According to Miguel A.

Cerna1 & Ksenia Pavliushchenko (June 9, 2015) The present study

estimates the global validity of existing constructs and serves as the basis for the development of the Self-

Reported Study Habits for International Students (SR-SHI) used to identify at-risk students in

international programs. One-year classroom observations, recollection of study habits though interviews

with high performing students show that they are mainly from low-context and individualistic countries

while most low performing students come from high-context and collectivistic countries .

Among other aspects, high performing students give opinions based on

reading material and class content, use the expression I think, ask questions in

class, are on time, ask for feedback regarding assignments, take notes in class and

while studying, look for the professor after class, seat at the front of the classroom

and attend every class, study in silence and alone at regular times along the whole

semester, read the material about two weeks before the exam, review notes before

the exam, talk about the content with other students. On the other hand, low

performing students remind quite the whole semester, miss at least three classes

per semester, are normally late, sit at the back of the classroom, dont take notes in

class and never look for the professor after class-hours. It seems that specific

training programs at the start and during the semester as well as training on

cultural intelligence were identified are necessary.

According to Khan, Zebun Nisa (2005) The present study was undertaken with the objectives to find

out the impact of Socio-economic Status as well as sex differences on study habits of class VII students (100) of

Government Colleges of Amroha District. The effects of two independent variables on study habits of the

aforementioned students were assessed by using two Psychological tests namely Socio-economic Status Scale

(Urban); by Dr. Kulshrestha and Raos Study Habits Inventory. The findings indicated a significant effect of gender

on study habits of the subjects. The effect of Socio-economic Status on study habits was found to be insignificant.

Interaction effect of sex difference and Socio-economic Status was also not significant.
 According to Dr. O.O. Pitan November. 2013 Educational problems are multifaceted and are

hindering factors that inhibit the maximal realization of learners endowment. These problems could be

leanerresident, schoolresident, home-resident or societalresident. One of the consequences of these

problems is academic underachievement and academic failure caused by poor or improper study habit. On

the part of the affected students, ethological suggestions to motivate them for achievement and psycho-

stimulants to develop their reading skills can be of use in reducing the effect of this educational problem,

poor study habit. Studies have established the prevalence of poor study habit among the University

undergraduates, which has led to poor performance in home assignments as well as in examinations.

Hence, this study focuses on the factors that are capable of precipitating poor study habit which aggravate

into educational problems and how they can be effectively managed to increase the level of academic

achievement in the average undergraduate .The reduction effect will go a long way to build a nation

where mediocrity will soon become a thing of the past. Integrity, as a value, will be further established as

examination malpractice will be highly curbed in our institutions of learning.

Accroding to G.I. Osa-Edoh, and A.N.G. Alutu May 10, 2012 this study examined the usefulness

of Imbibing in the students study habit as a means of enhancing their academic performance. The study

tried to delve into the fallen standard of education in Nigeria and reasons for the fallen standard from the

perspective of the stakeholders in education, the teacher, parents as well as the students themselves. The

study also examined efforts that have been put in place in die past to put an end to the fallen standard of

education. In these regard, some hypothesis were raised to find out reasons for the fallen standard.

However, the study showed a high and academic performance. Furthermore, the difference in the study

habits are attributed to the facts that students do not know how to study and those that manage to study do

not adopt effective study methods.

According to Evans Atsiaya siahi and Julius K. Maiyo 10 August, 2015 the studies on the

correlation of academic achievement have paved way for control and manipulation of related
variables for quality results in schools. In spite of the facts that schools impart uniform classroom

instructions to all students, wide range of difference is observed in their academic achievement.

The study sought to determine the relationship between study habits and academic achievement

of students. A survey design was employed in this descriptive correlation study. The target

population included the 9th standard students at Spicer Higher Secondary School. Stratified

random sampling was used to select the respondents, study habits inventory by N.M. Palsane and

school examinations records was the main instrument for data collection. Quantitative method

was used to analyze field data collected. Interpretation and recommendations of the findings was

made accordingly as per computed Pearsons product moment coefficient of correlation. Results

of this study revealed a positive relationship of 0.66 between study habits and academic

achievement. The results implied that the study habits need a significant attention if we are to

improve performance. There was a clear finding that the teachers and students seem not to take

effort in developing good study habits.

According to nal akrolu Vol 15, No 4 (2014) this study examined the relationships among

learning styles, study habits, and learning performances in an online programming language course.

Sixty-two sophomore students who enrolled in an online introductory programming course participated in

the study. Kolbs Learning Style Inventory (LSI) was used to measure the students learning styles.

Another inventory developed by the researcher was used to determine learners study habits. An

achievement test was used to put forward their learning performances. As a result, significant

relationships between learning styles, study habits, and learning performances were revealed. The results

present some ideas about distance learners learning styles and study habits for instructors who wish to

incorporate synchronous courses and support learners.

 According to Amora, Sharicka Anne Veronica P. Bonote, Paulyn Y March 16, 2013 there had

been many studies conducted about the study habits of the students and its implication on the students

academic performance. However, results varies in different settings whether urban or rural, the very

reason why researchers chose this study. The purpose of the study focused on the Study Habits of the

Grade-V and Grade-VI pupils in Baluarte Elementary School for the School Year 2012- 2013. This study

was conducted to find out the factors affecting the study habits of the students in that particular area. The

study was anchored on the Self-Determination Theory of Edward Deci and Richard M. Ryan because

internal and external factors wither in Inside the school or outside the school and even in their homes can

contribute to the respondents auto no my, competence and relatedness which will form into their

individual self determination to do well in every task and even to their study habits. For the schema of the

study the researchers consider the following independent variables: Students Profile i n terms of their

Parental Involvement, Family Monthly Income, Learning Styles and Academic Performance getting the

3rd grading grades of the Major subjects such as English, Math, Science and Filipino. For the Dependent

variable which is the Study Habits, the researchers chose to focus on the two variables: Time

Management and Study Techniques. The study sought to prove the formulated null hypotheses that there

are no study habits of the respondents in terms of their time management and study techniques and there

are no significant differences in the respondents Study Habits when group according to their Parental

Involvement, Family Monthly Income, Learning Style, Academic Performance and their Teachers

Personality. The researchers formulated 38 self-developed survey questionnaire validated by the panel of

experts in the field of Educational Research. The study used quantitative method mainly the descriptive

Statistics getting the Frequency and Percentage in organizing, describing, analyzing and presenting the

data. It used Purposive Sampling in choosing thirty four (34) respondents that answered the 38-

itemquestionnaire validated. Through the said sampling technique, the researchers arrived with 11

respondents from Grade-V and 23 respondents from the Grade-VI. The results of the study that were

gathered showed that there were high significant differences in the respondents time management and

study techniques when grouped according to their Parental Involvement and Teachers Personality. Parents
and teachers plays important role in promoting autonomy, competence and relatedness that will produced

a more self-determined students. Results also revealed that there were significant differences in the

respondents study habit in terms of their Family monthly Income and academic performance.

Respondents will really spend ample amount for the school works and if lack of financial capacity, it

would really affect their academic performances. On the other hand learning styles did not show any

significance on the respondents study habit because whether the learner was Visual, Auditory, Kinesthetic

or a combination of any were capable of managing their time efficiently and apply varied study

techniques regardless of what kind of learner he/she was. The principal conclusion formulated was that

there was a need to consider the family Monthly Income in all plans of the school because it will affect

the Academic performances of the respondents.

However according to Mr. Amarveer Singh and Dr. Jai Pal Singh Vyas (November, 2014) the

study deals with the relationship among the academic achievement of students and the socioeconomic

status of parents in selected primary schools of Meerut district of Uttar Pradesh. The environment of

family plays a significant role in the educational and social development of children. The important

family conditions that have significant role in the determination of educational achievement and social

behaviour of students are the income level of parents, the educational level of parents and the health

status and also the living standard of family. The present study reveal that the socio-economic status of

parents does not make significant effect on the educational achievement of students but the parental

educational level health status of children has a significant role in determining the educational

achievement and social adjustment of the children. Apart from these factors, the democratic environment

at home and the availability of means of recreation play a significant role in the academic performance of

students at primary level.

According to Dr. Sanjay Kumar Volume 5, Number 1 (2015) this study attempts to find out

perception on study habits of undergraduate students and analyze relationship between study habits and

academic performance and various other factors that affects study habit. It is generally believed that a
student learns effective study habits in school. So college students are generally assumed to have effective

study habits, but, the environment of school and college are very different and need of effective study

habits is even more at college level as compared to school. So, this paper consist of details about why

effective study habits are needed at college level and effective study habits that a college student must

have in order to learn and eventually score better.

Miguel A. Cerna, Ksenia Pavliushchenko Vol 5, No 4 (2015) Influence of Study

Habits on Academic Performance of International College Students in Shanghai

http://www.ccsenet.org/journal/index.php/hes/article/view/51276

Khan, Zebun Nisa (2005) Factors Effecting on Study Habits

https://eric.ed.gov/?id=ED566247

Dr. O. Pitan (November. 2013) Poor Study Habit as an Educational Problem among University
Undergraduates in the Contemporary Times and Effective Management Strategies
http://www.ijhssi.org/papers/v2(11)/Version-1/L021101072076.pdf

G.I. Osa-Edoh, and A.N.G. (Alutu May 10, 2012) A Survey of Students Study Habits in Selected
Secondary Schools: Implication for Counselling
http://maxwellsci.com/jp/abstract.php?jid=CRJSS&no=203&abs=08
Evans Atsiaya siahi and Julius K. Maiyo (10 August, 2015) Study of the relationship between study
habits and academic achievement of students: A case of Spicer Higher Secondary School, India
http://www.academicjournals.org/journal/IJEAPS/article-full-text-pdf/A18769055459

nal akrolu Vol 15, No 4 (2014) Analyzing the Effect of Learning Styles and Study Habits of
Distance Learners on Learning Performances: A Case of an Introductory Programming Course
http://www.irrodl.org/index.php/irrodl/article/view/1840/3004

Amora, Sharicka Anne Veronica P. Bonote, Paulyn Y (March 16, 2013) Study habits of the grade-v and
grade-vi students in Baluarte Elementary School, school year 2012-2013
https://www.academia.edu/3753746/FINAL_FINAL_RESEARCH_PAPER_1_

Mr. Amarveer Singh and Dr. Jai Pal Singh Vyas (November, 2014) The influence of socio-economic
status of parents and home environment on the study habits and academic achievement of students
http://www.interesjournals.org/ER

Dr. Sanjay Kumar Volume 5, Number 1 (2015) Study Habits of Undergraduate Students
https://www.ripublication.com/ijeisv1n1/ijeisv5n1_02.pdf

Fatemeh Mashayekhi, Shideh Rafati, Mahdie Mashayekhi, Foozieh Rafati, Mohamad Reza
Mohamadisardoo, and Emad Yahaghi Number 6 (June-2014) pp. 182-187 International Journal of
current research and Academic Review
http://www.ijcrar.com/vol-2-6/Fatemeh%20Mashayekhi,%20et%20al.pdf