CHAPTER I
Introduction
This chapter includes the background of the study, statement of the problem, hypothesis, conceptual framework, definition of terms used, significance of the study and the scope and limitations.
Background of the Study

Statement of the Problem
This study aims to determine the influence of Study Habits in the Academic Performance of First Year Bachelor of Elementary Education students at Western Visayas College of Science and Technology during first semester, Academic Year 2014-2015. Specifically, this study will seek answer to the following questions: 1. What is the profile of respondents when grouped according to sex, income of the parents, birth order, library use, and place of residence while in school? 2. What are the study habits of first year students as a whole or grouped according to sex, income of the parents, birth order, library use, and place of residence while in school? 3. What are the academic performance of first year students as a whole or grouped according to sex, income of the parents, birth order, library use, and place of residence while in school? 4. Is there a significant difference between the study habits and academic performance of first year BEED students? 5. Is there a significant relationship between the study habits and academic performance of first year BEED students?

Hypothesis of the Study
To answer the aforementioned questions, the researchers tested the following null hypotheses.
There is no significant difference between the study habits and academic performance of first year BEED students?
There is no significant relationship between the study habits and academic performance of first year BEED students?
Conceptual Framework

Definition of Terms
Some keys are defined to clarify their meaning in this study.
Academic performance. Academic performance refers to the accomplishment of a pupil in a particular subject.( 1982,Lydia Rondez,The Teaching Style Of Grade Six Students Teachers In The Division Of Silay City As Perceived By Their Pupils In Relation To Selected Variables.)
In this study, academic performance is the reflected by the average of students in their subjects. Birth order. Birth order
Birth order. Birth order
First year. First Year
In this study, first year refers to the college students who are taking up degree courses in different departments at Western Visayas College of Science and Technology.
Income of the parents. Income of the parents refers to the family income, occupation of the parents, family dwelling and the social cultural position that the parents occupies in the community. (Mendoza,1979)
In this study, income of the parents define as the family income and classified as high, average and low.
Library use. Library use
In this study, library use refers to the usage of library in school and it is classified as always, sometimes and never.
Place of residence while in school. Place of residence while in school
In this study, place of residence while in school refers to the place where the students stayed during schooling and it is classified as living in a boarding house and living with parents.
Sex.
Study habit. Study habit refers as the patterns of behaviour in the use of effective study procedures and promptness in completing academic assignments. (Monroy, 1980)
In this study,study habits refers to the

Significance of the Study
Information and data gathered from this study will be beneficial to the following:

Scope and Limitation

II. Review of Related Literature and Studies

Study habits
According to Kizlik (2012), study habits are different for everybody. A studying strategy may be effective for one but entirely of no use to another student. However the study habit fit for one can help the student in different ways. To name one, with continuous study habits, study skills develop and they create a more effective understanding about the topic. Study habits can also improve the learning and understanding about the subject, and thus, the grades. In the study “Connections Between Learning Experience, Study Behavior and Academic Performance: A Longitudal Study” conducted by Ning and Downing (2010), the relationship between learning experience and study behaviour on the students’ performance was studied. The researchers tested their hypothesis by a survey given to 396 students from a university in Hongkong. They tested the students’ study habits in terms of Concentration, Time Management, Self-testing, Study Aids, Information Processing, Selecting Main Ideas, Test Strategies, Anxiety, Attitude and Motivation. From the information obtained, Ning and Downing (2010), discovered a positive relationship between the variables. Aspects like motivation and study strategies in study behavior were also discovered to be of importance to the current academic performance. Despite the wide range of psychological area being studied, the research, however, is limited in scope as it just studies students from a single university.

Study habits and attitudes in relation to academic performance
Study habit is the pattern of behavior adopted by students in the pursuit of their studies that serves as the vehicle of learning. It is the degree to which the student engages in regular acts of studying that are characterized by appropriate studying routines (e.g. reviews of material, frequency of studying sessions, etc.) occurring in an environment that is conducive to studying. Study attitudes, on the other hand, refers to a student’s positive attitude toward the specific act of studying and the student’s acceptance and approval of the broader goals of college education (Crede and Kuncel, 2008). In short, study habits and attitudes of students are determined through their time management ability, work methods, attitudes toward teachers and acceptance of education.
A review of literature highlighted the importance of students study habits and attitudes in their academic performance. According to Menzel, cited by Rana and Kausar (2011), many students fail not because they lack ability but because they do not have adequate study skills. Students who have difficulty in college frequently do not have adequate study habits that affect their academic achievement. A central problem noted was that many of these students had not learned how to take effective notes and manage time for studying (cited by Mutsotso S.N. & Abenga E.S., 2010). Moreover, a study by Nagaraju (2004) found that students usually do not devote sufficient time to their studies and seldom have proper study habits.
Efficient study habits are associated with a favorable attitude toward learning in general. As cited by Otto (1978), beliefs in the value of intellectual pursuits and in the importance of education are positively related to academic performance. An important aspect of a student’s attitude toward education is the value he sees in what he has to learn. In the study of Sarwar et. al (2010), it was discovered that a significant relationship between student attitudes and academic performance exists. Another research found discrepancy between the study attitudes of high and low-achieving students. High-achieving students had a more positive attitude toward study in that they detected and reacted positively to the favorable aspects of the situation they found themselves in, while the low-achieving students tended to be fault-finders, reacting to the negative aspects of study such as distractions and minor annoyances. The high-achieving students found tertiary work an interesting challenge, accepted the restrictions and conformed to the demands made upon them more readily, while the low achievers appeared to lack high-level motivation. The more successful group was also found to be more realistic and discriminating in their assessment of those situations which were highly relevant to scholastic achievement, such as discipline and work priorities, and they were better organized in both their work and leisure activities.
In terms of attitude towards teachers, the high achievers generally have a positive attitude towards teachers. For instance, as compared to low achievers, the high achievers more often say that their teachers are competent, impartial, and interested in their duties (Sarwar, M., Bashir, M., Khan, M.N., & Khan, M.S., 2009). Yu (2011) in his study revealed that among the SHSA factors examined, student perception of teacher effectiveness influence accounting performance.
A substantial amount of research has examined the role of students’ study habits and their attitudes to study on academic performance. The study of Osa-Edoh and Alutu (2012) which examined the usefulness of imbibing in the students study habit, as a means of enhancing their academic performance, revealed a high correlation between study habits and students academic performance. This suggests that it is only when students imbibe or cultivate proper study habits that their academic performance can be improved upon.
Similarly, Nuthana and Yenagi (2009) found significant correlation between study habits and academic achievement. It further revealed that reading and note-taking habits, habits of concentration, and preparation for examination had significant correlation with academic achievement. The authors pointed out that students who are better in reading and note-taking, well prepared for the board examination and have concentration may have better academic achievement. An association between study skills and academic performance also has been found to prevail among undergraduate students. The study of Fazal (2012) identified various study skills used by learners and ascertain which study skills is more related to academic achievement. Results of the study indicate significant relationship of time-management skills, reading and note-taking skills with academic achievement. Students with higher academic achievement used a wide range of study skills as compared to students with lower academic achievement.
Another study was conducted using a Q factor analysis to understand the study behavior and habits of undergraduate students. The Q factor analysis was used to classify students as either proactive learners with well-organized study behavior or disorganized procrastinators based on their self-reported study behavior. Findings of the study showed a significant difference in the academic performance of the two groups of students. Student type was found to be a significant predictor of academic achievement beyond and above students’ attribute variables (Yang, 2011).
Nonis and Hudson (2010) also conducted a study on performance of college students-impact of study time and study habits in which they found that some study habits had a positive direct relationship on student performance but others had a negative direct relationship.
Hassanbeigi et al. (2011), in their study of the relationship between various study skills and academic performance of university students, noted that the study skills scores of students with GPA of 15 and above (out of 20) were statistically higher than those students with GPA of less than 15 in all of the seven skills (time management and procrastination, concentration and memory, study aids and note-taking, test strategies and test anxiety, organizing and processing information, motivation and attitude, and reading and selecting the main idea).
Because of the importance of study habits and attitudes on academic performance, some researchers have proposed strategies that will help students develop effective study habits and attitudes. For example, the study of Demir et al. (2012), which examined the effect of development of efficient studying skills curriculum on academic achievements and studying skills of learners, found that students can acquire efficient studying skills by means of curriculum for developing efficient studying skills. The students were able to organize the study environment and use specific methods effectively, such as efficient reading, listening lectures, note-taking, efficient writing and doing homework. It further revealed that those students where the curriculum was implemented have increased academic achievement as compared to the group of students on which the curriculum was not implemented. Mutsotso and Abenga (2010) also propose a paradigm shift in study methods and suggest strategies for both lecturers and the students in universities towards improved learning and performance. It is based on the “distributed learning approach” that adequately cater for individual differences that exist among the students. The model will address the study space needs and the efficiency and effectiveness of study methods.
Place of residence while in school in relation to the study habits of students
The present study was conducted on 100 secondary school science students to find out the Relationship between study habits and home environment of the science students studying in secondary school of Haryana. The results of the study revealed that a significantly positive relationship of home environment components of rejection with study habits of boys is revealed, there by meaning that It can be affected the study habit of boys. However, the correlation of other components of home environment is significantly negative with study habits among boys.
The study also found that there was no significant difference of home environment between boys and girls studying in science stream of senior secondary school. The study has implications for educationists and parents as well.

Family size, Birth order and Academic achievement.
There is an extensive amount of literature which talks about the effect of family size and birth order on academic achievement. Nuttall, Nuttall, Polit and Hunter (1976) investigated the effect of family size, birth order, spacing of siblings and crowding on the academic achievement. They found that family constellation variables such as family size, birth order, spacing of children and crowding were related to academic achievement when IQ was controlled. The sample consisted of
306 girls and 247 boys from large and small families living in suburban Boston communities. It was found that boys from smaller families had better grades than boys from larger families. First born girls had higher academic achievement than the laterborn girls. The study suggested that first born girls are raised in a way which makes them hard working and responsible and this in turn also helps them academically.
Boys who belong to small families adapt adult values whereas boys from larger families are more influenced by the peer group. Findings also suggested that family size effect may be stronger for boys than for the girls since with several children in the family the boys who belong to larger families are more likely to be peer oriented and less school oriented than are the boys in the small families. On the other hand, girls from the larger families may become peer oriented but they have a peer culture which is not antithetical to school achievement. It was also found that crowding was negatively related with the academic achievement. The findings of this study are consistent with the studies by Eysenck, Cookson (1970) and Schachter (1963) which indicated that children from smaller families had higher achievement test scores or 51 grades than children from larger families. Miners study (1968) found that the school achievement was negatively correlated with the family size, thus leading to the conclusion that larger the size of the family the poorer the performance of the child.
It also showed that there was a slight tendency for first born to show superior performance. However, the correlational analysis indicated a non significant relationship between ordinal position and academic achievement. The findings of the study indicated a lack of relationship between ordinal position and school achievement.
2.1.2 Family size, Structure, Birth Order, Parental education and Occupation and Future aspirations of Over and Under achievers.
There are studies which fail to report any significant differences in the family size, status, parental education and parental occupation of the over and underachievers. Ford (1957) investigated the factors other than intelligence affecting the academic performance. Sample of forty-eight achievers with a distribution of half over and half under achievers were interviewed. All the subjects were of average intelligence. Over achievers were performing much better whereas underachievers were performing below than the average performance. No significant differences were found on the items selected as indicators of social class, occupation of father, education of father and mother, family size, and schooling expectations of the students. Analysis indicated that fathers of eight over achievers compared with fathers of four under achievers were in professional occupations. Family size did not differ across the two groups, nor did the educational characteristics of fathers or mothers.
Seven overachievers and six under achievers reported that their fathers were college graduates, six mothers of overachievers and five mothers of under achievers had college degree. The study indicated that eighteen over achievers aspired for 52 professional occupations such as medicine, teaching, and engineering whereas eight underachievers indicated such occupational preferences. Interestingly, six under achievers aspired for glamorous occupations such as professional athlete, airline pilot whereas other underachievers made choices such as mechanic, secretary, building contractor that reflected their realistic self evaluations. In this study two overachievers and one underachiever failed to express a definite vocational choice. Only one overachiever and five underachievers reported belonging to single parent families by death, separation, and divorce. Mothers of thirteen underachievers and mothers of seven overachievers were working women. This study also indicated that the figures like athletes, television and movie stars were the ideals of the under achievers whereas over achievers admired their teachers and perceived them as role models in life.

III. Methodology

Research Design The Respondents of the Study
Data Gathering Instruments
The Validation Procedure

Reliability of the Questionnaire

Data Gathering Procedure