The relationship between study habits and achievement in Mathematics
INTRODUCTION
Rationale One of the measures of intellectual capacity is one’s knowledge of Mathematics. In school, Mathematics is offered as early as in kindergarten, elementary, high school and then college. The importance of Mathematics based on its theoretical and practical uses as demonstrated by researchers is found to be vital for the progress of civilization. Teaching Mathematics is not an easy task for it involves not only teaching skills but also making Mathematics meaningful and understandable to students. The teacher must recognize the necessity of finding out intellectual capacities, interests and attitudes of the students as bases for the choice of teaching strategies or teaching styles that will make the presentation of the subject interesting to get the attention of the students and make them feel the need for learning the subject. It is a common observation that among the subjects offered, more failures are attributed to Mathematics than in any academic subjects. It is along this concept that this study is geared, to try to determine whether students’ study habits will affect their achievement in Mathematics. Furthermore, it is the researcher’s desire to help the school particularly the students whose greatest frustration is Mathematics.
Theoretical Background of the Study Intelligence is the basic of learning. As stated by Isidro, (1972, p8) that the learning process is conditioned by intelligence. The degree of achievement of a student therefore, depends on his level of intelligence. Although, even how intelligent a student is, he still needs to develop good and proper study habits. The concept of study habit is broad as it combines nearly all other sub-topics under it such as study attitude, study method, and study skill. Allport (1960) asserts that attitude is a mental and natural state of readiness, organized through experience, exerting a directive influence upon the individual’s response to all objects and situations with which
Rationale One of the measures of intellectual capacity is one’s knowledge of Mathematics. In school, Mathematics is offered as early as in kindergarten, elementary, high school and then college. The importance of Mathematics based on its theoretical and practical uses as demonstrated by researchers is found to be vital for the progress of civilization. Teaching Mathematics is not an easy task for it involves not only teaching skills but also making Mathematics meaningful and understandable to students. The teacher must recognize the necessity of finding out intellectual capacities, interests and attitudes of the students as bases for the choice of teaching strategies or teaching styles that will make the presentation of the subject interesting to get the attention of the students and make them feel the need for learning the subject. It is a common observation that among the subjects offered, more failures are attributed to Mathematics than in any academic subjects. It is along this concept that this study is geared, to try to determine whether students’ study habits will affect their achievement in Mathematics. Furthermore, it is the researcher’s desire to help the school particularly the students whose greatest frustration is Mathematics.
Theoretical Background of the Study Intelligence is the basic of learning. As stated by Isidro, (1972, p8) that the learning process is conditioned by intelligence. The degree of achievement of a student therefore, depends on his level of intelligence. Although, even how intelligent a student is, he still needs to develop good and proper study habits. The concept of study habit is broad as it combines nearly all other sub-topics under it such as study attitude, study method, and study skill. Allport (1960) asserts that attitude is a mental and natural state of readiness, organized through experience, exerting a directive influence upon the individual’s response to all objects and situations with which