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Gender Differences in Study Habit Skills of Undergraduate Students of Yobe State University, Damaturu, Yobe State, Nigeria
| Content Provider | Semantic Scholar |
|---|---|
| Author | Tahir, Ahmad Fraz Talal Koki, Adamu Abdullahi, Umaru Abubakar |
| Copyright Year | 2014 |
| Abstract | The study investigated gender differences in study habit skills of undergraduate students in Yobe state University, Damaturu, Yobe state. The study sought to determined whether gender differences in study habit skills exist among undergraduate students in Yobe State University. Furthermore, the study proceeded to determine in addition whether the students study habit skills differences (where they exist) varied from Faculty to Faculty. Two null hypotheses at .05 level of confidence were tested. A survey method was adopted for the study. Simple random technique was used to select the sample of the study. Pearson’s Product Moment Correlation was used to test the hypotheses The sample was 200 undergraduate students in the four Faculties of the University. Undergraduate students’ Study Habit Skills and Examination Taking Technique (SHETTE) questionnaire was modified and adopted for the study. The alpha reliability of the instrument was .72. It was administered on 200 undergraduate students of Yobe State University, Damaturu. The undergraduate students were found to have significant gender differences in study habit skills at .5 level of significance. It was also uncovered that (at .5 level of significance) undergraduate students study habit skills varied with relation to Faculties. Based on the findings, recommendations were made in order to eliminate both gender and Faculty biases with respect to students study habit skills. Gender is a social connotation built on assumptions based on the biological nature of the sexes (Nnachi, 2008). Human perceptions vary from culture to culture such that the way a man is perceived in one culture may be different from the way he is perceived in another culture. Similarly, a woman could be perceived differently from one culture to the other. According to Taylor (1994), gender is a set of assumptions about the nature and character of biological differences between males and females that are manifest in a number of ideas, and social practices that have determinate influence upon the identity, social opportunities and life experiences of human actors. Study Habit skills are processes of gaining knowledge usually from books and are key to success or failure in academics. Amuda (2006) reported study habits as systematic conscious effort to acquire specific knowledge general toward a set standard. It is a behaviour that is easily manifested without conscious exertion on the part of the learner. Malgwi (2006) reported from empirical evidence that study habits promote effective learning and subsequent high academic performance. The important point of the habit is centered on planning and programming of study, how to use library, taking note at lectures, how to learn about remembering and how to prepare for examinations. Several factors are responsible for poor study habits skills world wide. The major factors include method of note taking techniques, poor method of time management, and lack of clean study room devoid of dust and litters, lack of well ventilated study room in a noiseless area, lack of proper preparation for examinations and inability to remember what is taught, that is, inability to recall easily. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://globalacademicgroup.com/journals/knowledge%20review/GENDER%20DIFFERENCES%20IN%20STUDY%20HABIT.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
