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Study Habits

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A descriptive correlational research design was used for this study to examine the relationship of students’ study habits and attitudes to their performance in the licensure examinations.
The respondents were graduates in school year 2009-2010 from the different programs of the University which require licensure examination. A total of 239 students comprised of 127 males and 112 females participated in the study. Table 1 shows the distribution of the respondents.

Table 1: Distribution of the respondents The study habits and attitudes of the respondents were assessed by administering the “Survey of Study Habits and Attitudes” (SSHA) developed by Brown and Holtzman (1969) during their final year in the University. The SSHA consists of 100 items divided equally into four (4) subscales named as ‘work methods (WM)’, ‘delay avoidance (DA)’, ‘teacher approval (TA)’ and ‘educational acceptance (EA)’. The subscales are used to formulate two subtotals; summation of scores obtained from WM and DA forms a score for ‘Study Habits (SH)’ and the total score obtained from the summation of TA and EA yield a ‘study attitudes (SA)’ score. The Study Habits measure student's time management ability and work methods whereas Study Attitudes measure student’s opinions about teacher’s classroom management and behavior and his/her acceptance of education.
The performance rating of the graduates was generated from the data released by the PRC. It is the overall rating obtained by the graduates in the licensure examinations.
Descriptive statistics (means, standard deviations, and percentile ranks) were used to describe the study habits and attitudes of the students and their performance in licensure examinations. Moreover, relationship of study habits and attitudes with performance in licensure examination was examined by the use of Pearson correlation coefficient.

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