Study habits

According to Yahaya (2003:221), study habits can be defined as a series of activities undertaken by learners in a bid to ensure effective learning. A study habit is a set of routines which entail the frequency of study sessions, review of subject matter, self- testing, rehearsal of learnt content and studying in a favourable setting (Crede & Kuneel, 2008:425; Sheikh & Jahan, 2012:120; Ozsoy, Memis & Temur, 2009:156). This implies that a study habit is the number and kind of study routines which are regularly employed by a learner in an environment conducive to learning in order to enhance content mastery (Ozsoy et al, 2009:156). Effective study habits involve monitoring the time and place of study, using a definite timetable and writing down well-organised short notes of the content being studied (Sheikh & Jahan, 2012:120; Bajwa, Gujjar, Shaheen & Ramzan, 2011:175). Study skills, which are closely related to study habits, are a learner’s ability to manage time and other resources to accomplish an academic task (Ozsoy et al, 2009:156).

Numerous studies have revealed that poor academic performance can be attributed to lack of effective study habits which is normally evidenced by poor time management, lack of understanding and failure to find an environment conducive to study (Osa-Edoh & Alutu, 2012:228; Yahaya, 2003:221). On the other hand, it has

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been confirmed that learners who employ good study habits tend to be academically successful (Ozsoy et al, 2009:157). Learning becomes successful when learners employ good study habits and utilise effective skills which include sustained concentration (Bajwa et al, 2011:175).

According to Ozsoy et al (2009:157), study habits are influenced by a wide range of variables which include good time management, personality, metacognition, note- taking skills, study habits training, teacher-related factors, family, library use and the availability of an environment conducive to study. Regarding time management, Ozsoy et al (2009:157) intimated that making a plan and conforming to it is normally the first step in effective time management. Metacognition can be defined as people’s knowledge of how they think as individuals (Snowman et al, 2009:225). It is people’s knowledge of and beliefs in their mental resources and their awareness about what to do in dealing with life situations (Ozsoy et al, 2009:155). Some of the factors which influence study habits such as the home setting and teacher-related factors and their influence on Mathematics achievement are discussed in sections 2.3.2 and 2.3.3 respectively. Moreover, the variables are also discussed in conjunction with irrational beliefs and Mathematics achievement in chapter 3.

In an attempt to come up with effective study habits, learners can employ a variety of study techniques which include overlearning, distributed practice instead of massed practice, good note-taking skills, the MURDER approach and the SQ4R method. Overlearning is the act of revising content several times so as to improve the storage of the information in the long-term memory (Feldman, 2009:242). It can be argued that overlearning is necessary in the study of Mathematics for learners to remember the various formulae or rules in order to solve mathematical problems.

The frequency and duration of study sessions can determine the learners’ ultimate level of content mastery. While distributed practice is regularly revising subject matter in bits and pieces over a long period of time, massed practice occurs when the content is revised in bulk over a short period of time (Snowman et al, 2009:229; Tuckman & Monetti, 2011:279). Research has established that distributed practice is more effective than massed practice especially in Mathematics (Tuckman & Monetti, 2011:279; Snowman et al, 2009:228).

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MURDER is an acronym representing Mood, Understand, Recall, Digest, Expand and Review (Bajwa et al, 2011:176). Mood reminds learners to assess their psychological and emotional preparedness to study while the other terms are verbs which prescribe what learners have to do to enhance their chances of mastering the content. SQ3R is another acronym denoting the verbs Survey, Question, Read, Recite and Review. It has been modified by many authors some of whom have upgraded it to SQ4R with the fourth R representing Relate (Bajwa et al, 2011:176; Osa-Edoh & Alutu, 2012:231).The SQ4R method is a study technique which ensures massive learner participation because it is actually a hybrid of learning techniques. While surveying focuses on skimming the content to be studied, questioning deals with setting questions for oneself or utilising past examination papers. Reading is gaining the actual meaning of the subject matter and reciting is rehearsing the learnt content. According to Osa-Edoh and Alutu (2012:231), reciting was recommended by psychologist Lovell who established that the greater the time one spends reciting study material, the quicker the rate of learning. Reviewing comprises recalling and rehearsing the content encountered in a study session (Osa-Edoh & Alutu, 2012:231). Many elementary psychology courses normally expose learners to the SQ4R study technique because it is useful when preparing for tests and examinations in virtually all subjects (Bajwa et al, 2011:176).

Learners can enhance their Mathematics achievement by deliberately adopting the study habits and the study techniques outlined above. Siklos (2012:1) emphasises that the way learners learn Mathematics is different from the way other subjects are learned. One relatively unique attribute about studying Mathematics is that it mostly involves solving mathematical problems rather than reading non-numerical content. This means there is a need for learners to solve mathematical problems regularly, that is, to apply distributed practice, so as to be well-versed in formulae and other procedures. Furthermore, the productive use of memory enhancing techniques as discussed in section 2.2.1.3 can help learners to improve their marks in Mathematics.

Learners who study related Mathematics topics in succession may have a higher chance of attaining a higher level of mastery as postulated by Ausubel and Gagne in sections 2.3.3.2.3 and 2.2.1.5.1 respectively. However, this may depend on each learner’s learning style. Where possible, learners can form study groups so that

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there is cross-pollination of ideas. As suggested by Vygotsky, less competent learners can benefit from their more competent peers during social interaction in study groups (Bee & Boyd, 2004:17). However, learners still need to study individually since the final examinations require individual effort.

The study guidelines suggested above can positively influence the academic performance of secondary learners in Mathematics. Learners who manage to implement some of these study guidelines may improve their achievement in Mathematics. Conversely, learners who fail to adopt clearly defined study habits may under-achieve, thereby scoring lower marks. Therefore, it can be argued that the extent to which secondary school learners utilise systematic study habits can influence their Mathematics achievement.