Study Habits Of Students Thesis

Researchers are divided on whether this indicates that 4th graders are often assigned too much homework.The National Assessment of Educational Progress (NAEP) continuously monitors the knowledge, skills, and performance of the nation's children and youth in a variety of academic subjects. history and geography assessments asked 4th-, 8th-, and 12th-grade students three questions about their general study habits.The data collected are available in major reports known as "Report Cards." The NAEPfacts series takes data collected for the Report Cards and uses them to highlight specific issues of particular interest to teachers, researchers, policymakers, and other indi-viduals with an interest in education. This issue of NAEPfacts examines answers given to those questions by students whose perform-ance on the assessments fell near the 25th, 50th, and 90th percentiles of the NAEP scale.

Researchers are divided on whether this indicates that 4th graders are often assigned too much homework.The National Assessment of Educational Progress (NAEP) continuously monitors the knowledge, skills, and performance of the nation's children and youth in a variety of academic subjects. history and geography assessments asked 4th-, 8th-, and 12th-grade students three questions about their general study habits.The data collected are available in major reports known as "Report Cards." The NAEPfacts series takes data collected for the Report Cards and uses them to highlight specific issues of particular interest to teachers, researchers, policymakers, and other indi-viduals with an interest in education. This issue of NAEPfacts examines answers given to those questions by students whose perform-ance on the assessments fell near the 25th, 50th, and 90th percentiles of the NAEP scale.\1\ The purpose is to determine if there is a relationship between study habits and academic performance.Both assessments asked students the following three questions on their general study habits: (1) how much time they spent on homework; (2) how frequently they discussed their studies at home; and (3) how many pages they read each day at school and for homework. In answering the questions, students could select from a number of responses.\2\ The responses that indicated the most conscientious behavior were selected as identifying "good study habits." These responses were "spent more than one hour on homework every day," "discussed studies at home daily/almost daily," and "read more than 20 pages each day at school and for homework." The assumption that students giving these responses had better study habits than students who did not was considered reasonable, but refutable.The study habits and attitudes of the participants were assessed by administering the “Survey of Study Habits and Attitudes” (SSHA) developed by Brown and Holtzman (1967) during their final year in the University and their performance (overall rating) in the different licensure examinations was generated from the records of the Philippine Professional Regulation Commission.Results of the study showed that the participants do not have favorable study habits and attitudes.In general, researchers stress the importance of "quality" over "quantity" in as-signing homework.\5\ The positive relationships between good study habits and performance on the NAEP assessments can be interpreted in various ways as well. The series is a product of the National Center for Education Statistics.

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Researchers are divided on whether this indicates that 4th graders are often assigned too much homework.

\ The purpose is to determine if there is a relationship between study habits and academic performance.Both assessments asked students the following three questions on their general study habits: (1) how much time they spent on homework; (2) how frequently they discussed their studies at home; and (3) how many pages they read each day at school and for homework. In answering the questions, students could select from a number of responses.\ The responses that indicated the most conscientious behavior were selected as identifying "good study habits." These responses were "spent more than one hour on homework every day," "discussed studies at home daily/almost daily," and "read more than 20 pages each day at school and for homework." The assumption that students giving these responses had better study habits than students who did not was considered reasonable, but refutable.The study habits and attitudes of the participants were assessed by administering the “Survey of Study Habits and Attitudes” (SSHA) developed by Brown and Holtzman (1967) during their final year in the University and their performance (overall rating) in the different licensure examinations was generated from the records of the Philippine Professional Regulation Commission.Results of the study showed that the participants do not have favorable study habits and attitudes.In general, researchers stress the importance of "quality" over "quantity" in as-signing homework.\ The positive relationships between good study habits and performance on the NAEP assessments can be interpreted in various ways as well. The series is a product of the National Center for Education Statistics.

The participants were graduates in school year 2009-2010 from the different programs of the University which require licensure examination.

For 4th graders, the analysis found either positive relationships, no relationship, or a negative relationshipmixed results that are consistent with previous research.

history and geography assessments found a real, but limited relationship between good study habits and academic performance, for 8th and 12th graders.

A procedure known as scale anchoring was used to develop descriptions of student performance at or near these percentiles. 4/ For a review of past research, see Cooper, Harris (1994), The Battle Over Homework, Corwin Press, Thousand Oaks, Calif.

Questions given as examples of student knowledge at a given percentile were answered successfully by at least 65 percent of the students within the appropriate scale-point range. 5/ Paulu, Nancy, (forthcoming), Helping Your Students with Homework, Office of Educational Research and Improvement, U.

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