Academic Performance of Secondary Students in Relation to ...

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London Journal of Research in Humanities and Social Sciences

Volume 20 | Issue 3 | Compilation 1.0

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Academic Performance of Secondary Students in Relation to their Study Habits and Socio- Economic

Status: A Descriptive Survey StudySahidul Alam & Dr. Md Rofikul Islam

Aligarh Muslim University

The appraisal of academic performance has been a regular process in the educational field for a long time. The aim of education is to bring the all-round development of an individual by imparting knowledge, skill and imbibing values in them. But with the passage of time, the aim of formal education is being changed from all-round development of an individual to solely the academic success of the students which narrows down the broader meaning and aim of education. The contemporary study was carried out to examine the association between the academic achievement of secondary students with their study habits and socio-economic status. The researchers took 250 students, selected from different secondary schools of Aligarh district of Uttar Pradesh as the sample of the study by using simple random sampling technique. Study Habits Scale (2015) developed by Rani and Jaidka and Socio-economic Status Scale developed and standardized by Kalia and Sahu (2012), as instruments were administered to collect the data. The researchers found that academic achievement, study habits and socio-economic status were correlated with each other.

Keywords: academic performance, secondary students, study habits, socio-economic status.

Classification: 139999

© 2020. Sahidul Alam & Dr. Md Rofikul Islam. This is a research/review paper, distributed under the terms of the Creative CommonsAttribution-Noncom-mercial 4.0 Unported License http://creativecommons.org/licenses/by-nc/4.0/), permitting all noncommercialuse, distribution, and reproduction in any medium, provided the original work is properly cited.

Language: English

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Academic Performance of Secondary Students in Relation to their Study Habits and Socio-

Economic Status: A Descriptive Survey Study Sahidul Alamα & Dr. Md Rofikul Islamσ

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57 © 2020 London Journals Press Volume 20 | Issue 3 | Compilation 1.0

ABSTRACT

The appraisal of academic performance has been

a regular process in the educational field for a

long time. The aim of education is to bring the

all-round development of an individual by

imparting knowledge, skill and imbibing values

in them. But with the passage of time, the aim of

formal education is being changed from

all-round development of an individual to solely

the academic success of the students which

narrows down the broader meaning and aim of

education. The contemporary study was carried

out to examine the association between the

academic achievement of secondary students

with their study habits and socio-economic

status. The researchers took 250 students,

selected from different secondary schools of

Aligarh district of Uttar Pradesh as the sample of

the study by using simple random sampling

technique. Study Habits Scale (2015) developed

by Rani and Jaidka and Socio-economic Status

Scale developed and standardized by Kalia and

Sahu (2012), as instruments were administered

to collect the data. The researchers found that

academic achievement, study habits and

socio-economic status were correlated with each

other. The study revealed that no critical

statistical difference exists in scholastic

achievement, study habits and socio-economic

status among the secondary students on the

grounds of gender and locality but the significant

difference exists among the secondary students in

academic achievement, study habits and

socio-economic status on the grounds of their

school types which means the significant

difference between govt. and private schools. The

study also revealed that there was a significant

main and interaction effect of study habits and

socio-economic status on academic achievement.

It further showed that study habits and

socio-economic status were significant predictors

of academic achievement of the secondary

students.

Keywords: academic performance, secondary

students, study habits, socio-economic status.

Author α: Research Scholar, Dept. of Education,

Aligarh Muslim University, Aligarh, U.P-202002

σ: Asst. Professor (M. Ed.), Education College, Domkal,

Murshidabad, W.B, India-742406

I. INTRODUCTION

In the post-modern era of science and technology,

society has become extremely competitive

throughout the whole world, everyone is

competing with others in achieving their life goals

in society. Among dissimilar fields of competition,

academic pursuit appears as the most important

and relevant faces of one’s life. An individual

makes every possible effort to do his best in

academics. The aim of true education is to bring

the all-round development of an individual by

conveying knowledge and skill and imbibing

values in them. But the aim of formal education is

being changed with changing time from all-round

development of an individual to exclusively the

academic performance or success of the learners

which restricts the wider meaning of education. It

is the requirements of the time because in the

competitive modern society everybody wishes

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58 Volume 20 | Issue 3 | Compilation 1.0 © 2020 London Journals Press

Academic Performance of Secondary Students in Relation to their Study Habits and Socio-economic Status: A Descriptive Survey Study

academic brilliance i.e. good academic

achievement or performance. Eysenck and

Arnold, in the Encyclopaedia of Psychology

(1972), defined academic performance as,

‘General term for the successful attainment of a

goal requiring certain effort’.

Academic achievement or performance is a

multidimensional and multifaceted phenomenon

also it is complex behaviour. Researches

throughout the world have regularly shown that

academic accomplishment is not a result of any

single factor; rather it is the product of the

interaction of a large number of factors. There are

a countless number of factors which affect the

academic accomplishment of the students viz.

heredity, intelligence, motivation, home

environment, school environment, interests,

attitude, aptitudes, socio-economic status of the

parents, and so on so forth. The above-mentioned

factors and other similar mechanisms might play

a pivotal role in determining one’s achievement in

academic performance.

It could be expressed that the factors that impact

the scholastic performance of students overall fall

in the accompanying four classes featured as

Associated to Student, Associated to Teacher,

Associated to School, and Associated to Home.

Firstly, Associated to Students: anxiety,

intelligence, interest, attitude, achievement

motivation, emotional maturity, aptitude, study

habits, and language skills etc. come under this

domain. Secondly, Associated to Teacher: method

of teaching, teaching skills, classroom interaction,

teacher motivation, teaching experience,

home-work, and reinforcement etc. Thirdly,

Associated to School: this domain includes types

and location of the school, school climate, the

medium of instruction. Lastly, Associated to

Home: home atmosphere, socio-economic status,

family size, religion, and cultural effect etc comes

under this domain. This study will address the

enhancing importance of the student’s academic

performance measured by the annual scores,

through examining the study habits and

socio-economic status of the students in its

relation. So, a question arises in mind whether

these factors are associated with academic

performance or achievement or not and if

associated then up to what extent? The present

study is an effort to search the answers to these

questions.

II. STUDY HABITS AND ACADEMIC PERFORMANCE

Often, performance is measured by how well or

poorly something is finished. It holds great

significance to society because it is the sole basis

of measuring learners’ output. In educational

parlance, performance demonstrates through

scholastic success, which is the outflow of a

student’s study propensity and fortified through

education. Great study habits are similarly

significant and supportive in the scholarly field as

well as in picking a future profession. The

interrelationship of the scholarly accomplishment

or success and study propensity for the students

can’t be disregarded on the grounds that to an

enormous degree it shapes an individual

predetermination. The basic conviction wins in

the public arena is that students with great study

habits are probably going to sparkle than those

with pitiable study habits. ‘Study habit means the

habit that an individual might have formed with

respect to his learning activities’ (Nagaraju, 2004,

p.16).

III. ACCORDING TO CREDE AND KUNCEL (2008),

‘Study habits are studied routines, including but

not restricted to, the frequency of studying

sessions, review of the material, self-testing,

rehearsal of learned material, and studying in a

conducive environment’.

Studies revealed that the Study Habits of the

students play a key role in the academic

achievement of students.

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IV. PREVIOUS STUDIES RELATED TO STUDY HABIT AND ACADEMIC

PERFORMANCE

Chamundeswari and Kumari (2014) and Ayodele

and Adebiyi (2013), in their study, found a

positive huge connection between study habits

and scholarly success or accomplishment.

Mashayekhi et al. (2014) conducted a study on

220 graduate-level students of Islamic Azad

College Jiroft Branch and found that 89% of

students have moderately alluring study habits,

and furthermore found that study habits and

scholastic accomplishment were positively

correlated. The researchers selected the sample

randomly and collected data from both the

College of Agriculture and Humanities. Anwar

(2013) also found that students with poor and

good study habits differed significantly in their

academic performance, students with good study

habits performed well in their academics and

vice-versa. In (2012), Sharma while studying the

study habit and academic achievement of 250

students of 9th-grade high school students found

that good study habits very often lead to a higher

level of academic achievement. The study also

showed that girls had a bitter study habits in

comparison to boys. Pillai (2012) in his study

found a significant difference in study habits

between male and female students. Bhan and

Gupta (2010) in their research on study habits

and academic performance found no significant

effect of study habit on the academic performance

of students in relation to the sexual role. Sarwar et

al. (2009) in their study found that higher

achievers had better study habits than the lower

achievers. Prema (2007) while studying the

relationship between study habits and academic

success found that girls had better study habits

and performed well than the boys in their

academic performance. The study also highlighted

that significant difference among the students of

Govt., Govt. Aided and Private schools. Lastly, it

also revealed a significant positive relationship

between study habits and academic achievement.

The researchers selected a sample of 450 senior

secondary students from different administration

schools. Sud and Sujata (2006) after

investigation, concluded by saying that girls were

better in their Study Habits than the boys. Sirohi

(2004) found that poor study habits of the

students were one of the main reasons for low or

under-achievement. Thakkar (2003) concluded

that a significant difference exists between low

and high achiever rural students in their study

habits. Baland (1999) in his study found that

study habits of males were bitter than females

students. It also revealed that the study habits of

urban males were significantly lower than that of

urban females.

V. SOCIO-ECONOMIC STATUS AND ACADEMIC PERFORMANCE

The word socio-economic status is a composite

term comprising two measurements dimensions

i.e. societal status and economic status. The

socio-economic status of an individual or family

can be estimated based on education, salary,

profession, wellbeing and material had, and so

forth in contrast with others in the public arena.

Socio-economic status is a proportion of an

individual or family’s relative economic and social

positioning in the general public and it is

frequently made out of the parents’ education

level, parent’s occupation, family income,

community network, and size of the family.

‘Socio-economic status is the position of an

individual or group on the socio-economic scale,

which is informed by a combination or interaction

of social and economic factors, such as income,

amount and type of education, kind of prestige

and occupation, place of residence and in some

society’s even ethnic origin and religious

background’ The American Psychological

Association (APA) in Dictionary of Psychology

(2007).

So, Socio-economic status not only helps a pupil

in getting higher education but it also helps in

choosing a future career. In Indian society, there

is a common saying that higher the socio-

economic background better the educational

facilities are available together with more

intellectual stimulation. The socio-economic

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background looks to influence a student’s

attitudes, motivation, values, etc. and thus, his

academic achievement or accomplishment.

VI. PREVIOUS STUDIES RELATED TO SOCIO-ECONOMIC STATUS AND

ACADEMIC PERFORMANCE

Plenty of studies have been finished by the

researchers before to look at the problems and

investigate socio-economic status as a

contributing element in scholastic performance or

achievement and their examination indicated an

alternate result. Faaz and Khan (2017) directed an

investigation to know the connection between the

socio-economic status of upper primary students

with their scholarly or academic performance and

found that socio-economic status and scholastic

success of the students had a positive critical

relationship. Sanjurjo, Blanco and Fernández-

Costales (2017) found that socio-economic status

adversely influences lower socio-economic status

foundation students in their learning of CLIL

while concentrating the impact of socio-economic

status on the scholarly accomplishment of the

students and Gabriel et al. (2016) likewise found

an insignificant relationship or relationship

between scholastic achievement of the students

and their parent's occupation while researching

the effect of parental socio-economic status on the

scholarly accomplishment or performance of

secondary students. Farid et al. (2016) in their

investigation saw that socio-economic status

significantly affected student’s academic

performance. Gul and Rehman (2014) in their

study saw that socio-economic status had a

critical and positive effect on the scholastic

performance of the students. It additionally

uncovered that high socio-economic status

students perform well in their academics. Zaki et

al. (2014) after their investigation closed by saying

that the scholastic performance of students has a

hugely positive association with their parent's

socio-economic status. Suleman et al. (2013) in

their study reasoned that parent's Socio-economic

status i.e., parent's education, occupation and

salary influence secondary students’ academic

performance. Sirin (2005) while leading a

meta-diagnostic research study of the exploration

articles distributed in a different noted scholastic

diary in the middle of 1990-2000 to survey the

connection between socio-economic status and

scholarly achievement found a moderate to solid

degree relationship between socio-economic

status and academic achievement of the students.

VII. JUSTIFICATION AND SIGNIFICANCE OF THE PROBLEM

The educational career of each and every student

is very often full of tests and examinations

thoroughly. It is an acknowledged fact that school

days are more challenging than any other level of

education for the students to do well in academics

because at this level they have encountered many

problems. Students to perform well need proper

learning facilities, effective study habits and

sound socio-economic family background which

very often leads to productive learning.

Forecasting or predicting academic success of the

students is one of the most essential tasks in

modern-day education. Educationists, acade-

micians, researchers, guidance workers and

counsellors always tried to predict and maximize

academic achievement of the students through

studying students achievement with certain other

psycho-social variables, and researchers and

educationists have made many attempts in this

direction e.g., use of intelligence test scores as a

predictor of academic achievement. But, today,

there is a growing realization among the

educationists that other psychological,

sociological, cognitive, non-cognitive, and

environmental factors must be considered in

order to maximize the student’s performance and

to lessen the error in bringing good academic

achievement.

In this way, in the present study investigators

make an endeavour to trace the impact of study

habits and socio-economic status on the academic

or scholastic achievement of secondary students.

An examination of the related literature further

uncovers that a countable number of studies had

been directed in India on U.P. Board students

identified with the dimensions attempted in the

present study i.e., study habits, and

socio-economic status. Be that as it may, no

researcher has concentrated on the connection

between scholastic achievement and the

previously mentioned factors. Likewise, nobody

has endeavoured to utilize these factors as

conceivable prescient files of academic

performance at the secondary stage. The present

study is, along these lines, defended in light of the

fact that it is the arrangement of its sort, intended

to investigate the relationship of two predictors

i.e., study habits and socio-economic status with

one criterion i.e., academic achievement which

may fundamentally add to the forecast of the

scholastic accomplishment of the secondary

students. The present study will be advantageous

for instructors as a ruler and educators

specifically in light of the fact that the information

on the relationship of these variables understudy

will empower the teachers and instructors to

design their instructive program remembering the

connection of these above-said factors. The

present study will give a piece of knowledge to the

guardians to manage their children and

youngsters with the goal that they will have the

option to build up a comprehension of the

significance of study habits and socio-economic

status. This understanding will likewise help the

teachers to make a progressive, friendly,

agreeable, warm and loyal, passionate and

favourable atmosphere in instilling great study

habits at school and appropriate direction and

counselling might be given to the children

accordingly. In addition, based on the findings of

the study, educators may assist the students in

modifying their conduct as to study habits and

socio-economic status. Educational admini-

strators and planners, curriculum organizers,

guidance workers and counsellors may likewise be

profited by the consequences of this study. The

results yielded by this work might be of incredible

practical use with the end goal of the preparation

of the educational program of the teachers or

instructors. Results of the study might be used at

the hour of confirmation of the students in

different scholarly and proficient courses of study.

Educationists may likewise find new difficulties or

new spaces for further investigation. The present

study is along these lines imagined serving a

multidimensional cause in the ever-growing field

of

education.

VII. RESEARCH QUESTIONS

1. Does study habits affect the academic

performance of secondary students?

2. Whether secondary students differ in their

study habits?

3. Does socio-economic status affect the

academic achievement of secondary

students?


socio-economic status?


academic performance on the grounds of

gender, locality, and types of school?

6. Whether study habits and socio-economic

status have a combined or interaction effect

on the academic achievement of the

secondary students?

7. So, as to respond to the above research

questions, the accompanying objectives have

been formulated in reachable terms.

VIII. OBJECTIVES OF THE STUDY

1. To study the inter-relationship of academic

performance, study habits and socio-economic

status of the secondary students.

2. To study the combined impact of study habits

and socio-economic status on the academic

performance of the secondary students.

3. To study the difference in academic


status of the secondary students on the

grounds of their sexual orientation, residential

locality, and school type.

4. To study the main and interactional effect of

study habits and socio-economic status on the

academic performance of the secondary

students.

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XI. HYPOTHESES OF THE STUDY

The researchers formulate null hypotheses in the

present study for testing purposes. They are as:

H0-1: There is no noteworthy relationship among

academic performance, study habits and

socio-economic status of the secondary students.

H0-2: There is no noteworthy combined impact of


academic performance of the secondary students.

H0-3: There is no noteworthy distinction in


socio-economic status of the secondary students

on the grounds of their sexual orientation,

residential area, and school type.

H0-4: There is no main and interactional impact

of study habits and socio-economic status on the

academic performance of the secondary students.

X. METHOD

The researcher adopted a descriptive research

design for the present study and collected data

from 250 secondary school students of Aligarh

District by applying a simple random sampling

technique.

XI. PARTICIPANTS

In the present study, samples include 125 boys

and 125 girls of class IX of Aligarh district.

Research Variables

The present research is a correlational study that

thought about the criteria of descriptive research

and depends on two factors to be namely

autonomous variables (study habits and

socio-economic status) and the dependent

variable (academic performance).

XII. RESEARCH INSTRUMENTS

Following are research tools:

i) Study Habits Inventory

For collecting information regarding student’s

study habits, the researchers used the 1Study

Habits Scale (2015) developed by Rani and

Jaidka. The scale consists of 46 items having the

reliability of 0.872 by the split-half method.

ii) Socio-economic Status Scale

Socio-economic Status Scale developed and

standardized by Kalia and Sahu (2012). It has five

dimensions consisting of 40 items. The content

validity was measured by the experts and criterion

validity was measured by correlating SES scale

developed by Singh, Sharma and Kumar (2006)

and the value was 0.86 which is very highly

significant. Reliability of the scale was measured

with the help of Split half and Test-retest method

and the values are 0.68 and 0.86 respectively.

iii) Academic Performance

The researchers took the final examination marks

of students as academic performance and

collected from the schools’ official record book.

Procedure

First of all, the researchers took permission from

the school authorities to conduct the research and

later participants were informed about the

purpose of the study and further their consent was

taken. At that point, they were approached to

peruse the questionnaire cautiously and select the

alternatives which really mirrors their frame of

mind. The two instruments i.e., Study Habits

Scale (SHS) and Socio-economic status (SES)

scale were controlled so as to quantify the impact

of study habits and socio-economic status

separately on a students’ academic achievement.

The level of a students’ academic performance

was measured by their obtained annual marks in

the last year final examination.

XIII. STATISTICAL TECHNIQUES

The researchers used a t-test, Pearson’s

product-moment correlation, factorial ANOVA,

Multiple Regression Analysis for testing the

hypotheses and analyzing the data.

Normality of the Data

No. Mean S.D. Kolmogorov-Smirnov a Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

SH 250 82.30 28.111 .161 250 .000** .922 250 .000**

SES 250 60.28 12.413 .118 250 .000** .953 250 .000**

AA 250 72.04 12.191 .070 250 .005* .979 250 .001**

** Significant at 0.01 level.

* Significant at 0.05 level.

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Study Habits, SES and Academic Performance

XIV. ANALYSIS AND INTERPRETATION OF THE STUDY

Analysis and interpretation is the most significant

undertaking of any research work. As it were,

analysis and interpretation of data is the spirit of

any research study. The analysis procedure

incorporates information or data gathering,

sorting out, organizing and outlining to get the

objectives and to test the null hypotheses of the

study. In the present study, data has been

analysed and interpreted to scrutinize the

probable effect of study habits and

socio-economic status (individually or

combinedly) of the secondary students on their

academic performance in relation to their gender,

locality and types of school. The researcher also

tried to know the difference in academic

performance or achievement, study habits and

socio-economic status of secondary students in

relation to their sexual characteristics, area of

The perusal of the above table shows that the data

of study habits, socio-economic status, and

academic performance are normally distributed.

The Kolmogorov-Smirnov and Shapiro-Wilk test

results also highlight that the distributions are

significant at both 0.05 and 0.01 levels of

confidence. Following figures further clearly

depicts the distributional pattern of the

above-said variables.

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living and types of school. For analysing the data,

the researchers fit the raw scores in MS Excel and

then, export the raw data into the IBM SPSS- 20.0

software. (IBM Statistical Package for Social

Science).

XV. CORRELATIONAL STUDY

In order to study the interrelationship among


socio-economic status of secondary students, the

researchers applied Pearson’s product-moment

coefficient of correlation which gives the results as

shown in the following table:

Variables AA SH SES

Academic Performance

(AP)

Pearson Correlation 1

.600** .555**

Sig. (2-tailed)

.000 .000

N 250 250

Study Habits

(SH)

Pearson Correlation

1

.445**

Sig. (2-tailed)

.000

N 250

** Significant at 0.01 level.

Interpretation and Discussion: The perusal of the

above table shows that academic performance and

study habits are significantly positively correlated

(P=.000<0.1) with each other and the degree of

correlation (r=.600) is moderately high. Similarly,

Academic performance and socio-economic status

also positively correlated (r=.555). The table

further depicts the significant positive

inter-correlation between study habits and

socio-economic status (r=.445).

XVI. DIFFERENTIAL STUDY

Under this headings, the researchers want to

know is there any significant difference in


socio-economic status of the secondary students

in the ground of their sexual characteristics, area

of living and types of their school. They are as

under:

i) Comparison of Academic Performance of Secondary Students on the grounds of Gender, Locality

and type of Schools

GENDER-WISE

Variables NO. df Mean S.D t-value Sig.

Male 125

248

72.48 13.456

.570 .569NS

Female 125 71.60 10.816

LOCALITY BASIS


Rural 125 248 71.15 11.692 -1.152 .250NS

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Urban 125 72.93 12.655

TYPE OF SCHOOLS BASIS

Variables NO.

df Mean S.D t-value Sig.

Govt. 125 248

67.22 10.814 -6.788 .000**

Private 125 76.86 11.608

NS-Not Significant, * Significant at 0.05 level, ** Significant at 0.01 level.

The perusal of the above table shows that there is

no significant difference in academic performance

between male-female, and rural-urban students

while a significant difference exists between govt.

and private school students as the P=.000<0.05

which further reject the null hypothesis.

ii) Comparison of Study Habits of Secondary Students on the grounds of Gender, Locality and type of

Schools.

GENDER-WISE


Male 125 248 82.54 27.246 .139 .899NS Female 125 82.05 29.057

LOCALITY BASIS


Rural 125 248 83.22 28.786 .517 .606NS Urban 125 81.38 27.504



Govt. 125 248 74.53 25.807 -4.538 .000** Private 125 90.06 28.269


From the perusal of the above table, it has been

found that there is no statistically significant

difference in study habits between male and

female, and rural and urban secondary students

whereas significant difference exists between govt.

and private secondary students.

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iii) Comparison of Socio-economic status of Secondary Students on the grounds of Gender, Locality

and type of Schools

GENDER-WISE


Male 125 248 61.46 11.081 1.502 .134NS

Female 125 59.10 13.558

LOCALITY BASIS


Rural 125

248

59.90 12.393

-.488

.626NS

Urban 125 60.66 12.471



Govt. 125 248 55.56 13.126 -6.490 .000**

Private 125 65.00 9.603


From the perusal of the above table, it has been

found that no significant difference exists between

male and female, and rural and urban secondary

students in their study habits whereas a

significant difference exists between govt. and

private school students.

Main and Interaction Effect of Study Habits and Socio-economic Status on Academic Performance

Source Type I Sum of Squares df Mean Square F Sig.

Corrected Model 36423.933a 233 156.326 4.300 .001**

Intercept 1297440.400 1 1297440.400 35688.905 .000**

SH 21965.485 85 258.417 7.108 .000**

SES 5141.511 47 109.394 3.009 .010**

SH * SES 9316.938 101 92.247 2.537 .019*

Error 581.667 16 36.354

Total 1334446.000 250

Corrected Total 37005.600 249

The perusal of the above table shows that the

main effect of study habits (F=7.108, P=.000) is

significant at 0.01 level whereas the main effect of

socio-economic status (F=3.009, P=.010) is

significant at the 0.01 level. The interaction effect

of study habits and socio-economic status is

(F=2.537, P= .019<0.05) also significant at 0.05

level of confidence.

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XVII. PREDICTIVE STUDY

Here, the researchers applied multiple regression

analysis to know the individual and combined

effect of study habits and socio-economic status in

predicting academic performance of secondary

students.

Model Summary

Model R R

Square

Adjusted

R Square

Std. Error

of the

Estimate

.681 .464 .459 8.965

From the above table it is found that R= 0.681; R2

= 0.464; and the adjusted R2 = 0.459. The

regression coefficient (R) = 0.681 highlights that

significant moderate positive relation exists

between independent variables (study habits and

socio-economic status) and dependent variables

(academic performance). The coefficient of

determination (R2) of .464 indicates that 46.4% of

the observed variability is explained by the

independent variables and 54.6 % unexplained

variability caused by some other extraneous

variables. This further leads to the verification of

the regression fit as stated in the ANOVA table.

Anova

Model Sum of Squares df Mean Square F Sig.

Regression 17154.195 2 8577.098 106.720 .000**

Residual 19851.405 247 80.370

Total 37005.600 249


From the above ANOVA table, it is found that the

‘F’ value=106.720; P=0.000<.001 which is

statistically significant at .01% level which reveals

that the regression model is statistically

significant, valid and fit, and could be used to

predict academic performance of secondary

students. This further highlights each and every

individual factor’s contribution in predicting

academic performance of the secondary students

in the following coefficient table:

Model

Unstandardized Coefficients

Standardized

Coefficients t-value Sig.

B Std. Error Beta

(Constant) 35.054 2.858 12.264 .000**

SH .191 .023 .440 8.451 .000**

SES .353 .051 .360 6.910 .000**


From the above table, it is found that the study

habits (SH) (t = 8.451, P = 0.000<.001), and

socio-economic status (SES) (t = 6.910, P =

0.000<.001) are statistically significant at .01%

level and highlights that study habits (beta-44 %)

and socio-economic status (beta-36) have

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significant contribution in academic performance

and predict achievement by study habits and

socio-economic status respectively. The beta value

of study habits (.44) would mean that one unit

increase in study habits, academic performance

would increase by 0.44. Similarly, one unit beta

increase of socio-economic status (beta-.36)

would mean .36 unit increase of academic

performance.

XVIII. FINDINGS OF THE STUDY

The researchers found that academic


status were correlated with each other. The study

revealed that no significant difference exists in


socio-economic status among the secondary

students on the ground of gender and locality but

the significant difference exists among the

secondary students in academic performance,


grounds of their school types which means the

significant difference between govt. and private

schools. The study also revealed that there was a

significant main and interaction effect of study

habits and socio-economic status on academic

performance or achievement. It further showed

that study habits and socio-economic status were

significant predictors of academic performance of

the secondary students.

XVIII. DISCUSSION

After analyzing the data, the researchers found

that academic performance, study habits and

socio-economic status were correlated with each

other. Adeyemi (2014), Chamundeswari and

Kumari al. (2014), Mashayekhi et al. (2014),

Anwar (2013), Sharma (2012), and Sarwar et al.

(2009) in their study found a positive significant

relationship between study habits and academic

achievement whereas Faaz and Khan (2017),

Farid et al. (2016), Gul and Rehman (2014), Zaki

et al. (2014), Suleman et al. (2013), and Sirin

(2005) in their study found that socio-economic

status and academic performance of the students

had positive significant correlation.

XIX. EDUCATIONAL IMPLICATIONS OF THE STUDY

The findings of the present study could help

psychologists, educationists and counsellors to

better comprehend educational issues and

problems and further to assist students with their

academic problems. Now, coming to the

implications of study habits and on academic

performance, we can suggest some individual &

Group guidance measures which could be used to

improve the study habits and further lead the

academic performance of the students and

minimize the rate of underachievers and failures.

Now, coming to the implications of

socio-economic status on academic

performance/achievement of the students as it is

positively correlated with academic performance

we could bring good performance from the

students by empowering their social and

economic status which directly correlated with

family expenditure in the education of the child.

Summarize, the present research presents a

predictive instrument of academic performance

that can be utilized by parents, teachers,

administrators and guidance personnel for

substantially enhancing the academic

performance of students by empowering the

socio-economically backward classes who often

have low study habits as compared to higher

classes students, especially for those studying in

senior secondary schools.

XX. SUGGESTIONS AND DELIMITATIONS

The present research study was conducted on

secondary students and a similar study can be

carried out in different settings (e.g., school or

college students.). The study has identified

affirmative effects of study habits and

socio-economic status on academic performance

or achievement of the secondary students. Though

the researchers tried to know and measure is

there any difference among the secondary

students in their academic performance, study

habits and socio-economic status on the grounds

of gender, living locality and type of schools and

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found a significant difference between govt. and

private schools students in their academic


status background. Therefore, action should be

taken to minimize the gap between govt. and

private schools in the above dimensions.

The study had certain delimitations, they were as:

❖ The study was delimited to only one district

i.e., Aligarh District, Uttar Pradesh, India.

❖ This study only considered academic

performance as the dependent variable of the

study.

❖ Study habits and socio-economic status were

predictors of this study.

❖ The study was exclusively focused on

Secondary Students.

XXI. CONCLUSION

Since, Academic performance or achievement of

the students found correlated with study habits

and socio-economic status of the students, it is

very much essential for the institutions that they

should play an important role in encouraging and

promoting good study habits and positive learning

attitudes among students as we all know that

study habits are learnable and teachable and

hence, institutions should take innovative

measures to improve the study habits of students.

Besides study habits, socio-economic status was a

good predictor and correlated with academic

achievement. Modern-day, educating a child is a

good function for school with lots of expenditure.

So, it is the responsibility of the planners,

administrators and govt. authorities to make

provisions, policies and programs for the

betterment of the downtrodden and

socio-economically weaker sections which could

make them able to send their child in a good

school.

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