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© 2024 IJRAR May 2024, Volume 11, Issue 2 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
IJRAR24B2986
International Journal of Research and Analytical Reviews (IJRAR)
474
Analyzing the Impact of Study Skills on Academic
Achievement: A Study among School Students
Sukhraj Singh
Research Scholar,
Department of Education and Community Service,
Punjabi University Patiala,
ABSTRACT
Study skills refer to a range of techniques and strategies that individuals use to enhance their learning
process and academic performance. This study looked at how different teaching strategies affected the
academic performance of 208 10th-grade students enrolled in District Patiala government secondary schools
that are part of the Punjab School Education Board. The descriptive research approach was employed to
conduct the present study by using multiple correlations and regression to analyze the data collected from
the students with the assistance of the Study Skills Assessment Tool developed by Vijayabano & Sri (2017).
According to the study's findings, reading aloud, taking notes, studying, memorization, getting ready for a
text, time management, and comprehension were all significant predictors of academic achievement of
students.
Keywords: Study Skills, Academic Achievement, School Students.
Introduction
"Study skills" is a broad phrase that encompasses many different elements and refers to intentional,
conscious learning practices that support learning and can be applied at any stage of the learning process.
(Alfaris et al., 2019; Pepe, 2012). Learning effectively requires a set of skills, approaches, and strategies
known as Study Skills (Chetry, 2023). Study skills are a variety of abilities that handle the most common
way of coordinating, taking, and holding information, or dealing with assessments (Vaseuddin, 2021).
According to Madhavi et al. (2014), study skills refer to a reader's propensity for grouping, underlining, re-
reading, re-citing, and using tools like flashcards to efficiently absorb new information. Study skills are the
rational procedures that students use to effectively and efficiently process new information (Rosli et al.
2018). Study skills are the most active aspects related to the academic achievement of the learners.
(Gettinger & Siebert, 2002; Jansen & Suhre, 2010; Temelli & Kurt, 2010; Yu, 2011; Patidar, 2019; Chetry,
2023). Inadequate study techniques could lead to students quitting school early (Yorke and Longden 2004).
Gall et al. (1990) characterized the study techniques as "studying skills as use of proper strategies
when accomplishing a learning task".
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As stated by Rafoth & DeFabo (1990), “studying skills function as a process including one’s
planning what he has to do, organizing and coding information to achieve learning needed”.
Smgh, et al., (2010) opined that study skills are logical procedures that students start to complete
such chores as formative appropriate information, taking notes, and studying for examination. Study skills
are instructional strategies and tactics that support efficient learning, particularly when seen as a collection
of abilities that can be learned or taught; the capacity for efficient study (Leena, 2021). Based on their
aptitude for the material and level of interest, different students employ a plethora of different study
strategies. There is no definite list of study skills but, the most commonly used study skills are preparing for
tests, previewing and locating new information, listening and reading with attention, taking notes, etc.
However, lists of study skills have occasionally been provided by various educationists.
The five categories of study skills were developed by Mcmurry (1909) and include: Establishing a
clear goal for study, Recognizing additional details, Arranging concepts and information gathered, Assessing
the value of the claims, Recalling, Using ideas or execution theories in particular conditions, Maintaining
flexible attitude towards knowledge and Reljang on self-direction or individuality in learning. In the year
1970 Dechant, has given a list of study skills in five categories viz., Use of Dictionary, Locating
information, Arrangement, Visual Aid Utilization, and Library Resource Utilization.
Walter & Cassel (1971) have categorized the study skills into seven sub-skills. These include self-
mastery, goal orientation, activity structure, scholarly skills, textbook mastery, lecture mastery, & exam
mastery, Self-confidence, and attitude toward work. Moore, et al., (1983) reported that the domain of study
skills includes abilities including taking notes, summarizing, outlining, and underlining. The seven study
abilities identified by Vijaybanu and Sri (2017)—reading a text, taking notes, studying, memorization, exam
preparation, time management, and comprehension—were the focus of the current investigation. Therefore,
only these skills are briefly discussed:
Reading a text: Reading is an important study skill as it is the base on which learners build their
knowledge. It actively promotes understanding, increases concentration, and improves retention of
an individual (Bhradwaj, 2013). Reading a text refers to gathering information by reading all types of
books (printer and electric), newspapers, novels, or other readable sources that have texts. Reading
includes comprehending sentences, paragraphs, and illustrations, and interpreting the meanings of
words (Demircioglu Memis, 2007; Sekar, 2015: Mamajanova and Artikova, 2023)
Note-taking: Notes can be taken while reading a text, participating in a discussion, or listening to a
lecture. Encoding the essential parts of the information is the act of taking notes in an individual's
own words and writing them down in a notebook (Kiewra, 1989: Neri, 2007; Sekar, 2015; Daisy,
2018).
Studying: It is the overall process that involves how a student studies the information. This involves
external environmental factors, like a place of study, ambiance, noise levels, distracting activities,
etc. It takes place through self-study, assignments, and supervised study under the guidance of a
teacher (Sekar, 2015).
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Memorizing: It is a cognitive cycle that is used to commit information—visual, auditory, or
strategic—to memory for later evaluation. Memorization has a positive impact on students (Daisy,
2018; Kiswardhani & Ayu, 2021)
Preparing for a test: It is a process of changing the given information into questions that can be
asked in tests or exams from now on. It additionally remembers the comprehension of the
understudies' insight into the subject. The primary purpose of preparing for tests is to develop
understudy execution in tests and the second is to decrease test nervousness (Bhradwaj, 2013; Sekar,
2015: Daisy, 2018).
Time management: It is the process involved with arranging and practicing cognizant control of
time for contemplating and different exercises. It incorporates making a month-to-month, week-by-
week, and everyday timetable for study. Students who practice effective time management have
demonstrated improved academic performance, demonstrating the importance of time management
in their academic success (Karaoglan & Yaman, 2009; Daisy, 2018; Saat et al., 2022).
Comprehension: An individual can grasp a given section of information or data. An individual with
great perception abilities can comprehend the section's primary subject and other central matters
connected with the fundamental topic. Comprehension is dependent on the capacity to decrease
difficult topics to simple ones through transformations (Mamajanova & Artikova, 2023). Time
management skills can be understood in terms of study skills as the effective and appropriate
planning of time for studying and other personal activities (Bhradwaj, 2013; Daisy, 2018).
Academic Achievement
Academic is described as "academic work" which refers to the outcomes accomplished by
understudies because of the gathering of learning. Achievement alludes to the fruition and fulfillment of a
specific level that an understudy can accomplish after learning (Lamas, 2015). Some researchers believe
academic achievement to be comparable to grades, and it is based on the various interpretations of success
and grades that researchers have compared in terms of what constitutes academic success (Brookhart et al.,
2016). Students' academic success, as reflected in their marks from previous classes, can serve as an
indicator of their potential performance in school/college/university. The postgraduate students' academic
performance was measured in the current study using their results from the prior final exam.
SIGNIFICANCE OF THE STUDY
This research is significant because it may clarify the critical relationship between students' academic
success and study skills. Understanding how study skills influence academic achievement can provide
valuable insights for educators and policymakers. By identifying effective study strategies, educational
institutions can tailor their teaching methods and support systems to better equip students for success. This
study can empower students by helping them recognize the importance of developing strong study skills. By
emphasizing the link between academic success and study techniques, students may be motivated to adopt
more productive learning techniques, leading to improved outcomes. Research suggests that disparities in
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academic achievement often stem from differences in study habits and strategies among students. By
investigating how study skills affect academic performance, this research may help close achievement gaps
and advance educational equity. Schools and educational institutions can use the findings of this study to
enhance their student support services. By offering targeted interventions and resources to improve study
skills, educators can better assist students who may be struggling academically. The body of research on
study techniques and academic success is increased by this study. By providing empirical evidence and
insights into this relationship, it enriches the scholarly discourse and serves as a foundation for further
research in the field. Overall, this study's importance stems from its ability to inform educational practices,
empower students, address achievement gaps, enhance student support services, and contribute to the
academic literature on study techniques & academic success.
REVIEW OF RELATED LITERATURE
Ellen and Cor (2010) looked into how 245 first-year full-time law students were prepared to study
skills by their secondary school education. Based on the study's findings, first-year college students'
academic achievement was not significantly impacted by their perceived preparation for study abilities
related to time management and learning.
Hassanbeigi et al. (2011) looked into the connection between 179 male and female university
students' academic performance and study skills. According to the data analysis, university students who had
a GPA of at least 15 demonstrated better study skills than those who had a GPA of less than 15. These
abilities included procrastination and time management, memory and attention, study tools and taking notes,
test-taking techniques and test anxiety, information organization and processing, drive and attitude, and
reading and key concept selection.
Study abilities and academic performance of 300 intermediate students from 10 different colleges in
Abbottabad, Pakistan were examined by Fazal et al. in a 2012 study. The results of the study showed a
positive correlation between college students' academic achievement and their study skills, which include
time management, taking notes, and reading comprehension.
Griffin et al. objectively investigated the effects of study methods and learning on the academic
performance of 107 college students in the Mid-South area of the United States (2012). Studies have
indicated that the academic performance of American university students is positively correlated with their
study skills, which include time management, study aids, attitude, concentration, information processing,
motivation, and self-testing. Academic performance was found to have no significant correlation with
anxiety or the ability to choose the main ideas.
Pepe (2012) examined the correlation between study skills and GPA among 251 Mehmet Akif Ersoy
University students, finding that those with lower GPAs had lower study skill levels than those with higher
GPAs.
The impact of study skills was examined by Shetty and Srinivasan (2014) on 137 dental students
from MMMC, Manipal, India. The study skills were evaluated using a 23-item questionnaire, and the chi-
square test was employed to analyze the results. The study's findings demonstrated that, in comparison to
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students with lower exam results, those with higher exam scores frequently demonstrated a higher
percentage of usage of different study techniques.
The benefits of study skills instruction on the mathematics achievement of seventy low-achieving
Upper-basic students in Jos East, Nigeria, were examined by Israel and Bahago (2020). Analysis of
covariance (ANCOVA) was utilized to analyze the gathered data. The study's conclusions showed that
although students' performance in mathematics was poor before receiving study skills instruction, it
improved thereafter.
To ascertain the impact of study techniques on the academic achievement of 32 (10th-class students
in Tehran's high school—16 in the Control Group and 16 in the Experiment Group—Motevalli et al. (2021)
carried out an experimental study. The study was conducted by using pretest, posttest, and follow-up design.
The study's conclusion was that study techniques (time management, strategies before, during, and after the
test) training positively increased the academic achievement of 10th-class school students.
Dayupay et al. (2022) determined the motivational strategies, mathematics performance, and study
skills of 703 college students by using a structural model with the help of SPSS (V-26) and Amos (V-23)
software. Analysis of the data uncovered that the study skills and motivation were favorably connected with
the pupils' GPA with an explanatory power of 39%.
To look at the relationship between reading habits, study techniques, and academic success in
English, Abid et al. (2023) performed a descriptive correlational survey with 1614 secondary school students
who were chosen from 40 schools in Lahore, Punjab, Pakistan. The study, which was carried out in the
2019–2020 academic year, discovered a favorable correlation between academic success in English and
reading habits and study techniques.
OBJECTIVES OF THE STUDY
To study the joint contribution of study skills viz., reading a text, note taking, studying,
memorizing, preparing for a text, time management, and comprehension in predicting the
performance of secondary school pupils academically.
To investigate how each of the study skills—reading, taking notes, studying, memorization, text
preparation, time management, and comprehension—contributes individually to the prediction of
Academic achievement of secondary school pupils.
HYPOTHESIS OF THE STUDY
There won't be any noteworthy joint contribution of study skills viz., reading a text, note taking,
studying, memorizing, preparing for a text, time management, and comprehension in predicting the
Secondary school pupils' academic performance.
RESEARCH METHODOLOGY
The current study used a descriptive methodology to examine the effects of both the individual and
collective contributions of study skills in predicting students' academic success.
“Variables:
Dependent Variable: Academic Achievement
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Independent Variable: Study Skills.”
RESEARCH TOOLS TO BE USED
The researcher used the following research tool for data collection from the secondary school
students.
Study Skills Assessment Tool:
Study Skills Assessment Tool is 35 items on a 5-point Likert (Always to Never) developed and
standardized by Vijayabano & Sri (2017). The Cronbach’s Alpha value of the tool (N=35) is as high
as 0.80 and items individually also have a high reliability ranging from 0.77 to 0.82. It has seven
dimensions specifically taking notes, studying, memorization, exam preparation, time management,
& comprehension.
Academic Achievement
Marks of the final examination of the 9th class of session 2023-2024 were taken as Academic
achievement of school students.
POPULATION AND SAMPLE
Students in the Patiala area of Punjab who were enrolled in government secondary schools in the
tenth grade made up the study population. These schools were associated with the Punjab School Education
Board and were located in Sahibzada Ajit Singh Nagar. The District Education Officer was asked for a list of
government schools. Four schools were chosen at random from the list of schools to carry out the study. A
sample of 208 secondary school students—68 male and 140 female—was chosen for data gathering from
among the four schools that were considered for the study's execution.
INTERPRETATION OF DATA
The study's goal was to determine the combined and individual effects of study skills—that is,
reading aloud, taking notes, studying, memorization, test preparation, time management, and
comprehension—on secondary school students' academic accomplishment. Multiple correlation &
regression were used to examine the data, and Tables 1 through 3 present the findings.
Table – 1: Multiple Correlation Coefficient in Predicting Academic Achievement of Secondary School
Students Based on Their Study Skills
Sr. No
Variables
R1(2345678)
1.
Academic Achievement
0.964a
2.
Reading Text
3.
Note Taking
4.
Studying
5.
Memorizing
6.
Preparing For Tests
7.
Time Management
8.
Comprehension
**Significant at 0.01 Level
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Table – 2: Model Summary
Model
R
R
Square
Adjusted R Square
F Value
Contribution
1
0.964
0.929
0.927
115.50**
92.9%
**Significant at 0.01 Level
The Multiple Correlation Coefficient is 0.964, which is significant at the 0.01 level, as can be seen
from Tables 1 and 2. It shows that the combined influence of study skills—that is, reading aloud, taking
notes, studying, memorization, getting ready for a book, time management, and comprehension—in
predicting secondary school student's academic achievement is 92.90% (F=115.50), which is a rather high
percentage. Thus, it may be concluded that study skills—that is, reading a text, taking notes, studying,
memorization, getting ready for a text, time management, and comprehension—have a major role in
predicting secondary school students' academic success.
Table – 3
Regression Coefficients
Study Skill
Unstandardized
beta Coefficients
Standardized
beta
Coefficients
t value
Zero-order
Correlation
Contribution
Reading Text
0.777
0.242
10.85**
0.656
15.87%
Note Taking
0.752
0.251
12.36**
0.394
9.89%
Studying
1.022
0.299
13.11**
0.638
19.08%
Memorizing
0.884
0.236
10.29**
0.438
10.34%
Preparing For
Tests
0.846
0.250
10.87**
0.658
16.45%
Time Management
0.352
0.092
3.64**
0.633
5.82%
Comprehension
0.813
0.260
11.91**
0.600
15.60%
Fig 1: Contribution of Different Study Skills in Prediction of Academic Achievement of School
Students
The beta coefficients for the study skills of reading a text, taking notes, studying, memorization,
getting ready for a text, time management, and comprehension are 0.242, 0.251, 0.299, 0.236, 0.250, 0.092,
and 0.260, respectively, and they are positively significant at the 0.01 level, as shown in Table 3 and Figure
1. It shows that the following study skills, taken separately, predict the academic achievement of secondary
school students: reading a text, taking notes, studying, memorizing, preparing for a text, time management,
0.00%
5.00%
10.00%
15.00%
20.00%
15.87%
9.89%
19.08%
10.34%
16.45%
5.82%
15.60%
Contribution in PredictingAcademic
Achievement in %
Study Skills
Reading Text
Note Taking
Studying
Memorizing
Preparing For Tests
Time Management
Comprehension
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and comprehension (15.87%, 9.89%, 19.08%, 10.34%, 16.45%, 5.82%, and 15.6%, respectively). It may,
therefore, be said that the greatest indicator of secondary school students' academic success is studying
followed by other study skills viz. preparing for tests, reading text, comprehension, memorizing, note-
taking, and time management.
CONCLUSION
Students in secondary schools achieved much better academically when they used study strategies.
Thus, for up to 99% of secondary school pupils, using study techniques can significantly increase academic
accomplishment.
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