Academic Performance Robinson (2000) and Chen (2001) found that certain bad study habits result in poor academic performance whereas certain good study habits result in high academic performance. Creemers and Reynold (2000), on the basis of data of National Assessment of Educational Progress, demonstrated a positive relationship between good study habits and academic performance of 8th and 9th Grade students. Bajwa et al. (2011) found that the relationship of academic achievement with study habits, intelligence and achievement motivation was significant, positive and low.
Galiher (2006) and Darling (2005), used GPA to measure student performance because they main focus in on the student performance for the particular semester. Some other researchers used test results or previous year result since they are studying performance for the specific subject or year (Hijazi and Naqvi, 2006 and Hake, 1998).
Robert & Sampson (2011), found that the member of educational board will be educated and their impact on school is positive, for professional development it is essential for student learning.
Communication Harb and El-Shaarawi (2006) found that the most important factor with positive effect on students' performance is student's competence in English. If the students have strong communication skills and have strong grip on English, it increases the performance of the students. The performance of the student is affected by communication skills; it is possible to see communication as a variable which may be positively related to performance of the student in open learning. A major distinction of this study from previous studies is that it focuses on open learning (Abdullah AL-Mutairi,2011).
Learning Facilities Karemera (2003) found that students' performance is
