Chapter II Review of Related Literature

According to the how-to-study.com (2009), students who are very successful in their desired career have good study habits. It is stated in the websi te that students apply these habits to all of their classes. The website a l s o r e c o m m e n d s s o m e t i p s i n improving study habits. The website also suggests that the student should t r y n o t t o s t u d y a l l t h e s u b j e c t s i n j u s t a period. The website also added that if you try to do too much studying at one time, you will tire and your studying will not be very effective. Space the work you have to do over shorter periods of time. Taking short breaks will restore your mental energy.

The study conducted by Hope L. Graven (2008) on the relationship between an individual's amount of caffeine consumption during his/her study s e s s i o n a n d t h e individual's study habits showed caffeine on exam preparation that was the not main effect of d r i n k i n g There were

significant

participants, 20 male and 58 female college students (N=78), answered self-ratings on their personal consumption of caffeine as well as their study habits when preparing for a test/exam. It was hypothesized that the more caffeine a student consumes while studying, the more accurately his or her study habits would be labeled as 'unhealthy', as determined by the researchers. Unhealthy study habits were operationally defined as low scores on amount of time per s t u d y session, time(in days)when preparation began, and amount of

information the participants believed they had retained. High scores on anxiety level were included in 'unhealthy' study habits. A Person correlation

indicated no relationship between amount of caffeine consumed w h i l e studying and the individual's effectiveness of studying and preparation.

A study conducted by University of Kentucky was to determine if t h e c o l l e g e s u c c e s s c a n b e i m p r o v e d w i t h t h e S t u d e n t A t t i t u d e I n v e n t o r y (SAI). The inventory was developed in Britain and contains 47 items which attempt to identify students in higher education on the basis of: (1) motivation, (2) study methods, (3) examination technique, and (4) lack of distractions toward academic work. Students in six Kentucky community colleges were asked to express their attitudes toward study habits on the Student Attitude Inventory. There were 996 students in the sample population (413 males and 583 females). A measure of ability (composite American College Test score) and academic performance (cumuli grade-point average) were obtained for e a c h s t u d e n t s a m p l e d . T h e contribute Student Attitude Inventory did

a statistically significant amount of variance beyond an

a b i l i t y m e a s u r e f o r males and females. (Mark E. Thompson, 2005)

According to Briggs et al. (1971) assessed the study habit modification and its effect on academic performance. The purpose of this research was to determine the effects of a treatment procedure with combined psychological conditioning with a well known study technique (RSQ3R) upon the academic performance of high-risk students. The results revealed that

psychological conditioning has a good effect on the academic performance of high-risk students.

According

to

Leedy

1956,

Studying is

the

interpretation of

r e a d i n g m a t e r i a l s . S t u d y h a b i t s a n d s k i l l s a r e p a r t i c u l a r l y important for college students, whose needs include time management, note t a k i n g , I n t e r n e t s k i l l , t h e e l i m i n a t i o n o f d i s t r a c t i o n s , a n d a s s i g n i n g a h i g h priority to study.

Fielden (2004) states that good study habits help the student in critical reflection in skills outcomes such as selecting, analyzing,

c r i t i q u i n g , a n d synthesizing. Nneji (2002) states that study habits are learning tendencies that enable students work private.

According

to

Mark

Crilly

(2000),

Successful

students

are

able

tobalance social activities with good study habits. A diversion from studies will alleviate stress and help prevent from becoming fatigued. He said that a student should make sure that he must take a break for an hour after studies to meet with friends, to play some cards, work out at the gym, or to gab with anew acquaintance. For this way, that student will find concentration when he d o e s s t u d y , i f h e p l a n s a s o c i a l a c t i v i t y a f t e r w a r d s . H e s a i d , T o d e v e l o p a healthy social life, develop routine study habits. After supper, lug your books and homework to the library, find a comfortable and quiet niche, and study for two or three hours, taking intermittent 10 minute breaks every 45 minutes or so. Making friends with whom you share similar study habits, and share a table or a

study space with them would be a best way in developing study habits as what Mark said.