Journal of Language Teaching and Research, Vol 2, No 5 (2011), 1116-1121, Sep 2011
doi:10.4304/jltr.2.5.1116-1121

Study Habits and Attitudes of Freshmen Students: Implications for Academic Intervention Programs

Luisa Baquiran Aquino

Abstract


The substantive aim of this study was to investigate the favorable and unfavorable study habits and study attitudes of the freshmen students and determine its implications in formulating academic intervention programs. The Survey of Study Habits and Attitudes (SSHA) instrument developed by Brown and Holtzman (1969) was used to assess the study habits and attitudes of the students. Results show that students generally do not approve teacher methods and classroom management, and have inefficient time management. Favorable and unfavorable study habits and attitudes of the students were also revealed. Implications of these findings were discussed and the theory of confluent education was considered in designing a framework of academic intervention programs among HEIs.


Keywords


study habits; study attitudes; study orientation; academic achievement; academic intervention programs; confluent education

References


Acido, M., (2010). High School Students’ Reasoning Skills and Their Study Habits and Attitude Towards Learning, Alipato: A Journal of Basic Education, Vol. 4 Available at http://journals.upd.edu.ph/index.php/ali/article/viewFile/1769/1685

Awang, M. and Sinnadurai, (2010). A Study on the Development of Strategic Tools in Study Orientation Skills towards Achieving. Journal of Language Teaching and Research, Vol. 2, No. 1, pp. 60-67, Academic Excellence ISSN 1798-4769

Boehler, M., et al. (2001). An evaluation of study habits of third-year medical students in a surgical clerkship, The American Journal of Surgery Vol. 181 Issue 3, pp. 268–271 Available at: http://www.academicjournals.org/ajpp/PDF/pdf2010/June/Orimogunje%20et%20al.pdf

Brown, G. I., Phillips, M., & Shapiro, S. B. (1976). Getting it all together: Confluent Education. Bloomington, IN: Phi Delta Kappa Educational Foundation.

Crede, M., Kuncel, N. (2008). Study Habits Meta-Analysis, Perspectives on Psychological Science In Press vol. 3 No. 6 p. 425-453 Retrieved at www.psychologicalscience.org/journals/pps/3_6_inpress/crede.pdf Retrieved on May 13, 2010

Gettinger, M., & Seibert, J.K. (2002). Contributions of study skills to academic competence. School Psychology Review Vol. 31, 350–365.

Hackbarth, S. L. (1997). Reflections on confluent education as discipline-based inquiry. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Available at http://www.eric.ed.gov/PDFS/ED409322.pdf

Hurlburt, G., Kroeker, R., and Gade, E., (1991). Study Orientation, Persistence and Retention of Native Students: Implications for Confluent Education, Journal of American Indian Education Vol. 30 No. 3, Available at http://jaie.asu.edu/v30/V30S3stu.htm

Hussain, A. (2006). Effect of Guidance Services on Study Attitudes, Study Habits and Academic Achievement of Secondary School Students, Bulletin of Education and Research Vol. 28, No.1 pp. 35-45

Keller, M. (1978). Factors Affecting the Poor Academic Achievement of First-Term Freshmen at Miami (University). Retrieved from http://www.eric.ed.gov/ERICWebPortal Retrieved on September 8, 2010

Nourian, A., et al, (2008). Evaluation of study skills and habits in medical students, South East Asian Journal of Medical Education Vol. 2 No 1 Available at http://seajme.md.chula.ac.th/articleVol2No1/OR7_Abbasali%20Nourian.pdf

Ogunyemi, A. & Hassan, E. (2011). Academic Self-Efficacy, Study Habit and Attitude in School-Based Assessment, African Journal for the Study of Educational Issues, Vol 4 Retrieved at http://ajeduionline.org/3-6.php, Retrieved on February 21, 2011

Patrick, J., Furlow, J.W., and Donovan, S. (1988). Using a comprehensive academic intervention program in the retention of high risk students. NACADA Journal, Vol 8, p. 29- 34.

Proctor, B., et al. (2006). Study Skills Profiles of Normal-Achieving and Academically-Struggling College Students, Journal of College Student Development, Vol 4 No. 1, p. 37-51
http://dx.doi.org/10.1353/csd.2006.0011

Riaz, A. Kiran, A., Malik, N. (2002). Relationship of study habits with educational achievements. International Journal of Agriculture and Biology, Vol. 4, No. 3, p. 370-371 Available at: http://www.fspublishers.org/ijab/past-issues/IJABVOL_4_NO_3/18.pdf

Sarwar, M., et al. (2009). Study-orientation of high and low academic achievers at secondary level in Pakistan, Educational Research and Reviews Vol. 4 (4), pp. 204-207 ISSN 1990-3839 Available online at http://www.academicjournals.org/ERR

Stark, Mary C. (2008). Retention, Bonding, and academic Achievements: Effectiveness of the college's seminar in promoting college success, Ninth Annual National Conference on Retention, New York. Available at http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED374741&ERICExtSearch_SearchType_0=no&accno=ED374741

Wai-yung, E. and Lailing, B. (1984). The Effects Of A Study Skills Programme On Academic Achievement, CUHK Education Journal Vol2 No. l


Full Text: PDF


Journal of Language Teaching and Research (JLTR, ISSN 1798-4769)

Copyright @ 2006-2014 by ACADEMY PUBLISHER – All rights reserved.