Mandado Gizachew

The relationship between study habits and academic achievement: the case of Ethiopian Adventist College

Introduction

The relationship between study habits and academic achievement: the case of ethiopian adventist college. Discover the link between study habits and academic achievement in Ethiopian Accounting & Finance students. Findings show a strong positive correlation, with time management crucial for success.

Abstract

This study explored the relationship between study habits and academic achievement among undergraduate Accounting and Finance students at Ethiopian Adventist College. Employing a descriptive survey design, data was collected from a random sample of 206 first- and second-year students using questionnaires and their first-semester GPA records obtained from the college registrar. Statistical analyses, including Pearson correlation, t-tests, one-way ANOVA, and linear regression, were conducted at a 0.05 significance level. The findings indicated a significant positive correlation between study habits and academic performance. Among the three subcategories of study habits—time management, study attitude, and study methods—time management emerged as the strongest predictor of academic success. Additionally, first-year students outperformed second-year students academically, and significant differences in study habits were observed across students with varying GPA levels. Based on these findings, the study recommends enhancing guidance and counselling services and revisiting evaluation mechanisms to foster effective study habits and improve academic outcomes.

Review

This study offers a timely and relevant investigation into the critical relationship between study habits and academic achievement among undergraduate Accounting and Finance students at Ethiopian Adventist College. Employing a descriptive survey design with a robust sample of 206 students, the research meticulously utilized both self-reported questionnaires for study habits and official GPA records for academic performance. The primary finding—a significant positive correlation between effective study habits and academic success—reaffirms an established principle in educational psychology within a specific institutional context. Furthermore, the identification of time management as the strongest predictor among study habit subcategories provides valuable granularity to this understanding. The methodological approach demonstrates several strengths, including the use of both student self-reports and objective academic records, enhancing the credibility of the findings. The application of multiple statistical techniques (Pearson correlation, t-tests, ANOVA, linear regression) is appropriate for the research questions posed and provides a comprehensive analysis of the data. However, as a cross-sectional descriptive survey, the study primarily establishes correlations rather than direct causation, despite the use of the term "predictor" for time management. While valuable, the findings are inherently context-specific to Ethiopian Adventist College and its Accounting and Finance programs, limiting immediate generalizability without further replication. Additionally, the observation that first-year students academically outperformed second-year students is an intriguing finding that, while presented, could benefit from deeper exploration within the discussion to understand potential underlying factors. The study's findings carry significant practical implications for educational institutions, particularly for Ethiopian Adventist College. The clear link between study habits and academic outcomes, especially the prominence of time management, strongly advocates for targeted interventions. The recommendations to enhance guidance and counselling services and revisit evaluation mechanisms are well-supported and directly actionable, aiming to cultivate better study practices and improve student performance. Future research could build upon this foundation by exploring the longitudinal impact of specific interventions designed to improve time management skills. Furthermore, comparative studies across different institutions or academic disciplines would broaden the generalizability of these insights, while qualitative research could offer a deeper understanding of the mechanisms through which specific study habits contribute to academic success in this context.

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