respondents scored less than 40 marks in
English and only 6.67% of the respondents scored 80 and above. In Social and Development
Studies, 35.24% of the respondents scored between less than 40 marks and only 8.57% scored
between 80 and above.

Data Analysis and Discussion

It was revealed that the students did not have conducive study environment, efficient time
management skills, effective test-taking/preparation techniques and they fail to take down notes.

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Similar results were identified by Nouhi et al. (2008) as students’ weakness in study. The findings
were also noted in the study of Aquino (2011) and Nagaragu (2004).

There was no library hour on the school time table. Students did not use the school library regularly
nor spent quality time in the library. The irregular use of the school libraries by the students of
secondary schools could lead to poor scores in test and examination. Dent (2006) reported that a
study conducted by Lance (2000) showed that students that used school library regularly had 18
percent higher achievement tests scores than their counterparts without a school library. The findings
of Acido (2010) also revealed that two students who scored above average in reasoning skills studied
regularly.

The poor academic performance of the students could be attributed to the failure of the students to
manage time. Good use of time improves academic achievement. Most students did not have
timetable and where they had study time tables, they could not strictly follow it. Another reason is
that students studied in places where there were distractions and disturbances. Good environment,
studying with others, studying and discussing with friends and classmates make learning easy. This
is also in agreement with the findings of Koko, (1999), that poor academic achievement or failure is
a consequence of poor study habits. The study also revealed that most students study hard a day
before the actual day of writing examinations. Demola (2012) reported that ‘Facebook, Yahoo,
Twitter, MySpace, English Premier League, European Football Leagues among other things have
taken over the time students could have used for reading and studying.

A discrepancy in study habits between high and low-achieving students was also noted. The study
showed that high achievers have high levels of study habits in test preparation, note taking and time
management while low-achieving students has average to poor levels of study habits. This is in
agreement to Yu (2010) who found out that high-achieving students had a more positive attitude
toward study while the low-achieving students tended to be fault-finders, reacting to the negative
aspects of study such as distractions and minor annoyances. The high-achieving students accepted
the restrictions and conformed to the demands made upon them, while the low achievers appeared to
lack high-level motivation. In terms of attitude towards teachers, the high achievers generally have a
positive attitude towards teachers. The high achievers often say that teachers are competent,
impartial and interested in their duties (Sarwar et al., 2009).

Conclusion

Based on the findings, the researcher concludes that students have poor study habits in terms of time
management, note taking and test preparation. He also found that the schools have no conducive
environment for study. Apart from classrooms which are only available for study from 6:00 PM to
8:00 PM, there is no other area where a student can use for study. The schools have no woodlot or
park where students can use as study area during day time. This limit the amount of time student
allocates for study in a day. The study also found that there were no library periods in the school
time table. The school library also opens irregularly and the school library is too small to
accommodate students who would like to study in the library. These arrangements did not afford the

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students ample opportunity to study in the library. The responses of the respondents have shown that
majority of students did not use the school libraries regularly and many others did not use the school
libraries at all. Many students never study outside of the class each day, and never know what was
covered in the examinations. Thus poor study habits invariably lead to poor performance among the
students.

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