Differential Students’ Study Habit and Performance in Mathematics

Abstract

In order to access students’ students study habit and performance in mathematics, the study adopted a descriptive survey using the Students’ Study Habit Assessment Scale (SSHAS) instrument.  A sample of 400 SSII Students randomly selected from a population of about 2,108 students in 16 public secondary schools in Port Harcourt Local Government Area were used.  The instruments reliability coefficient was 0.86, calculated using the Pearson Product Moment Correlation (PPMC) formula.  The stated research questions were discussed using mean.  Hypothesis was tested at 0.05 significant levels using t-test and ranked order correlation coefficient (Spearman rho).  Findings of the study revealed that students’ do have preference to specific study habits while studying mathematics.  Students’ with high level of concentration, when devoted more time to problem solving had high performance irrespective of gender.  There are no significant differences between students’ study habits and their performance in mathematics.  Based on these findings, it is recommended that mathematics teachers should adopt a wide range of instructional strategies in the teaching of mathematics at the senior secondary school level.  Appropriate workshops and in-service training for mathematics teacher should be organized periodically, by the state government.

Keywords: Study Habits, Students’ Performance, mathematics Teaching