A STUDY OF ACADEMIC ACHIEVEMENT OF B ED STUDENTS IN RELATION TO THEIR STUDY HABITS

Study habit implies a sort of more or less permanent method of studying. The study
habit of the individual cover mainly the reading habits, the motivation to learn,
memory, time schedule, physical conditions, note taking skills, the style of
preparation for the examination, examination writing skill, the use of examination
results and the health of the students. (Palsane and Sharma,1989). Study habits play
an important role in human performance in academic field (Verma, 1996; Verma &
Kumar, 1999; Satapathy & Singhal, 2000; Vyas,2002). Ramamurti (1993) has
rightly emphasized that despite possessing good intelligence and personality, the
absence of good study habits hampers academic achievement. Studies have shown
that training in study habits increases academic achievement. High achievers will
have good study habits and consequently good academic achievement (Garrison,1
980; Cuff, 1980; Mokinney,1980; Wagner,1987; Modougle,1999). The author feels
that the B Ed students, the prospective teachers should be aware of good study
habits and should internalize them as they are to guide the students to develop right
study habits. Therefore, the study habit was studied as a correlate of academic
achievement of B Ed students. The participants of the study were 1037 students were
drawn proportionately from 14 B Ed colleges. The findings reveals that the
academic Achievement of B Ed students is influenced by certain dimensions of their
study habits such as test-taking skills, note taking skills, analytical thinking and
problem solving, vocabulary skills. The results show the need to focus on developing
proper study habits among all students in general and student-teachers in particularto enable them to excel academically.