INFLUENCE OF STUDY HABIT ON ACADEMIC ACHIEVEMENT OF CHEMISTRY EDUCATION STUDENTS IN MODIBBO ADAMA UNIVERSITY, YOLA

Abstract

The study examined the influence of study habit on academic achievement of chemistry education students in Modibbo Adama University, Yola (MAU, Yola). The study employed the correlational design and was anchored by the Self-Regulated Learning (SRL) Model by Zimmerman (2000). Three objectives, research questions and null hypotheses guided the study. The population of the study was 72 which equals the entire registered chemistry education students in 2025/2026 session while a sample of 67 representing the entire sophomore, penultimate and final year students were selected using purposive sampling technique. A researcher developed Chemistry Education Students’ Study Habit Questionnaire (CESSHQ) and Chemistry Achievement Pro forma (CAP) were used for data collection while mean, standard deviation, PPMC and multiple regression were used for data analysis. It was found that chemistry education students in MAU, Yola showed high levels of notetaking (3.67) and collaboration (3.86) in their learning. It was also found that notetaking (r = -0.180, p > 0.05), collaboration (r = -0.132, p > 0.05) and study habit [F_{(2, 64)} = 1.088, p > 0.05] had no significant separate and combined relationship with the academic achievement of the participants. It was recommended among others that moderating factors such as quality of notes and frequency of collaboration be examined to ascertain if the null findings are due to poor implementation rather than the study habits themselves.