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"An Emeriment to Develop Desirable
Study Habits"

presented bg
Percy Ray Douglas

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AN EXPERIMENT TO DEVELOP DESIRABLE
STUDY'HABITS

by
Percy Ray Douglas

A THESIS

Submitted to the School of’Graduate Studies of Michigan
State College of Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree or

MASTER OF ARTS

Department of Education

195::

THESIS

AOKNOWLEDGEMENTS

The writer wishes to orpress appreciation to his
major adviser, Doctor walter F. Johnson, whose expert guid-
ance and direction or this study have been indispensable;
to Doctor Victor B. Roll for his esteemed advice and assis-
tance in setting up the study; to Mr. William J. Brown for
reading the thesis; and to Miss EnidiMdGregor for the ex-
tensive work she did in developing an adequate measuring

instrument for study habits.

l

2 e, r 01. {3‘}.

TABLE OF CONTENTS

Acknowledgements . . . . . . . .

L15t 0f Tables 0 e e e e e e e 0

List of Figures 0 e e e e e e 0

chapter

I

II

III

THE PROBLEM . . . . . . .
The need for this study
Lhmitations . . e . . .
Purpose of the study . .
Procedure . . . . . . .
Setting . . . . . . . .
Summary . . . . . . . .

REVIEW OF THE LITERATURE .

Previous investigations

Canadian studies 0 e e e e e e e

Attempts to develOp study habits

Summary 0 e e e e e e e e e e 0 0

THE METHODOLOGY OF THE INVESTIGATION

Introduction . . . . . .
DevelOping a test . . .
The orperimental group .
Procedure . . . e . e 0

Measuring the results .
Summary 0 e e e e o e e

11

P389

iv

QQOIO‘O'OOIOINH

to no In F' rd P' *4 Id kl Id
01 to .o I) ~a -q ‘q 01 d> Id

chapter
IV DISCUSSION OF FINDINGS . . e . . . . . .
The test . . . e . . . . . . . . . . .
Validation of the test . . . . e . . .
Relative importance of items . . . . .
Comparison of the three groups . . . .

Students with high academic achievement

Camparing improvements in study habits and in

academic achievement

(a) Students with high learning ability . .

(b) Students with low learning ability

V SUMMARY AND CONCLUSIONS 0 e e e e e e e e
BIBLIOGRAPHY O O O O O O O O O O O O O O O O O

111
page
27
27
28
30
33
40

44
56
65
67

APPENDIX A - A Study Habits Check List (first revision)71

B - Revised Study Habits Check List (second

IGVISIOH e e e e e e e e e e e e e e e e

O
I

Study Habits (third revision) . . . . .

D - Suggestions for StUdYIHg e e e e e e e e

76
78
80

iv

LIST OF TABLES
table page

I D60116 Distribution Rating 0 e e e e e e e e 21

II Comparison of Widely Differing Decile Ratings
on Study Habits Test and wrenn's Study Habits
Inventory 0 e e e e e e e e e e e e e e e e 29

III Comparison of Decile Distribution of Study
Habits TGSt e e e e e e e e e e e e e e e e 33

IV Decile Distribution of Wrenn's Study Habits
Inventory 0 e e e e e e e e e e e e e e e e 34

V Decile Distribution of’Henmon-Nelson Test of
Learning Ability e e e e e e e e e e e e e 35

VI Decile Distribution of Academic Averages . e 36

VII Improvements of High Learning Ability Group
in Study Habits and Academic Achievement . 37

VIII Learning.Ability and Study Habits of Students
with Best School Marks at Christmas . . . . 41

IX Improvement in Study Habits and School Marks
by Students of Good Learning Ability . . . 45

X .Academic Improvement of Students or'Good
Learning Ability who Improved Study Habits 50

XI Academic Improvement of Students of’Good
Learning Ability who Did not Improve Study
Habits e e e e e e e e e e e e e e e e e e 55

XII Improvement in Study Habits and School Marks
by Students of Low'Learning.Ability . e e e 67

XIII tAcademic Improvement of Students of Low
Learning Ability who Improved Study Habits 59

XIV Academic Improvement of Students of Low
Learning Ability who Did Not Improve Study
Habits e e e e e e e e e e e e e e e e e e 62

LIST OF FIGURES

figure page

1 Distribution of Scores Obtained by EXperimental
Group on wrenn's Study Habits Inventory . . . 23

CHAPTER I
THE PROBLEM

One of the major problems in helping pupils of the
elementary schools adjust to the high school pregram.is to
have them.deve10p preper study habits. In the elementary
school, pupils are required to do so little unsupervised
home work, and so little abstract reading, from which they
must make notes for themselves, that they are at a loss as
to how to attack such problems. Then again, they have been
accustmmed to being, mmre or less, made to apply them,
selves. When pupils in the elementary school fall behind
in their work, the teacher sees to it that they catch up.
In.the secondary school, the pupil is much more dependent

upon himself to keep up in the work as it is presented.
‘ Two problems evolve:‘ one of getting the pupil to do a
sufficient amount of home preparation and review, the other
of having him.do this preparation and review in.what is
considered the most efficient manner. It was the purpose
of this study to:

(l) deveIOp a method of promoting good study habits
amongst grade nine students

(2) to test the efficiency of this method

(3) to prove that good study habits result in better '

academic achievement.

To carry out the above study, it was necessary to
devise a good measuring instrument. Why and how this was
done is explained later, but this did become a subsidiary
aim.

The 3993 £93; this, £21.91. There is no question in,
the mind of any high school teacher that there is a need
to deveIOp good study habits. The majority of parents
will also attest to this need. Students are continually
seeking availing sources to find the most efficient study
habits. If we accept the requisites for success in high
school as requiring: learning ability (as measured by
the so-called "intelligence tests", an adequate prepara-
tion for high school work, good health, wholesome home
conditions, a desire to learn, and good study habits; then
we see much need for develOping good study habits. Stu-
dents who rank in the tap quartile of a distribution of
learning ability scores, whose health and home conditions
are good, and who want school success, are failing. Some
of these same students are drapping out of school as soon
as their age permits, because of unsatisfactory school
progress. Many others, capable of high scholastic standing
are achieving only mediocre grades in their subjects.
Students with brilliant elementary school careers are not

so continuing in their secondary school careers. Teachers

and parents are much concerned over the situation. The
students are concerned with the results. It was the pur-
pose of this study to see if the causes of the above cone
ditions were poor study habits and to see if good study
habits were deveIOped would better academic achievement
result. I

Lipitations. thh investigation into this matter ’
has been done on the college level, some of which will be
,mentioned in the next chapter. Wrenn has perhaps done
more on this level than most investigators.1 wrenn found.
that the average college aptitude score of 129 disqualified
college students was only one point below the average score
for the student body as a whole.8 Wrenn came to the con-
clusion that study habits must be a determining factor.
Humber demonstrated certain significant differences in
study habits between high scholarship and low scholarship
students.3 The same study suggested differences in the
study habits of men and women. ,
—-——I_C'. Gilbert Wrenn, Practical Stud _A_i_c_l_s_ (Stanford
University Press, Stanfbrd'University, alifornia, 1933)

2 0. Gilbert Wrenn, Scholarship _a_n_c_i_ Habits _o_f_‘_ 3193;;
(Proceedings of the Eighth Annual Convention of the Pacific
Coast Association of the Collegiate Registrars 1933) pp 26-9

3 Wilber J. Humber, “An Analysis of the Differences
in Certain Study Habits between Scholastically Successful
and Unsuccessful Science, Literature and.Arts Freshmen in
the Year 1938-39 at the University of Minnesota" (unpublished

mastgr's thesis, The University of’Minnesota, Minneapolis,
1940

4
The problem as it pertains to college students, how-
ever, is quite distinct from the problem as it applies to
secondary school students, particularly those in grade nine.
As already mentioned, the students entering secondary schools /
have deve10ped very few study habits as they have not had
much occasion to study in the real sense of the term.

.— ‘

Almost all work they have done has been under supervision‘//
and planned for them. They have been.made to do it. The
only unsupervised work is an occasional list of words for
spelling or a few problems in.mechanical arithmetic. At

the college level, the students will have acquired study
habits, but these study habits may not be as wise, as
economical of time or energy, or as effective, as they
might be. The outlook of the pupil entering a secondary
school is also so different from that of the college stu-
dent. The former feels himself in no immediate need of V/
preparing for economic independence. His incentives for
doing wise amounts of home preparation are mostly to please L”
his parents, and maintain his own self-esteem. He sees
little connection between obtaining a high mark in Latin
Authors and obtaining more satisfaction in his later years.,
He is just entering upon the social whirl of the teen-ager;
with its many ramifications, but he has not well-defined I
interests, either in individuals or in the many social I

pursuits that are offered to him. So we are faced with a

different situation when trying to develop good study
habits in first-year secondary school students.

Purpose p_f MEI—21.19.10 Much has been done, and is
being done, to develop good study habits in secondary
school students, but the work seems to lack statistical
evidence of its success. These attempts, moreover, do not
seem.too thorough but are rather more of a suggestive
nature. The common practice is to present to the student,
in some form or another, a set of rules, which it is hoped
that the student will adopt as his own, and that in so
doing, his school work will be improved. The next chapter
of this study will mention several of these attempts.

This investigation attempted to discover a more
thorough method of develOping desirable study habits on
the part of students entering secondary schools and also
attempted to prove that the method adopted, did accomplish
this aim.

There were several subsidiary aims that should be
mentioned. It was felt that all interested parties; the
student, the teacher, the counselor, and the parent, should
be made aware of the study habits that needed developing.
A.follow~up was felt to be necessary to see whether these
study habits were being acquired by the method used. Each
student should be compared, in regard to study habits with
other students of his group. It was hOped that this

6

investigation.might also accomplish these subsidiary aims.

Procedure. In preparing for this study, a brief
review was made of what has been recently done along
similar lines by other investigators. This is summarized
in Chapter Two. The method by which the problem was attac-
ked is given in.detail in Chapter Three. Chapter Four is
a report of the findings of the investigation. The last
chapter, Chapter Five, presents a summary of the findings
and suggests further investigation that might be done along
this line.

Settigg. The Toronto school system, as it existed
at the time of this study, demanded the acquisition of
efficient study methods. Very few secondary school students
had assigned study periods. In all grades, the normal load
was nine to twelve subjects. Most of the teachers complained
of the lengthy curriculum.they had to cover. This meant
that each of the nine or more teachers put considerable
emphasis on school work to be done out of school time. Ink~ww1
several studies made, it was found that few students in
the lower grades were able to successfully keep up in their
school work without doing one to two hours home work on
most school days, and in the upper grades two to three I
hours homework. LI“

Summary. This study was made to deveIOp a ma: had
of promoting good study habits amongst grade nine students

in the Toronto school system in which good study habits

are most essential for success.

CHAPTER II

REVIEW or THE LITERATURE

/

Previoug investigationg. Volumes have been.writ-
ton on the subject of "How to Improve Study Habits”. Many

investigations have been.made to discover what study habits
do improve scholastic achievement. Practically all of
these investigations, however, have been on the college
level. Even tests and test procedures, designed for high
school students, have been standardized or developed with
college groups. There seems little but theory involved
in.what has been done on the subject of study habits of {
high school students. Investigations that have been car-
ried out were seldom able to held constant other factors
affecting scholastic achievement, such as age, intelligence,
previous academic experience, health and heme situation.
Space does not permit of:more than just mentioning
some of the earlier investigations that pioneered the move-
ment. Strang contributed some suggestions on how to study
in.her attempt to provide better all-round development of
students while they were at school.1 Weinland was one of

r

I Ruth Strang, Personal DeveIOpment and Guidance
in College and Secondary School (Harper and Brothers,
New York, 1934)

the first to make a study of how students at college
actually did study.l Deich and Jones examined the study
habits of those students scholastically successful at
college.2 Ross and Klise,3 Pressey4 and Chiang5 also
carried out similar investigations. The results of these
studies are available to us, and have been used in sub-
sequent studies that will be mentioned later. It still
remains to apply and substantiate their findings with
secondary school students.

Williamson found that students at the University of
Minnesota, who had superior ability, tended to study fewer

hours, and found that an increase in the amount of studyb

 

Ijjames D. Weinland, ”How Successful College
Students Study”, Journal a; Educational Ps cholo , XXI
(October, 1950), pp 521-5

2 Charles Deich and Elmer E. Jones, A Study pg
Distipguished High School Pupilg‘ip Igwa, (De artment of
the Interior, Bureau of Education, Bulletin 6, washing-
ton; Government Printing Office)

3 Clay C. Ross and Nira M; Elise, "Study Methods
of College Students in Relation to Intelligence and
tAchievement", Education.Administration‘gpg Supervision
XIII November 1927, p 148

4 S. L. Pressey et al, Adventures‘ip'University
Teachipg (Public School Publishing Co., Bloomington,
Illinois, 1927) p 148 -

5 Tsai-Hwa Chiang, Relation of Reading and Study

Habits of College Students 'to Certain Ment'éI' am 11 a-
tionaI KEhievements, (finpubIIbEEd'PED’TEesIs, University
ofIMichiganLLibrary, 1936) p 222

ing resulted in a decrease in scholastic achievement.1

This again was on the college level and the investigation
was carried on the week before examinations when, if at
any time, students would be studying to the limit of their
ability. However, other studies have found the same thing
to be true and recommended, not more studying time but

We; methods °f____$1?119_¥11_1§°..

.—
‘a
""--..._

Many tests, such as the Kimber Study Skill Test,
have been developed. The best known, and most widely used
seems to be Wrenn's, "Study-Habits Inventory". Humber has
further investigated this instrument, and as a result the
test has been revised since its first inception. Although
advocated for use in high schools, this test was standar-
dized and develOped on a college level, where, as pre-
viously pointed out, the conditions greatly vary from
those pertaining in high schools. Some of the statements
do not apply to the life of most high school students,

e.g. "I am conscious that I have been out of school too
long or took basic subjects too long ago", “I have to study
where I can smoke". Since the scoring of the test is based
on reaponses by college students, it should not be taken ‘

for granted that this scoring applies to high school stu-

 

l Humber, pp. cit.

lO

dents. The aim in high school is to establish good study L//’
habits, for whether the student is high in scholastic
ability or low, the acquisition of good study habits will
definitely be an asset. (This was shown in this investi-
gation). With Wrenn's Test, more emphasis is put on some/
study habits, whereas it is the aim in high school to \
develop _a_l_l_ desirable study habits that may assist the ‘\
student. Therefore, it doesn't mmch.matter to the student
whether it is slightly better to avoid ”waiting for the
mood" before starting to study, than it is to avoid "dis-
tributing time unwisely". He should neither distribute his
time unwisely nor wait for the mood. (All the student needs
to know are the study habits that should be developed. He
should then be helped to deveIOp‘glI of these study habits.
When a complicated weighted scoring system.is used, as in
Wrenn's Test, the student's attention is apt to become
focussed on the system.of scoring, when it should be fo-
cussed on the study habits. Since this instrument seems
to be the most widely used, it was used in conjunction with
this investigation for comparison purposes.

lMotivation.plays an meortant part in studying ef-
fectiveness. Eckert made a study, in.which she found that}

superior students had overcome greater difficulties, in

order to obtain a college education, than had inferior

11
students.1 The necessity of having to overcome these
greater difficulties motivated them to surpass the achieve-
ments of their loss handicapped companions. Fay found at
De Pauw that_students who received an ”A" grading at the
end of the first month of school achieved much more than

others.2 Initial success motivated towards continued suc-
. /
cess. A.study at the Buffalo Collegiate Centre found that {

students who were warned in an interview that they were ’

liable to potential failure, had fewer failures in the and

than those who were not warned. The interview had appar- I
ently motivated them towards greater effort with resulting K
greater success.3

Canadian studies. Several studies have recently
been made in Canada. Professor E. L. Daniher found that
school achievement depended upon native intelligence,
diligence and attitude.4 The latter two qualifications

included the amount of time given to the task and the

 

l R. C. Eckert, o is phe eri r Studenp?
(University of Buffalo Stud'i'os,n huh—Joel?- "3’73 pp 767-71

2 P. J. Fay, "The Effects of Knowledge of Grades
on Subsequent.Achievement of College Students", Psycho-

lggical Bullepin 1933, number 30, p 710

3 Clay C. Ross and Nira M. Klise, ”Study methods of
College Students in Relation to Intelligence and.Achieve-
ment', Education Administration and Supervision.XIII, 1927

4 E. L. Daniher, ”Teaching How to Study”, The School
Magapine, October 1942, pp 99-101

12
effectiveness of the method of attack. His conslusions

were that it is becoming increasingly important that the

student's efforts be as wise, as economical and as effec-

tive as possible. To this end Daniher tried dramatizing

correct study habits while students watched. He showed

how "working under pressure" brought more accurate results

in mathematical Operations than "going slow and getting

it correct”. He similarly demonstrated how much more

efficient it is to memorize as a whole than in parts.

One statement of Daniher's applies to this study.
A considerable body of rules and suggestions may be
built up, but much of it is without scientific proof
as to its validity. Let us not forget that, long
before Minot and Murphy proved scientifically the
value of liver extract for anaemia, our mothers and
grandmothers knew that 'liver was good for the blood'.
(A shmilar history is behind most medicines.

Daniher goes on to apply the same principle to
study habits.

Trueman of.Mount Allison University found that the
explanations given by most students as to why they did
not study, was that they were not interested in the sub-
ject, that they did not understand it, or that they did
not see what good it would ever do them.1 In his own

studies in Teachers' Colleges in Fredericton, Columbia

University, University of'Heidelberg and the University

 

IIEeorge J. Trueman, ”How To Study”, The School
Lagazine, October 1942, pp 91-8

13
of Berlin, Trueman found that though effort is usually
necessary, unless interest is aroused, study will be
formal lifeless and unproductive. Quoting from Dr.
Trueman:

It is my eXperience that the student who is anxious
enough about his work to feel real concern at the
thought of failure, and who has a wholesome fear of
disappointing his parents and friends, is more
likely to do well . . . There is a high correlation
between high school and university marks . . . care
ful study leads to the conclusion that much better
work could be done by unsuccessful students, if they
were taken in hand early and led to adapt better study
methods e

l

. IMost current attempts to improve or develop study I
habits consist of presenting the student with printed
rules, in the apparent hope that he will, "read, study
and inwardly digest them”.

Dr. Karl S. Bernhardt, professor of psycholOgy at
the University of Toronto, develOped a very synopsized
set of principles. .There are three:

(1) Plan your work and budget your time. Deter-
mine what you are going to study and lose no
time in getting at it.

(ii) Have a place for study and study only. When
not working leave your study place so that your
work and your work only is associated with your
study place.

(iii) Know what you want to learn and make a deter-
mined effort to learn it. Think of what you
read, and challenge the facts given. Learn to
read rapidly. Organize your knowledge in
clear, definite and concrete terms. Frequently
test yourself.

l4
Attempts‘pp develOp‘pppdy habits. Kornhauser is
one of the leaders in the type of work where a student is
presented with printed rules.1 His book "How to Study",
has perhaps wider circulation than.most of its kind. It

presents the student with series of rules on such tepics
as, "DevelOpment of Effective Methods in Reading”, WAids
in memorizing", etc. To the student anxious to improve
his study methods and willing to put these rules into
practice, much can be gained. Both of these conditions
are necessary, though.

vAnother excellent little booklet, along the same

lines as that of Kornhauser's book, is ”Learning How to

.cl".

Study”\by Marshall.18 This booklet also gives a series ‘
of rules, but does 86 in a way that appeals more to the
high school student. The book is entertainingly illus-
trated, ridicules poor study habits in an acceptable way,
and is written in the language that holds the attention

of high school students. Throughout the book, and at the
end, are methods by which the student can put into prac-
ties the rules suggested. Check lists are provided to

see that the student does put these rules into practice.

It is one of the best books of its kind, and when used as

 

I'Irthur W. Kornhauser How‘pppggpdx University of
Chicago Press, Chicago 1946 ' ’

la M. V. Marshall Learni How'po Stud De art-
ment of Education,.Acadih UnIversIty, ova Sco¥ia, l 45

16
suggested by the author, does produce good results.

Mention has been made of Wrenn's "Study Habits
Inventory". (Although this is not a Canadian publication,
it seems fitting to mention here that in conjunction with
this inventory, Wrenn has published several pamphlets such
as "Studying Effectively", "Study Hints for High School
Students", which follow up the test and point out to the
students, how they can develOp the study habits they need.
Wrenn's book, ”Studying Effectively", includes the test
at the beginning of the book and at the end, so that the
student may test himself after attempting to improve his
study habits.

Many, many such aids could be mentioned but little
value would be added to this paper. It is, however, from
a perusal of all this literature, all these tests, all
these books and booklets that this investigation has been
deveIOped. As was said by Daniher, many of the suggested
study habits have never been proved scientifically. In
develOping this investigation, the experience of all these
other investigators was accepted and an attempt was made
to carry out a program that would develoP effective study
habits as suggested by their investigations, but prove
scientifically that they were effective.

Summary. From.the brief perusal of the literature
in this field, it is seen that much thought has been given

16

to study habits, but that the problem of having students
deveIOp good study habits has not been given adequate

attention. The next chapter exPlains an attempt made to

do this.

CHAPTER III

THE METHODOLOGY OF THE INVESTIGATION

Intpoduction. .As has previously been mentioned,
former investigations seem to fall into two groups. One
group has compared the study habits of successful and unp
successful students and concluded that the study habits
possessed.by the former and not the latter must have made
the difference. In all of these investigations, it has
been impossible to control‘gll of the other influencing
factors. The other group has deveIOped rules for study
and presented them in various ways, but has not carried on
any investigation to see if the rules were effective.
This investigation overlapped the work of both these
groups, and attempted to do what they had failed to do.

DevelOpipg‘g.pg§p. (After studying the many inves-
_tigations of the second group, mentioned above, a list of
study habits was compiled that the majority of these
investigators seemed to consider important. These were
first arranged in the form of a test and after prelimin-
ary presentation to students, a weighted scoring key was
established. The test and the weighted scoring is given
in Appendix A. (As this instrument did not adequately
serve the purpose, time and space will not be taken to

explain how the weighted scoring was established. The

18
lack of correlation between high scores on this instru-
ment and scholastic success, and the fact that little
connected followwup was provided, led to a revision. The
revised form is presented in Appendix B. This revision
had two aims: to simplify the scoring and to include
items that seemed of greater importance than some already
used. In addition to these two aims, it was h0ped to
overcome the deficiencies of the first instrument. These
deficiencies were: ambiguity in meaning of some of the
items, too many items, more than one point covered by some
items and too long an explanation for some items. Again
this revision was not satisfactory, as it did not fully
accomplish the two aims above, so no attempt will be
made to eXplain the deveIOpmental procedure used with it,
or the method by which a scoring device was deveIOped,
The third revision, which is presented in Appendix C, was
the form used for this investigation.

This third revision also had two aims: to provide
a simple scoring system, and to provide a simple follow-
up procedure of develOping good study habits. As the aim
was not to show the student which study habits were more
important, but simply what study habits he needed to
develop, the method of scoring adOpted was to count the
number of study habits he had not acquired. If few had

to be developed, then he rated better than if many had to

19
be deveIOped. This eliminated the tendency of students
to become so engrossed in the scoring, that their atten-
tion was diverted from the study habits. There was no
attention being given to why one study habit rated higher
than another.

The second aim in this third revision was to pro-
vide immediate followeup in an attempt to have the stu-
dents acquire those study habits not already acquired.

This follow-up was made possible by the wording. The
check-list merely consisted of the rules for good studying.
As the student wrote down those study habits he had not
acquired, he provided himself with the list of study
habits he needed to develop.

Th3 eXperimental gpgpp, The major part of this
investigation was done with grade nine students attending
a composite school, where the majority were preparing for
university or similar advanced educational training. Three.
hundred could be so classified, and some ninety were taking
a business course. The school consisted of five grades
beginning with grade nine. This meant that these students
were in their first year. The total enrolment exceeded
eleven hundred. For purposes of comparison and better
standardization, two other groups of students were inclu-
ded in the investigation. The first group consisted of

some 500 students taking an industrial course. They

20
attended a four-year technical school, which also began
with grade nine, so that these students were also in
their first year. The final group was made up of some
330 students attending a four-year commercial course,
which also began with grade nine. The last group was
mostly girls, while the technical group was mainly boys.

Procedure. The first step in the investigation
was to present the students with the check list, before
they wrote their first set of examinations. They read
it over and checked those habits not habitual with them.
These checked rules were then capied out, preceding each

rule with, 'I should . . . ”. As previously mentioned,

the score was the number of rules so listed. Norms were
pestablished by taking the scores of the students in the
three types of schools described (some 1100 students in
all). As all tests administered in these schools are
graded according to decile ranking, the norms for this
check list were expressed in this form. All distribution
of marks were expressed by letter or number representing
the decile rating. Table I explains the rating.

' The students kept the check-list at the front of
their notebooks so that they could refer to them fre-
quently. The counsellor received the written cOpy of
the study habits that needed to be deveIOped.

Each student who failed in two or more of the

TABLE I
DECILE DISTRIBUTION RATING

Letter Number Percentile

A 99th percentile
A 10 top docile (best)
B 9 ninth docile

B- 8 eighth docile

C 7 seventh docile

C 6 sixth docile

C- 5 fifth docile

D 4 fourth docile

D 3 third docile

Do 2 second docile

E 1 first docile (poorest)

22
examinations of the first set was interviewed by his
counselor. The counselor went over the study habits
the student needed to learn, eXplaining their importance
and how they could be develOped. A letter was sent home
to the parents, to the effect that this had been done, and
urging the parent to look over the study habits the stu-
dent had checked and to help in having these established.

The "Occupations" teacher then spent one or two

lessons with each class on these study habits, and followed

this up by having each student check himself each day for
a week to see if he was carrying out the study rules.
Measuring ppg results. Two months after the stu-
dents had written the first set of examinations, and
before they wrote the second set, Wrenn's "Study Habits
Inventory" was given to the students, and the next week
_the third revision of the Study Habits Check List was
administered, in the same manner as before. Figure I
gives the distribution of the results. As no norms are
provided for high school students in Wrenn's test, grad-
ings were assigned on the decile distribution as pre-
viously outlined. Wrenn's inventory was not administered
prior to this for two reasons: (1) until considerable
research was done, it was not known, if the investigator's
check-list was going to be the final one, and it was

deemed inadvisable to administer Wrenn's inventory until

number
of cases

50
45 A

40

35

so I

25 / i

20 2 ‘~\

15 ' /

I
10 ‘2'!" \

\ scores 145 130 115 100 85.70 55 4O 25 10 -5 -20 ~35 -50 -65 -80
FIGURE 1

DISTRIBUTION OF SCORES OBTAINED BY EXPERIMENTAL
GROUP ON WRENN’S STUDY HABITS INVENTORY

24
this was established (2) so many tests had been given to
establish the final one to be used, it was felt better to
postpone Wrenn's.

A comparison was then.made of the students who had
improved in study habits, to see if they improved as well
scholastically in their second set of examinations. An
improvement in study habits was measured by the acquisi-
tion of new study habits. An improvement in scholastic
achievement was measured by a better average mark in the

second set of examinations. In ranking his academic

achievement, the decile distribution was again used, so
that a student ranked A or ten, was in the tap or best
group according to his average in school marks. This
group consisted of about thirty-five of the total 350
students of the eXperimental group. A student ranked E
or one, would be in the bottom.group according to his
school marks. There would again be approximately thirty-
five students in this group.

Students with an I.Q. of 120 or better according
to the Henmon-Nelson Test of Learning Ability (two alter-
native forms were administered for this purpose)‘were
compared as to how they ranked in academic achievement
and in study habits. Students with an I.Q. of less than
100 were similarly compared, and also the small group

with an I.Q. of 140 or higher.

25

The study habits of students with I.Q.'s over 114
and with academic marks averaging less than 60 were com-
pared with the study habits ofstudents with I.Q.'s less
than 100 and with academic marks averaging over 70. The
purpose of this comparison was to see if there was a
marked difference in the study habits of these two groups.
If such was found to be the case, then the conclusion
might be drawn that the study habits that were under in-
vestigation, played an important role in determining the
academic success of the students.

Summary. The method used in this investigation was
aimed at reducing the number of variables. By using the
same group of students throughout the eXperiment, rather
than attempting to use a control and non-control group,
it was haped to keep to a minimum the variations in home
conditions, emotional stress and strain, home study fa-
cilities and many other factors that affect study habit
efficiency. It would be impossible to equate a control
and a non-control group in terms of all these factors.

It was felt that learning ability would affect the ac-
quisition of new study habits. The students with high
learning ability were compared, therefore, with the stu-
dents of low learning ability to see if those of each
group who improved in study habits, also improved in

scholastic achievement. The next chapter gives the results

26
of these comparisons and the total findings of the ex-

periment.

CHAPTER IV
DISCUSSION OF FINDINGS

In discussing the findings, the test develOped for
the eXperiment is compared with Wrenn's test to see the
correlation. To attempt an evaluation of the separate
study habits, the results of students with high learning
ability and low academic achievement, are compared with
the results of students with low learning ability and high
academic achievement. The study habits of the students in
the three types of schools are compared. Finally, compari-
sons are made of students who improved study habits and stu-
dents who improved academic achievement. The results follow.

Th2,y§§y. The test used (third revision) served
well the purpose of the investigation. It brought to the
attention of the students, those study habits they needed
to develOp. It provided the counselor and parent with a
list of study habits that the student had not acquired.
This in turn enabled the counselor or parent to follow-up
the test with an attempt to have the student deveIOp these
habits. The form in which the study habits test was pre-
pared, made it easy to do remedial work in developing good
study habits. The result was a complete unification of
test, study-habit deve10pment and follow-up. Throughout
the effort to develOp good study habits, the student was

continually aware of the study habits he needed to

28

doveIOp.

Validation‘pg the test. Comparing the results of

 

the test used, and the results of Wrenn's Study Habits
Inventory used on the same students at almost the same time
it was noted that most of the results were the same. How-
ever, further examination.was made of the results that did
differ. Table II gives this comparison. From.results
generally it was discovered that students with high lear-
ning ability rating and high rating in study habits,
achieved high rating academically. This varied preportion-
ately according to the variation in rank both in learning
ability and study habits. Where the I.Q. rating (learning
ability) was low, it was generally found that it required

a higher study habits rating to achieve a good academic
rating. If an examination is made of the cases where a
wide difference existed in the.two tests of study habits,
as shown in Table II, it will be seen that the Study
Habits Test seems to possess more validity for these high
school students. (A rough comparison can be made by adding
the I.Q. rating and the Study Habits Rating, dividing by
two and comparing this to the School Marks Rating. A
similar comparison can be made by adding the I.Q. rating and
the wrenn‘s Test Rating, dividing by two and comparing

this to the School Marks Rating. If these two calculations

are made for each student listed, it will be seen that the

TABLE II

COMPARISON OF WIDELY'DIFFERING DECILE RATINGS
on STUDY HABITS TEST and
WRENN'S STUDY HABITS INVENTORY

Study Wrenn's School
Student I.Q. Habits Test Marks
Test

CBA
MLA
BOA
ESA
WAB
ROB
JRB
DRB
JSC
JAD
JED
RPD
BSD
88D

H

H
end
P‘P‘ +-

OOIOICDOIFQOGJOIO
5.:
06406030000030OQOHOQOOOIOOGCDOOOQQQDCD

g..-
. r:
Hawmmammeaqmuammwemoemuemweume

8
El
P
H

g...-
GOODOGNOOQGQQOQU.QOQQQOOQQOQOQ

.ABCB
JCCB
CDCB
SFCB
LGCB
RSCB

GO-mmhl-‘l-‘OQOGQOOOPUICDIF
g...-
H

Note: The above numbers refer to the docile group in
which the student ranked in each respective test.

30
Study Habits Test seems more reliable. For example, in
CBA, applying the above calculation using the Study Habits
Test we get I.Q. 10 plus Study Habits Test 8 divided by 2
is 9. Using the Wrenn's Test we get I.Q. 10 plus Wrenn's
Test 4 divided by 2 is 7. The School Marks Rating is 8
so the calculation is within 1 in both cases. Carrying
out this same comparison in each case, it will be beheld that
the Study Habits Test gives much closer correlation in twenty-
seven of the thirty cases where a wide difference in the two
tests exists.

Relative Importanco.q£‘ip§p§. In order to see which
study habits seemed to be the most important, a comparison
‘was made of (a) the study habits of students who had a
high learning ability rating and low academic achievement
and (b) the study habits of students with a low learning
ability rating and high academic achievement. For the first
group, there were so few in the tenth or ninth decile
of the learning ability distribution who had low academic
achievement that students in the eighth docile were used.
For the second group there were so few in the first or
second docile of the learning ability distribution who had
high academic achievement, that students in the third
decile_woro used. Comparing these two groups, it was found
that the following study habits seemed to have been ac-

quired by the group with low learning ability and high

31
academic achievement and not by the group with high learn-
ing ability and low academic achievement.

1. Keeping a neat well-organized notebook.
2. Writing assignments down when given.
3. Studying at the same time each day.
4. Studying at the hardest subject first.
5. Reviewing difficult subjects the next day.
6. Not daydreaming when supposedly studying.
7. Keeping the mind on what was being studied.
8. Avoiding the necessity of rereading to get meaning.
9. Spending 1% hours studying, five times a week.
10. Reviewing when assigned homework that was given did
not require 1% hours.
11. Writing notes and examinations legibly without
abbreviations.

There are obvious reasons for the above, but these
are not the direct concern of this study. The important
points for this investigation are (a) that neglect of the:
above habits apparently results in low academic achievo- j ;’
ment, even though one has high learning ability (b) that
acquisition of the above habits apparently results in
higher academic achievement, even though one has low i
learning ability.

The study habits most neglected by all students

were:

l.
2.
3.
4.
5.

6.
7.
8.
9.
10.

32
.Making a study time-schedule.
Keeping a list of difficult words.
Reviewing periodically. V”
Going over difficult assignments the next day.
Reviewing when assigned homework takes less than
1% hours.
Spending 1% hours studying, five times a week. ,
Summarizing the facts of reading assignments.
Underlining important statements.
Not daydreaming when supposedly studying.
Writing assignments down when given.

This comparison was made before the remedial work

was done to improve their study habits.

were:
1.
2.
3.
4.
5.

l.
2.
3.

4.

The study habits most neglected by girl students

Avoiding chewing gum or eating while studying.
Reviewing periodically.

Spending 1% hours studying, five times a week.
Studying at the same time each day.

Sitting in a straight-backed chair to study. )
The study habits most boys neglected were:
Avoiding too many outside interests.

Not wasting time.

Selecting important points in reading.

Reviewing periodically.

33
5. Spending 1% hours on homework, five times a week.
Comparison.pf'ppg.ppp§g groups. In comparing the
students in the three types of collegiates or schools, it
was found that the students in the academic school had the
best study habits and the students in the technical or
vocational school had the next best study habits. This is
to be expected as the commercial school offers a more
practical course, as does the technical or vocational
school, and since the study habits test was designed for
students in the academic course. The decile distribution
of the results of the study habits test for each school was
calculated separately, as shown in Table III, but as the
main part of the investigation was carried on with the
academic students, their rating was used for comparison
purposes. All other decile distributions were similarly
calculated on the the academic group (between three and four
hundred students). Table IV gives the distribution of the
decile rating for Wrenn's Study Habits Inventory (for
this academic group). Table v gives the distribution of
the decile rating for the two forms of the Henmon-Nelson
Test of Learning Ability. Table VI gives the decile
distribution of the average marks obtained by each student
on the first and second set of examinations. Table VII
shows the improvements in study habits and academic

achievement by the high learning ability group.

TABLE III

COMPARISON OF DECILE DISTRIBUTION OF
STUDY HABITS TEST

decile ‘Academic Commercial Technical
group group group group
10 3 or less 6 or less 3 or less
9 6 7 5
8 7 8 7
7 8 9 9
6 9 10 10
5 10 11 11
4 11 13 13
3 12 15 16
2 13 18 , 18
1 14 or more 19 or more 19 or more

.Lcadamic group consisted of about 350 students
Commercial group consisted of about 300 students
Technical group consisted of about 600 students

This table shows the number or study habits not
acquired by each respective decile group.

TABLE IV

DECILE DISTRIBUTION OF
WRENN'S STUDY HABITS INVENTORY

DEG ILE
GROUP SCORE
10 100 or more
9 80
8 6O
7 50
6 40
6 30
4 80
5 0
2 ~20
1 lower than.~20

The above decile distribution is for the academic group.

In each case, the score given is the minimum for that
particular decile group.

TABLE V

DECILE DISTRIBUTION OF
HENMONBNELSON TEST OF LEARNING ABILITY

DECILE
GROUP SCORE
10 120
9 115
8 112
7 108
6 105
5 103
4 100
5 95
2 below 90
1 below 85

The above decile distribution is for the academic group.

In each case, the score given is the minimum for that
particular decile group.

TABLE VI

DECILE DISTRIBUTION OF
OF ACADEMIC AVERAGES

DECILE
GROUP SCORE
first second
semester semester
10 76 77
9 73 72
8 69 69
7 66 67
6 64 65
5 62 63
4 59 6O
3 56 57
2 52 51
1 bel W'52 below 51

In each case, the score given is the minimum for that
particular decile group.

TABLE VII

IMPROVEMENTS OF HIGH LEARNING ABILITY GROUP

IN STUDY HABITS AND ACADEMIC ACHIEVEMENT

student improvement
in
study habits

CBA l
ELI O
ESL -l
BWB 4
MMC 1
N00 1
H80 0
RCD 3
JED -2
M360 1
MBdE l
ODE 3
HIE 2
ARE 2
D33 0
DE! 4
BE! 6
ML? 0
JEGA -1

3003

H

l
OPNOOHOPOHNOPHOONN

o
ta ta

improvement comment
in
marks

(improvements are in
decile ranking)

in t0p group each time

in tOp group each time

appointed projectionist

in tap group each time

in tap group each time

39
Table VII lists all the students in the academic

group with an I.Q. of 130 or higher except two. These two
improved in their study habits but as they both ranked

in the t0p decile for school marks, no improvement could

be shown in academic achievement. The I.Q. was obtained
by administering the two forms of the Henmon-Nelson, and
where there was not close agreement, the Dominion Achieve-
ment Test of Learning Ability.

From an examination of Table VII, it was found that
the students with the high learning ability, who had im»
proved in study habits, had generally improved in acade-
mic achievement. Fifteen, cr 68% improved in study
thabits. Of these, 13 or 86% improved in academic achieve-
ment. Although this is a very high percentage, it still
does not show the actual improvement, as seven of these
students were in the t0p decile of academic achievement
at Christmas and therefore could not show improvement in
ranking in this respect. One student was appointed
projectionist, Just after Christmas when he had finished
the first set of examinations. This made demands on his
time and interests, which would affect his studies. Ex-
cept for this one student, there were only two others
whose study habits declined and only two who improved
their study habits and did not improve their decile

ranking in academic achievement. One of these students

40
did actually improve his average marks, but not suf-
ficiently to better his decile ranking. This means that
all but one of the students with high learning ability,
who improved in study improvements, also improved in
academic achievement.

Students wiphflhigh academic achievement. Examining
the learning ability decile rating and the study habits
decile rating of those students who had seventy per cent
or more average on the first set of examinations, as shown
in Table VIII, it was found that very few rated low in
either learning ability or study habits. Only seven per
cent rated low in study habits. Of this seven per
cent, who rated low in learning ability, there were only
half of them taking an academic course. Of this thirty-
four per cent who rated low in study habits, only two-
thirds were taking an academic course. Only ten per cent
of those who rated low in learning ability, rated low in
study habits. Expressing this the other way, it means
that eighty-three per cent of those that had good marks
had good learning ability and sixty-six per cent had good
study habits, in spite of the fact that one would not
eXpect students with high learning ability to need as

good study habits to obtain good academic achievement.

TABLE VIII
LEARNING ABILITY AND STUDY HABITS
OF STUDENTS WITH BEST SCHOOL MARKS AT CHRISTMAS

(expressed in decile ranking)

first 0
student semester learning study
average ability habits
DGA 70 9 9
LLA 77 9 10
BIA 74 7 9
DNA 71 7 10
GPA 71 8 10
EBA 76 10 ’8
NB 74 3 3
GHB 80 5 8
OLD ' n 5 6
PER 75 1 1
JRB 79 9 5
DRB 79 9 7
BTB 74 9 2
BWB 85 10 1
310 78 5 l
TAC 71 9 5
M80 71 1 1
SLC 77 9 7
M60 75 lO 1
SMC 75 5 9

first habits

student semester learning of
average ability study
MMC 70 10 6
D80 73 9 2
380 78 10 1
JCD 80 5 5
SCD 72 9 7
VCD 75 9 9
RED 75 9 9
JD 73 10 7
HID 7O 2 3
EMD 80 9 4
BED 71 7 5
.PMD 75 5 3
BPD 7O 7 2
RPD 73 4 7
MAE 71 9 1
MB]! 72 10 2
CDE 81 10 3
JFE 71 7 7
WGE 75 9 10
ARE 72 7 7
mm 78 10 10
mm 72 6 9

p

KRE 75 7

first

student semester learning study
average ability habits
VSE 73 7 8
ESE 76 7 9
MBF 72 5 5
DC! 76 - 9 1
ICE ' 74 7 7
JG? 74 9 7
IO? 71 9 3
BI! 74 9 8
m 74 9 10
ML? 76 7 9
NM! 80 9 2
KC! 74 10 4
JRF 80 10 9
MR! 76 7 8
BRF 75 9 7
IS]! 74 4 7
ASP 75 9 e
SAGA 77 9 3
HSCA 7O 4 6
RACE 70 10 8
JCCB 74 4 7
L603 77 4 7
JHCB 77 7 4
LKCB 74 2 8

44
You would, however, eXpect both to tend to be found to-
gether. It would appear from this investigation, that
learning ability is the chief determinant of academic
achievement, as the group with high learning ability were
practically the same group as those who achieved higher
scholastically, but it would also appear that study habits
play a very important part in determining scholastic
success. This is further substantiated later in this
report, by other comparisons that were made, but just
based on the results given above for all the students who
averaged better than seventy per cent on their Christmas
report, it is quite convincing.

Comparing improvements LI; £3391 habits _a_1;_d_._ _i_I_1_
academic achievement. (a) Students 1133 high learning
ability. The students classed in the tenth and ninth
or two top deciles according to their learning ability
tests, were compared (a) as to improvement in study habits
and (b) as to improvement in academic achievement. These
comparisons are shown in Table IX. Seventy-five per cent
of these students improved in the decile rating of their
study habits, and fifty-nine per cent in the decile rating
of their academic achievement. This signifies even more
than the mere percentages indicate, since there were ap-
proximately thirty-five students in each decile group and

in order to show an improvement in decile rating, a

TABLE IX

IMPROVEMENT IN STUDY HABITS AND SCHOOL MARKS
BY STUDENTS OF GOOD LEARNING ABILITY

(test results given in decile ranking)

STUDY HABITS SCHOOL MARKS
lst 2nd 1st 2nd
student test test improvement test test improvement

PEA 5 10 5 5 7 2
MBA 9 10 l 3 6 3
CBA 7 8 l 6 8 2
DGA 7 9 2 8 9 l
LIA 10 10 O 10 10 O
ELA 9 9 O 2 4 2
BOA 6 9 3 4 7 3
GPA 9 10 1 8 10 2
ESA 8 9 l 8 9 1
WAB 3 6 3 3 7 4
m8 8 10 2 6 8 2
BLB 9 9 O 7 6 -l
KM‘B 8 7 -1 3 l -2
m3 5 e s e ' lO 2
DRE 7 8 l 9 10 l
STE 2 7 5 9 9 O
BWB l ' 5 4 10 10 O
TAO 5 6 1 8 10 2

SCHOOL MARKS

lst 2nd

STUDY'HABITS

lst 2nd

test test improvement

test test improvement

student

10

DEC

10

BBC

-1

IO

10

10

IO

MMiC

N00

D80

10

IO

10

10

DCD

RCD

10

VGD

DDD

10
10

10

BFD

FED

10

CHD

-l

-2

10

BSD

RSD

CWD

STUDY HABITS SCHOOL MARKS

1st 2nd lst 2nd
student 'test test improvement test test improvement
MAE l 6 5 8 8 O
MBE 2 3 1 8 8 O
REE 5 7 2 3 4 1
ICE 8 9 l 5 7 2
DLE 4 8 4 6 8 2
DCF 1 4 3 8 10 2
JDF 8 9 1 8 9 l
JGE 7 8 l 9 9 O
JGiF 3 9 6 8 8 0
RC]? 9 10 1 7 7 O
IMF 7 10 3 1 4 3
NMB' 2 9 . 7 10 10 0
K03 4 9 ' 5 9 9 o
JRF 9 10 l 10 10 O
GRF 3 9 6 7 7 O
JSF 5 10 5 7 9 2
DSF 4 6 2 7 7 O
BRF 7 9 2 9 10 l
WFG 5 7 2 2 ' 2 O
SAGA 3 9 6 10 10 O
KLPCA 3 7 4 6 5 -1
BSCA 2 8 6 2 2 0
RWCA 3 8 5 6 6 O

STUDY HABITS SCHOOL MARKS
lst 2nd lst 2nd
student test test improvement test test improvement

GRF 3 9 6 7 7 O
JSF 5 10 5 7 9 2
DSF 4 5 2 7 7 O
ASF 8 8 O 10 9 -l
BRF 7 9 2 9 10 1
WEG 5 7 2 2 2 0
BSG 6 7 l 3 5 2
SACA 3 9 6 10 IO 0
KPCA 3 7 4 6 5 -l
BSCA 2 B 6 2 2 O
RWCA 3 8 5 6 6 0
EACH 6 8 2 3 5 2
SFCB 6 7 1 7 8 l
JMCB 8 9 l 5 6 1
NWCB 7 8 l 5 6 l

49
student may have to obtain a higher mark than thirty-
five other students who previously had a higher mark than
he had and who also may have improved their study habits
and consequently their academic achievement. With this
in mind, it is indeed significant to find such a large
percentage (fifty-nine) actually accomplishing this very
thing. .Another factor, which also must be borne in mind,
is that many of these students ranked in the tap decile
in the first test and, therefore, could not show improve-
ment in ranking, although they may have had improvement
in achievement. If the improvement had been taken on the
actual increase in the average marks, the percentage
would have been many times higher, but this would not
have been in keeping with the method used in this inves-
tigation, that of the decile distribution.

Of these same students (those in the ninth and
tenth groups of the decile distribution for learning
ability) only ten per cent showed a decrease in the de-
cile ranking of their academic achievement. Of this ten
per cent that showed a decrease in academic achievement,
thirty per cent had also shown a decrease in study ha-
bits and only one of the entire group had shown an in-
crease in study habits.

Examining the records of the students ranked in
the tenth and ninth deciles according to learning ability
and who improved their study habits, TABLE.X, it is found

STUDY HABITS SCHOOL MARKS
lst 2nd 1st 2nd
student test test improvement test test improvement

RACE 6 8 2 3 5 2
JM 7 8 1 5 6 1
NW 7 8 l 5 6 1
CB 7 8 l 5 6 l

53
that of those for whom'we have a complete record, eighty-
two per cent of all students with this learning ability
rating can be so classed (1.6. showed improvement in
study habits), and that sixtybsix per cent of these also
increased in the decile rating of their academic rating.
Only one student regressed. This student was not taking
an academic course, and also failed to complete the course
she was taking. ,An interview with this student indicated
an.underestimating on her first test, so that her second
test was not really improved to the extent given. There
'was also an emotional upset in the home, Just after the
first set of examinations, which led to a withdrawal from
the course. This upset may have caused the decrease in
academic achievement.

.As previously pointed out, the above high percen-
tage of increase in academic achievement is indeed most
significant, when one bears in mind the two facts (a)

‘ that many of the students had been in the tap decile group
in academic achievement in the first set of examinations
and therefore could not show any improvement in decile '
ranking and (b) that to show any improvement it might mean
doing better than thirty-five other students who had pre-
viously ranked better and who may have improved their
study habits with increasing academic achievement. 4A8

was also previously pointed out, there were other dis-

54
tracting factors involved, such as the student who was
appointed as projectionist and lost much study time.

Looking at the records of those students in the
two tap deciles of learning ability distribution, who did
not improve in study habits, as shown in Table x1, (eigh-
teen_per cent), ninety per cent failed also to improve in
academic achievement and thirty per cent actually regres-
sed. These figures are Just as significant as those for
the group that did improve. Here was a small group of
students, who failed to improve their study habits, when
the majority of their group did, with the result that they
also failed to improve their academic standing, and in many
cases lowered it. Again two facts must be remembered,
that increase the significance of the above figures (a)
that a decrease of one on the Table (Table XI), actually
means a lowering of the average mark on ten or more examp
inations to such an extent that they rank in a lower de-
cile. This, in.turn, may mean a lower average mark of an
entire decile group, or of thirty-five students who pre-
viously were lower but now are higher, (b) that some of
those students listed as not decreasing in decile rating,
could not do so as they were already in the lowest rating.
Then again there were other extenuating circumstances that
were bound to occur and which greatly influenced the

gradings. The father of one student died very suddenly

TABLE,XI

ACADEMIC IMPROVEMENT OF STUDENTS OF
GOOD LEARNING ABILITY WHO DID NOT IMPROVE STUDY HABITS
STUDY HABITS SCHOOL MARKS

lst 2nd lst 2nd
student test test improvement test test improvement

MBA 10 9 -l 6 6 0
LLA lO 9 -l 10 10 O
GPA 10 9 -1 8 10 2
KMB 8 7 -1 3 l ~2
JGC 7 6 -l l l 0
SLC 7 6 -l 10 10 O
CKD lO 9 -l l l O
JKD 7 5 -2 9 8 cl
MME lO 8 -2 10 10 O

56
from a heart attack.

Comparison 93 improvement _13 ppm habits _t_9_
academic achievement. (b) Students 1113; _l_c_>_w learnipg
ability. The group that ranked in the lowest decile
according to their tests in learning ability were compared
in the improvement they made in decile rating as to (a)
study habits and (b) academic achievement. This compari-
son is shown in Table XII. Some of these students drOpped
out of school before the investigation was complete.
However, complete records were obtained for twenty-six
students. Of these twenty-six students, seventeen or
sixty-five per cent improved in their study habits, and
eight students, or over thirty per cent, improved in
academic achievement. Two students regressed in their
study habits, and in both cases they regressed in their
academic improvement even more. 'Seven other students made
no improvement in their study habits and in the case of
all but one, no comparative improvement was made in
academic achievement. In the case of this seventh student
his academic achievement regressed.

Comparing these results to the results obtained
with the students who ranked high in learning ability, (see
Table IX) it was found that the improvement in study habits
and in academic achievement was not as great. It was also

found that the improvement in study habits did not result

TABLE XII

IMPROVEMENT IN STUDY HABITS AND SCHOOL MARKS
BY STUDENTS OF LOW LEARNING ABILITY

STUDY'HABITS SCHOOL MARKS
1st 2nd lst 2nd
student test test improvement test test improvement

ABCB 9 9 O 5 ‘5 0
CD03 6 6 O 8 8 O
LKCB 8 8 _O 9 9 O
BHA 9 8 -1 5 2 #3
HMB 4 10 6 l 1 O
HOB l 7 6 l 1 O
CSB 9 9 O 1 l 0
TLC 9 8 -l 3 l -2
JWC 1 5 4 3 6 3
NGD 1 5 4 3 3 O
NKD 2 5 3 l 2 1
HLD 3 5 2 8 . 8 O
MMD 4 6 2 l 2 1
ATD 5 9 4 1 5 4
HAE l 3 2 2 2 O
RGE 3 4 1 2 1 -2
AHE 4 6 2 4 4 0
CME 6 9 3 2 2 O
BSE 5 8 3 6 7 l
ATE 4 7 3 5 8 3

STUDY HABITS SCHOOL MARKS
lst 2nd lst 2nd
student test test improvement test test improvement

HWE 9 9 O 2 2 O
AIG- 2 8 6 l 7 6
NDCA 4 4 O 4 4 O
BHCA 5 5 O 6 4 -2
JMCA 3 5 2 6 5 -l
MOCA 4 5 l 2 3 1

in a corresponding improvement academically.

Examining the record of those students (a) ranked
in the first or lowest decile (according to the tests of
learning ability) and (b) who improved in study habits,
as shown in Table XIII, it was found that sixty-nine per
cent of this learning group could be so classed (1.9.
improved in study habits) and that of these; forty-three
per cent also improved their decile ranking of academic
achievement. This was a gain of much more significance
than it appeared, as many of those showing no apparent
increase in their academic actually did improve, but as
they were in the lowest decile ranking, it migh mean a
considerable improvement in order to obtain a higher de-
cile ranking. It is a more difficult thing to increase
the decile ranking from the lowest for if you are in the
lowest group, it must mean that you have not learned ad-
equately what has been taught in the first semester. If
you have not learned adequately what has been taught in

the first semester, it is unlikely that you will do well

in the second semester, since you are building continually

on what has been taught. This is particularly true in

grade nine in such subjects as French and Algebra. If the

student has not learned the fundamentals in the first

semester, it makes it very difficult to get a good mark in

the second semester.

TABLE XIII

ACADEMIC IMPROVEMENT OF STUDENTS OF
LOW LEARNING ABILITY WHO IMPROVED STUDY HABITS

STUDY HABITS SCHOOL MARKS
lst .2nd lst 2nd
student test test improvement test test improvement

HMB 4 10 6 l l O
HOB l 7 6 l l 0
JWC l 5 4 3 6 3
NGD l 5 4 3 3 O
NKD » 2 5 3 l 2 1
HLD 3 5 2 8 8 O
MMD 4 6 2 1 2 2
.ATD 5 9 4 1 5 4
HAE l 3 2 2 2 O
RGE 3 4 l 2 l -1
AHE 4 6 2 4 4 0
out 6 9 :5 2 '2 o
.ATE 4 7 3 5 8 3
(AFC 2 8 6 1 7 6
JMCA 3 5 2 7 6 -1
MOCA 4 5 l 2 3 l

61

Examining the record of those students (a) ranked
in the first or lowest decile according to the tests of
learning ability and (b) who improved in study habits, as
shown in table XIV, it was found that none had improved
their decile rating of academic achievement and two had
actually regressed. Summarizing the results of this
group (thirty-three per cent), those that remained the
same in study habits remained the same in academic achieve-
ment. Those, who were poorer in study habits, were poorer
in academic achievement (except where they were in the
lowest group and therefore could not rate lower.

This chapter has given the actual findings of the
investigation. The findings have been broken down to
those with high learning ability, and those with low
learning ability. Each of these groups have been broken
down to those who improved in study habits, and those who
failed to improve in study habits. The academic achieve-
ment of each of these small groups has been examined. The
results Of this investigation and the conclusions that

seem.to be evident will be given in the next chapter.

TABLE XIV

ACADEMIC IMPROVEMENT OF STUDENTS OF
LOW LEARNING ABILITY WHO DID NOT IMPROVE STUDY HABITS
STUDY HABITS SCHOOL MARKS

lst 2nd lst 2nd
student test test improvement test test improvement

CD03 6 6 O 8 8 O
LKCB 8 8 O 9 9 O
BHA 9 8 -l 5 2 -3
JFE 9 6 -3 l l 0
ENE 9 9 0 2 2 O
NDCA 4 4 0 4 4 O

TLC 9 8 -l 3 l -l

CHAPTER V
SUMMARY AND CONCLUSIONS

Several general conclusions were made from the
results of this investigation. These were general obser-
vations, based entirely on this limited survey and need
to be further substantiated by much more extensive research.

As for the principle aim of this study, it seemed

. f
x;

/-- "I.
to have been accomplished. The survey definitely showed;
,,/

that, with few exceptions, improvement in study habits
brought about improvement in academic achievement. EThis
was very much evidenced in spite of the fact that one must
know more or have greater skill to even maintain the same
academic standing for all the second semester as for the
first.

Several other observations were worthy of noteLWH1
Students who ranked higher.in tests of learning ability ‘
showed greater improvement in study habits and as a result \
of their improved study habits showed greater academic
improvement. Learning ability was the greatest factor in'?
bringing about academic improvement through improving )
study habits. (You can't make a silk purse out of,a sow's
-ear).

,A general observation, which was not an object of

the investigation when it was first planned, was so obvious

\

64
mention should be made of it. Throughout the survey, it
‘was repeatedly seen that students as a whole, who did well
on tests of learning ability, also did much better in their
school examinations. This was observed in examining the
average school marks of students in the t0p two deciles
and those in the lowest two deciles of the distributions
made from the results of the learning ability tests. There
were exceptions to this but the few exceptions were prinp
oipally students taking a commercial or less academic type
of course.

Another observation was that students as a whole, in
the academic type of course, preparing for college or
similar post high school graduation courses, had better
study habits than those students in the commercial and
technical types of schools.

The survey proved quite conclusively, that studyT?
habits of high school students could definitely be 1m:,j
proved. To go even further than this, study habits coulaflf
be improved without too much time being devoted to im- _}
prove them. By using some such method as was used in this
experiment, a very small amount of time is needed. In
this case, needless repetition, duplication and work at
cross-purposes, were eliminated, because the test was also
used for develoPing the desirable study habits. The test
results were the basis for all interested parties to bring

65
about improvement.' It was not just a case of different
people saying in different ways, "Do this.", but of them
all saying it the same way, showing why it should be done,
following up the matter by seeing that it was done, and
finally proving that when it was done a most worth while
result followed.

The investigation suggested further research along
several lines. This investigation did not prove that the
study habits that were encouraged were the most important
to be deve10ped. If a large scale investigation could be
carried out of the many study habits, much valuable in-
formation would be gathered, a better test develOped, and
greater results would follow. It would have to be a large
scale investigation so that a large number of students
might be selected, who did not possess a certain study
habit. If it were possible to have them.maintain their
study habits while half the group deve10ped just this one
certain study habit, then by comparing the academic
achievement of those who develOped this additional study
habit, with those who did not, it would be seen how
effective was this one certain study habit. This would
have to be done with all the study habits to find their
relative importance.

A further follow-up to the program that was carried

on would be to put on a study schedule, those students who

66
rated high on tests of learning ability but rated low in
study habits and academic achievement. These students
would not just be checked for a week, as was done with
this study, but continually checked until they wrote
another set of examinations.

This investigation was carried on in grade nine,
where it was felt, good study habits should start to be
develOped. This study should be followed up to see, if
the study habits develOped in grade nine are continued in
the higher grades. Investigation is also needed to see,
if the deve10pment of these study habits in the upper
grades of the high school bring as much academic improve-

ment as they did in this study with grade nine students.

BIBLIOGRAPHY

68
BIBLIOGRAPHY

Chiang, Tsai-Hwa, Relation.g§IReading and Study Habits
,Achievements. UnpubIYshed Ph.D. Thesis, University
of Michigan Library, 1936, p 222

Daniher, E. L., ”Teaching How to Study", The School
Magazine, October 1942, pp 99-101

Deich, Charles, and Elmer Jones, A Study p3 Distingpished
Hi h School Pupils,;p Iowa Department of the Interior
reau of Education, BuIIetin 46, Washington.Government
Printing Office

Eckert, R. C., Whoigp the Superior Student? University of
Buffalo Studies 32, pp 767-71

Fay, Pc 1., ”The Effects of Knowledge of'Grades on Sub-
sequent Achievement of College Students", Psychological
Bulletin 30, 1933, p 710

Humber, Wilber J., “An Analysis of the Differences in
Certain Study Habits between Scholastically Success-
ful and Unsuccessful Science, Literature and Arts
Freshmen in the Year 1938-39 at the University of
Minnesota", Unpublished master's Thesis, The University
of Minnesota, Minneapolis, 1940

Kornhauser, Arthur W., How,yp Study, University of Chicago
Press, Chicago, 1946

Marshall, M. V., Learning Ho pp Study, Department of
Education, Acadia University, olfeville, Nova Scotia
1945

Pressey, S. L., et a1, Adventures‘iprniversity Teaching
Public School Publishing Co., Bloomington, Illinois,
1927, p 148

Ross, Clay, 0. and Nira M. Klise, "Study Methods of College
Students in Relation to Intelligence and Achievement”,
Education.Administration.gpg Supervision XIII Nbvember
1927, pp 551-62

Strang Rush, Personal Development and Guidance in Colle e
and Secondary School: Harper and Brothers, New YorE,
I934

69

Trueman, George J., "How to Study", The School Magazine,
October 1942, pp 91-8 "'“""'

Weinland, James, "How Successful College Students Study",
Journal.p£ Educational Psychology, XXI, October,
1930, pp 521-6 '

Williamson, E. G., "The Relationship of Number of Hours
of Study to Scholarship", Journal 23 Educational
Psychology, volume 26, December 1935, pp 682-8

Wrenn, C. Gilbert, Practical Study Aids, Stanford Univer-
sity Press, Stanford University, California, 1933, p 16

wrenn, C. Gilbert, "Scholarship and Habits of Work",
"Proceedings of the Eighth Annual Convention of the
Pacific Coast Association of the Collegiate Registrars",
November 13, 14, 1933, Sacramento, California, pp 26-9

APPEND IX

71
APPENDIX A

,A STUDY HABITS CHECK LIST

(first revision)

.After each statement that applies to your present method
of study, place a check mark.

8601‘9

-5

-4

-2

-2

-2

UNI-”NR3 N N N

5

-2

l.

2.

3.

5.

6.

7.

8.
9.
10.
11.

I have never enjoyed reading: I find books
boring except for mystery and love stories.

I don't really like using the Public Library;
you have to keep quiet when you go there.

I know some students buy books for their
personal libraries; but for me that would
merely be a waste of money.

I wouldn't ever use the school library if it
weren‘t that we have to do Home Reading.

I never know where to look for things in a
library; yes, I know that there is a catalogue,
but it doesn't mean anything.

The only things which I read regularly in the
daily papers are the sporting page and the
funnies.

I like to keep my text books clean and in good
condition; some peoP1es' books are most unin-
viting with pictures and blots and names scrawa
led everywhere in them.

.At home, I study in a room.by myself.
I have my own study table or desk.
I have a good study lamp.

At home I can use (a) a good-sized dictionary
)b) an encycloPedia or Book of Knowledge
(0) an atlas, or globe, or maps
(d) at least one daily paper
(6) Magazines such as "The Readers Digest"
"Saturday Night", "National Geographic"

m HHNHHH

12.

13.
l4.

15.

16.
17.

18.

19.

20.

21.
22.

23.

72

I like to study in an easy chair or on the
chesterfield or in bed; I prefer to stretch
out when I am.working.

Generally, the radio is on where I can listen
DC It as I study.

I have never learned how to keep a neat, well-
organized notebook.

I frequently find myself in class without such
things as paper, pencil, pen, and have to
borrow.

I like to have a box of candy, or some apples
to eat, or else I chew gum while I work.

I find I do better work, if I make a home-
study timetable week by week.

I find it is a good idea to write down.my
homework assignments and the date they are
due in my notebook; I keep a page especially
for that purpose.

I try to arrange to do my studying in the same
place and at the same time everyday; I find I
get the habit of doing it that way and it
seems easier.

Before I begin to study, I make sure that I
have all the things within reach that I am
going to need.

(a) textbooks

(b) notebooks

(c) scribbling paper

(d) pencil

(e) pen and ink

(f) dictionary

I find I accomplish most by doing my hardest
subject first and leaving the easiest to finish
up With.

I find it helps me to remember things, if I
underline important statements in.my texts.

I try to make a summary of the facts I read in
an assignment; it helps me to memorize theme

,4 -3

4 -2

3 -2
-2 3
-4 4

3 -2
-3 4
._2 3
-2 1
-3 3
-3 4
-5 3
-2 2

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

73

To refresh my memory, I usually go over a diffi-
cult assignment the next morning, after I have
studied it.

I Spend some time every week in reviewing the
new work studied in the preceding week.

When I find words in my reading that I do not
know, I like to try to guess their meaning from
their context or derivation instead of looking
them up in the dictionary.

I frequently study in a room where the rest of
the family are talking or where the radio is

playing.

I don't bother working at the things I find
difficult or don't like; I get the answers from
someone else in the class before school.

If I have planned some entertainment for an
evening during the week, I make a point of
getting my work done befbre I go out.

When we have study periods in school I am apt
to spend half the time whiSpering to my friends.

I like to wait for the right mood or inspiration
before I can make myself begin to write an essay
or do other home work.

Often there are things we are taught in a lesson
that I can't understand; but I'd rather fail

than ask the teachers to explain them to me after
school.

I have a tendency to day-dream when I should be
studying.

It takes me half my time to get started; I
can't make myself settle down to work.

I find it hard to keep my mind on What I an
studying; often I don't know what I've been
reading when I get through.

I lose a lot of marks in essays and examinations
because of bad spelling, punctuation and the mis-
use of words.

-3 2
-1 2
-3 3
-4 2
-5 1
-3 l

2 -4
-3 l
~5 2

2 -4
-3 4
-3 1
-4 4

4 -5

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

74

I read so slowly that I never can get all the
assignment finished in an evening.

I have to reread a pagetwo or three times
before it means anything to me; at first it
generally seems just a lot of words.

I have trouble recognizing which points are the
important ones in material which I have to read
or study.

I find myself generally too tired and sleepy to
do any homework in the evening.

my home work takes all the evenings during the
week; I have no time for fun or the reading I
want to do.

I worry about my school work and don't get much
fun out of it.

I see to it that I spend a reasonable time every
day in outdoor exercise and fun with other people.

I think a student's life is sufficiently impor-
tant to justify spending a good deal of time on
things like movies and games, even when they
conflict with school work.

I am.away from school so much that I can't keep
up with the work the others are doing.

When I have been.away I make sure I find out
either from the teacher or one of the best
students What I have missed; and I find time
to get it up.

I go to the movies two or three evenings a
week at least.

NW'job or the work I have to do around the
house leaves me too little thme for homework.

In the crowd I go around with you get to be
unpOpular if you do too well in school work; I
wouldn't like to be thought a really good stu-
dent.

50. my family are interested in my getting as good

75

an education as possible; they want me to go to
University if I can.

Method of Scoring
The student checks those items true in his case.

The score for each checked item is in the first column at
the left; the score for the unchecked items is in the

second column. Subtract the total of the negative scores
from.the total of the positive scores.

Grading (for grade nine students)

105 or higher is excellent
85-104 good

50-84 fair

40-49 below average

39 or less is poor

76
APPENDIX B

REVISED STUDY HABITS CHECK LIST

(second revision)

Here is a list of study habits that will make your studying
effective. Read the list carefully, and if there are any
habits that you do not practise, write them on a separate
piece of paper. .Bg sure pp.write down EVERY’habit,ygg
ghould have that y_o_1_1_ _n_g_v_v_ lack. After you finish you will
have a chance to rate your studying habits.

l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ll.
12.
13.
14.
15.
16.
17.
18.

I have my own study table or place by myself to study.

I have a good light by which to study.

I don't study in an easy chair, chesterfield or bed.

The radio is off where I can't hear it.

I keep a neat, well-organized notebook.

I seldom.study with candy, apples or gum.

I make out a study time-schedule.

I write down.my homework assignments in.my notebooks.

I study in the same place each day.

I study at the same time each day.

Before I start studying, I get all materials ready.
do my hardest subject first, and easiest last.

underline important statements in my notebooks.

I
I
I try to make a summary of my reading assignments.
I go over assignments the morning after studying.
I spend time each week, reviewing.

I seldom study where others are talking.

When going out, I get my assignments done first.

19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

31.

32.
33.
34.
35.
36.

37.
38.
39.
40.

77
I don't wait for the mood to start studying.
When I don‘t understand points, I get them.eXplained.
don't daydream, when I should be studying.
start studying without a loss of time.

am able to keep my mind on what I am studying.

I
I
I
I can usually get assignments done in an evening.
I seldom have to reread a page to get its meaning.

I can generally spot the important points in reading.

I am seldom too tired or sleepy to do homework.

My homework doesn't prevent me doing anything else.

I don‘t worry about school work so that I dislike it.

I spend a reasonable time in outdoor exercise.

I am not absent so much that I can't get assignments
done.

When I am absent, I make sure I catch up on work.

My outside work still leaves plenty of time for study.
Usually I Spend 1% hours on homework, 5 times a week.
When assigned homework doesn't take 1% hours, I review.
I write notes and examinations, legibly without ab-
breviations.

I check Spelling and meanings of doubtful words.

I keep a list of words difficult to spell or remember.

I divide my study time so I can work at all assignments.

I try to understand each point before going on.

78
STUDY’HABITS
(third revision)
To be successful in any game, you MUST follow the rules.
These are the rules for school success. If you observe
these rules, you need not worry about your work; you will
likely enjoy all your subjects and do well in them.
PART A

1. Attend school regularly.

2. Avoid too many outside interests or jobs.

3. Do school assignments before going out for the evening.
4. After absence, find out what work you missed, and do it.

5. Spend a reasonable time in outdoor exercise.

6. Get assignments done on time.

7. Get sufficient sleep. (eight hours)

8. Do not waste time.

9. Have a place by yourself to study.
10. Write neatly and without abbreviations.
11. Have points you do not understand, explained.
12. Do homework at the same time each day.
13. Keep a neat, well-organized notebook.
14. Write assignments in your notebook, when assigped.

l5. Spend some time each week reviewing.

PART B
16. Study in a room without distractions.
17. Understand each point before going on.

18. Study in the same place each day.

19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.

30.

79
'Underline or write down important points you read.
Have a good light by which to study.
Have all materials ready before starting to study.
Avoid eating candy, fruit or gum, while studying.
Begin studying promptly.
Check the meaning and spelling of doubtful words.
Sit in a straight-backed chair.
Spend a fair share of time on each assignment.
Do your hardest subject first.
Keep your mind on what you study.
Read thoughtfully (so that one reading is enough).

Spend an hour and a half on homework, five times a week.

80
APPENDIX D

STUDYING AND SUGGESTIONS

TIME TO SPEND ON HOMEWORK

l.

2.

3.

4.

5.
6.

7.

8.

Grades 9, 10, 11: One to two hours each school day
Grades 12 and 13: Two to three hours each school day

In reading have in mind certain definite points you are
looking for. Read quickly at first to discover these
points.

Reread: this time for details and difficulties.

Make an outline of the essential points.

An hour or two later review your outline. Most forget-

plng takes place in the first two hoursp_gfter learning.

Next day, quickly review this outline again.

Some ways to judge when you have prepared your assign-

ment well:

(a) Test yourself by reciting the main points in order.

(b) Ask yourself the how or why in addition to learning
the main facts.

(0) Try to give the gist of the assignment in a few words.

Endeavour to increase your rate of reading. Senior high

school students should read about 250 words a minute. If

you read more slowly than this, practice reading rapidly

under a time limit: say, four to five pages every five

minutes. Ybu can igppeasegyour speed and gain more

frompyour reading by doingtgg.

Help yourself to concentrate by acting on these points:

,WIVI.

 

 

 

fq\

(a)

(b)

.(c)

(d)

9.

10.
11.
(a)

(b)

(c)

(d)

81
Form regular habits of work in a certain place and at
certain times. (Not too soon after meals)
Have a definite goal in mind, or a question to answer
as you read.
Do not wait for mood or inspiration but train yourself
to begin promptly when it comes time to study.
Little can be accomplished in a fifteen minute space.
Train yourself to work in time units of 20 - 30 minutes
at a stretch. Then allow yourself a five minute recess,
if you need it.
Budget your study time at home. Consider how much time
per day or week you need to Spend on each subject and
make yourself a time table for the week fitting in the
required time. Make yourself observe this time table;
than you will feel fygg to use free time for recreation.
Plan your play hours carefully. They are important.
Do your studying under the best possible conditions.
Work in a place free from distraction. The radio, for
instance, will probably cost you fifty per cent of your
study effectiveness.
Try to have a desk of your own where you can keep your

study equipment.

'In general try to study in the same place and at the

same time daily.

The best temperature for doing effective work is about

82
(e) Have all necessary equipment, such as books, dictionary,
paper, pencil on hand before you begin to work. Every
time you have to jump up for something you destroy your
concentration and waste time.
(f) Have a good reading lamp; the light should come over
your left shoulder.
(g) Have a straight comfortable chair.
(h) Take a few minutes for relaxation every 30-40 minutes.
WARNING
These are the most significant causes of failure in school.
1. Lack of effort.
2. Inattention and misbehaviour in class.
3. Lack of interest in a subject.
4. Failure to consult a teacher when help is needed.

5. POOR STUDY HABITS.

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