STUDY HABITS AND ACADEMIC PERFORMANCE OF STUDENTS IN LIBRARY AND INFORMATION SCIENCE RIVERS STATE UNIVERSITY

STUDY HABITS AND ACADEMIC PERFORMANCE OF STUDENTS IN LIBRARY AND INFORMATION SCIENCE RIVERS STATE UNIVERSITY

Background Of The Study

Scholars and educational institutions have long been interested in researching the relationship between study habits and student academic performance. For example, in 1994, the National Assessment of Educational Progress (NAEP) performed a research to determine the association between students' study habits and academic achievement. The study's findings demonstrated a beneficial relationship between study habits and academic success. Similarly, Onwuegbuzie (2016, sited by Okuwi 2016) conducted a series of studies to determine the relationship between academic success and study habits and discovered a favorable correlation between the two factors.

However, studies of student success show that the majority of pupils underachieve. Adetunji and Oladeji, 2017; Dizney, 2016; Okegbile, 2017). One key explanation for kids' underdeveloped potentials could be a lack of learning methodologies. According to Emily and Betty (2018), it is not uncommon for pupils to struggle despite spending excessive amounts of time memorizing study materials. According to them, the demands caused by the employment of relatively inefficient learning methodologies may harm the student's personal, emotional, and social development.

Study habits are learning practices that allow pupils to work independently. Uchenna (2018) defines study habits as "the established method and manner in which a student plans his private readings after classroom learning in order to achieve mastery of the subject." According to her, "positive study habits are beneficial assets to learners since they (habits) support students in achieving mastery in areas of specialization and, as a result, exceptional performance, whereas the contrary constitutes limitations to learning and accomplishment, leading to failure."

Goodnews (2019) defines study habits as "the student's method of study, whether methodical, efficient, or inefficient, and so on." According to this concept, good study habits result in favorable academic success, whereas ineffective study habits result in academic failure.

There are numerous aspects in Nigeria that influence students' capacity to build productive and efficient study habits. Ozmert (2015) stressed the significance of environmental influence in the development of students' studying habits. In the same spirit, Adetunji and Oladeji (2017) argue that most children's environments are not conducive to learning; it is in light of this that some parents want their children to attend boarding school for good discipline and to instill a better reading habit.

According to Hussain (2016), secondary school students in public schools frequently come from low-income and middle-income families. These families are dealing with a variety of issues that are causing emotional distress in their children. They have a dismal academic record. This unique element has severely harmed secondary school pupils' achievement level.

Achievement is a pedagogical phrase that is used to determine learners' progress in formal education and is measured by reports, examinations, research, and ratings with a variety of variables exerting effect. Essentially, the Federal Republic of Nigeria's National Policy on Education (Federal Republic of Nigeria, 2018, sited George 2018) has determined school accomplishment contents based on school topics categorised as core or elective.

Although research abound on the causal and predictive nature of elements of study habit on students' academic achievement, all variables tend to focus on bad study habit, while the effect on the nation's educational progress has yet to be completely accessed.

Statement Of The Problem

A large body of research shows that study habits and study attitudes are both important factors in determining students' academic performance. Nonetheless, despite the acknowledged importance of study habits and study attitudes to academic success, it appears that educational institutions continue to place little emphasis on studying these elements (Baquiran, 2017). Classroom observations reveal that some students perform well while others do not given the identical conditions, namely the same professor, same subject, same teaching system, same administration, same enrollment criteria, same time of day for a certain course, and same education level. The question is, what factors influence this disparity in performance, and what is the ideal approach to organize the study process of ethnic groups of college students, so that everyone learns and performs in accordance with school expectations? Under the identical conditions, such as the same lecturers, the same course, the same teaching system, the same administration, the same enrollment criteria, the same time of day for a given course, and the same education level, some students perform well while others do not. The question is, what factors impact this disparity in performance, and what is the ideal method to structure the study process of university undergraduates so that all learn and perform in accordance with school expectations?

As a result, it is thought vital to understand what habits university undergraduates have and, in the case of low-performing students, which of those behaviors need to be changed in order to enhance performance. The significance of changing habits is found in their association with attitudes, which are thought to be vital for achieving excellent academic success.

The high failure rate is a subject of concern for everyone. The need to provide solutions to these difficulties led to the decision to conduct the study "Study habits and academic performance of students in library and information science Rivers State University".

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