The Impact of Motivation on Student's

The results revealed that highly motivated students perform better academically than the lowly motivated students. This finding corroborates that of Aireand and Tella [2003] and Bank and Finlapson [1980] who stressed that successful students’ have significant higher motivation for achievement than unsuccessful students. Similarly, the report by Johnson [1996] that academic achievement is highly correlated with student’s motivation lends a good support to the present findings.

It should be noted that some studies have found little or no significant relationship between motivation and academic achievement.

Niebuhr (1995) completed a study that examined relationships between several variables and student academic achievement. The study included an investigation of the relationship of individual motivation and its effect on academic achievement. Findings indicate that student motivation showed no significant effect on the relationship with academic achievement (Niehbur, 1995).

When good performance is not attained, the individual and other family members experience feelings of anxiety concerning the individual’s academic world. It is expedient to state here that the need to improve academic performance is one of the basic objectives of educating the students.

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In every school setting, academic performance is what each student strives to achieve, and the attainment of good performance can also be enhanced through good study habits.

Study habits are usually defined as student’s ability to manage time and other resources to complete an academic task successfully. ‘Study habit’ is the amount and kind of studying routines which the student is used during a regular period of study occurred in a conducive environment.

Crede & Kuneel (2008) defines study habit as study routines, including, but not restricted to, frequency of studying sessions, review of material, self testing, and rehearsal of learned material and studying in a conducive environment. Study habits are commonly referred to as regular patterns in approaching study tasks. These patterns are made up of a combination of one or more individual tactics or techniques such as note taking (Wade, Trathen & Schraw 1990).

Study habits typically denotes degree to which students engages in regular acts of studying that are characterized by appropriate studying retains (review or material) occurring in an environment that is conducive to studying. Study habits refer to the activities carried out by learners during the learning process of improving learning. Study habits are intended to elicit and guide one's cognitive processes during learning. Study habits are learning tendencies that enable students to work privately.

Azikiwe (1998) describes the study habit as the adopted way and manner a student plans his private readings, after classroom learning so as to attain mastery of the subject. According to her, good study habits are good assets to learners because they (habits) assist students to attain mastery in areas of specialization and consequent excellent performance, while opposite constitute constraints to learning and achievement leading to failure.

Good (1998) defines the term study habits as the students’ way of study whether systematic, efficient or inefficient. Going by this definition, it literally means that good study habit produces positive academic performance while inefficient study habit leads to academic failure.

Research on the correlation between study habit and students academic achievement has for long received attention from scholars and educational agencies. For instance, Ansari (1994) conducted a study to find out the relationship between study habits and academic performance of the students.

Findings of the study revealed a positive correlation between study habit and academic achievement. Similarly, Nneji (2002) conducted a series of studies to find out the relationship between academic success and study habit and reported positive relationship between the two variables. Kaur ; Lekhi, (1995) revealed that Intelligence, achievement motivation and study habits were positively and significantly correlated with academic achievement.

Study habits treatment alone did not contribute significantly to the student’s performance in English; achievement motivation seems to account for the greater proportion of the observed difference in the English language performance (Jegede et al., 1997). Oluwatimilehin ; Owoyele (2012) investigated the relationship between study habits and students’ academic achievement in core subjects at the junior secondary school level.

Findings reveal that of all the study habits’ sub-scales, ‘teacher consultation’ was most influential while the ‘time allocation’ exercise, concentration, note taking reading and assignments were regarded as less integral to students’ academic performances. Ozsoy et al. (2009) investigated the relationship between matacognition knowledge ; skills and study habits ; attitudes of fifth grade students.

The result revealed that there is a significant relation between the metacognition scores and SSHA scores of students in medium level. Metacognition scores are significantly related to both study habits and study attitudes. Significant differences were obtained in the academic achievement of students due to low and high level of goal orientation, study skills, scholarly study skills and over all study efficiency (Gakhar, 2005).

Raiz et al. (2002) revealed that there existed a significant and positive relationship between achievement of the students and the said factors like schedule of study, habit of note taking and writing book. Franklin (2006) conducted a study to describe the study habits of undergraduate students who were enrolled in the initial phase of a teacher education programme at a large urban university.

The findings of the study indicate that a significant number of students study at home, cram the night before an examination, depends on other classmates to answer their questions, and feel that they spend an adequate amount of time preparing for academic classes. Sud and Sujata (2006) conducted a study on academic performance in relation to self-handicapping, test anxiety and study habits of high school children (n=200) from government senior secondary school of Himachal Pradesh.

The results revealed that boys were poorer in study habits than girls. Lakshminarayanan et al. (2006) have made an attempt to compare achievers and non-achievers in study skills. Result in general indicates that achievers use higher level of study skills than non-achievers. Stella ; Purushothaman (1993) examined the study habits of underachievers.