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

Authors

DOI:

https://doi.org/10.15294/ijcets.v13i1.20883

Keywords:

Student habits, academic achievement, time management, undergraduate students, attitude toward study

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.

Author Biography

  • Mandado Gizachew, Arba Minch University, School Pedagogy and Behavioral Sciences, Department of Pedagogical Science, Ethiopia

    Mandado Gizachew was taught in general education sector at secondary schools in Ethiopia twelve years. He was also served in the district education office as an expert in educational programs like curriculum development and implementation coordinator, learning, teaching and assessment officer, and teachers’ professional development programs of general education for eight years. The last eight years have been spent teaching in higher education as a teacher educator at Arba Minch University in the Department of Pedagogical Sciences. Qualifications of education background are a college diploma in mathematics and physics from Hawassaa College of Teacher Education, a B.Sc degree from Addis Ababa University, an MA degree from Dilla University, and currently, a Ph.D candidate at Addis Ababa University in Ethiopia. His areas of interest in research are curriculum development and implementation, teachers professional development, inclusiveness of curriculum policy, instructional supervision, teaching science and mathematics, pedagogical strategies of general education and higher education, relevance of educational curriculum, Multiculturalism in and multilingualism in the case of educational policy implementation, strategies of curriculum adaptation and differentiation, and quality and relevance of teaching learning process.

Downloads

Published

2025-04-30

Article ID

20883

Issue

Vol. 13 No. 1 (2025): April 2025

Section

Articles