thesis report on study skill and academic achievements

2. Introduction

3. Introduction
 According to dictionary of education Carter academic
“Achievement means the knowledge attained or skills
developed”.
 Thomas Harboe and Rikke von Müllen (2007) define study
skills “ Motivation, concentration, planning, participation,
reading, note-taking and writing skills technique are called
study skills”
. The aim of study to identify or measure the various type
of study skill which helps to students for high academic
achievement and comparison the use of study skills
between male and female students

4. Background of study
• Students of Departments of Managements Sciences
(Hazara Univesty Havelian campus) girls have better
academic performance then boys.
 The previous results or CGPA of the students show
that the percentages of the results of the female
students of every class (BBA 2, BBA 4, BBA 6, MBA 2
and MBA 4) are grater then the male.
 Research has shown that effective study skills lead to
improved academic performance

5. Scope of study
 This study will be useful to students, education
department, research scholars and social scientists. It
will be useful for framing curriculum and construction
methods that will promote the development of
academic achievement. People skilled as learning get
more out of them lives because they look for
opportunities to grow and gain more knowledge.

6. Significance of the problem
These researches on study skill generalize the information on academic
achievement (GPA) of the students and impact of study skill on academic
performance. Female students have high academic performance then
male, its mean they have batter study skills then male.
 According to Walter (2000) learning skill of the girls grater then boys.
 Coly (2001) found that female have better skills in reading and writing
then male.

7. Objective of study
 To find out influence of study skills and academic
achievement of students.
 To find out the influence of study skills and academic
achievement of male students.
 To find out the influence of study skills and academic
achievement of female male students

8. Hypothesis of the study
 H1.There is a positive or strong relationship between
Study skills and academic achievement.
 H2. Female students better in academic achievements
then male.
 H3. Girls have better study skills then boys.

9. Literature Review

10. Introduction
 Researcher suggests that there is a strong relation between
study skills and academic achievement (Yip and
Meneghetti, 2007; Cukras, 2006).
 Another study focusing on study skills and achievement, a
student’s ability to effectively use study skills is a good
predictor of academic success (Yip, 2007).
 Slate and Schwartz (2001) highlighted the self-regulated
learner as the indicator of academic achievement.
 Brazeau (2006) says that active students always in the
process of identifying, collecting and organizing through
note taking.

11.  According to Coloy (2007) girls are more efficient then boys
in reading and writing. Similarly female students super
then males students in academic achievements (Williams
and Williams,2004; Sirin and Rogers, 2005; Cokley and
Moore, 2007).
 Female students obtain better grades than male students
in SAT scores (Hyde and Kling, 2001)
 Colom and Lynn, (2004) stated that boys have large average
brain then girls because boys performs better than girls in
IQs test.
 Students who have time managements skill required
practice and assistance (Landsberger, 2009).

12. Concept of study skill
 Thomas Harboe and Rikke von Müllen (2007) define
study skills “ Motivation, concentration, planning,
participation, reading, note-taking and writing skills
technique are called study skills”
 Tuckman (2003) defined study skills as “the learning
and motivation strategies that enable a student to be
successful.”

13. Study Skills to Academic Competence
Pressley and Afflerbach identified several key study strategies
 (a) Overview before reading;
 (b) Look for important information and pay greater
attention to it (which often requires jumping forward or backward to
process information).
 (c) Relate important points to one another;
 (d) Activate and use prior knowledge;
 (e) Change strategies when understanding is not good;

14. Research framework
Mathematical
skill
Time
management
skill
Reviewing skill
Academic
achievements
Test
preparation
skill
Writing skill
Reading skill
Note taking
skill

15. Research Methodology

16. Research approach
This research is a deductive
approach because ‘’How the
study skill impact on academic
achievements’’ this theory
already suggested.
Research strategy
This research base on
explanatory study and shown
the effect of one variable to
other variables and influence of
different variables on one
variable.

17. Research Design
Primary Data
Primary data collect by using of
structure questioners from the
students of Hazara universty
Havelian Campus,
Secondary Data
Secondary data collected
through the publish paper or
articles, journals and online
web browsing

18. Sampling
Population
Department of management
sciences
( Hazara university Havelian)
200
---Consist of more than
students, (150 male and 50
female)---
Probability samples are
selected randomly form the
population, have equal chance
of selection in the sample for
every one

19. Data collection instruments
Data analysis
Statistical tools
 Structured questionnaire
used to collect data
 20 questioners
 closed ended
Graphs and Tables
• Mean , median & mode
• (Correlation and
Regression analysis)

20. Criteria of a research
 Validity……
 Reliability……..
 Replicability………….

21. Questioners formula
liked scale (Always, Generally, Sometime, Rarely and Naver)
Questions
Justification
Q1 to Q3
Time management skills.
Q4 and Q5
Reviewing skills
Q6 and Q7
Test Preparation skills
Q8 to Q10
Note Taking Skills
Q11 to Q14
Reading skills
Q15 to 17
Writing skills
Q18 to 20
Mathematical skills.

22. Findings and Analysis

23. Characteristics of sampling
Gender
Table- 4.2 Gender
Freque
ncy
1
Vali
2
d
Total
Percent
Valid
Percent
Cumulative
Percent
10
45.5
45.5
45.5
12
54.5
54.5
100.0
22
100.0
100.0

24. Academic achievement

26. Respondents Response for independent variable
Time management skill
Valid
Table-4.4 Time management skill
Frequen Percent
Valid
Cumulativ
cy
Percent
e Percent
always
14
63.6
63.6
63.6
general
4
18.2
18.2
81.8
rarely
2
9.1
9.1
90.9
never
2
9.1
9.1
100.0
22
100.0
100.0
Total

27. Reviewing skill
Valid
Table-4.5 Reviewing skill
Frequenc Percent
Valid
Cumulative
y
Percent
Percent
always
5
22.7
22.7
22.7
generally
9
40.9
40.9
63.6
sometim
3
13.6
13.6
77.3
e
rarely
3
13.6
13.6
90.9
never
2
9.1
9.1
100.0
Total
22
100.0
100.0

28. Test preparation skill
Valid
Test preparation skill
Frequenc Percent
Valid
Cumulative
y
Percent
Percent
always
6
27.3
27.3
27.3
generally
9
40.9
40.9
68.2
sometim
5
22.7
22.7
90.9
e
rarely
1
4.5
4.5
95.5
never
1
4.5
4.5
100.0
Total
22
100.0
100.0

29. Note Taking skill
Valid
Table-4.7 Note taking skill
Frequenc Percent
Valid
Cumulative
y
Percent
Percent
always
12
54.5
54.5
54.5
generally
6
27.3
27.3
81.8
sometim
3
13.6
13.6
95.5
e
rarely
1
4.5
4.5
100.0
Total
22
100.0
100.0

30. Reading skill
Valid
Table-4.8 Reading skill
Frequenc Percent
Valid
Cumulative
y
Percent
Percent
always
12
54.5
54.5
54.5
generally
5
22.7
22.7
77.3
sometim
2
9.1
9.1
86.4
e
rarely
1
4.5
4.5
90.9
never
2
9.1
9.1
100.0
Total
22
100.0
100.0

31. Writing skill
Valid
Table 4.9 Writing skill
Frequenc Percent
Valid
Cumulative
y
Percent
Percent
always
8
36.4
36.4
36.4
generally
11
50.0
50.0
86.4
sometim
3
13.6
13.6
100.0
e
Total
22
100.0
100.0

32. Mathematical skill
Valid
Table- 4.10 Mathematical skill
Frequenc Percent
Valid
Cumulative
y
Percent
Percent
always
5
22.7
22.7
22.7
generally
9
40.9
40.9
63.6
sometim
4
18.2
18.2
81.8
e
rarely
4
18.2
18.2
100.0
Total
22
100.0
100.0

33. Mean of the Sample
Table 4.11 Statistics
Time
management
skill
Reviewing
skill
Test
preparation
skill
Note
taking
skill
Reading
skill
Writing
skill
Mathematical
skill
22
22
22
22
22
22
22
0
0
0
0
0
0
0
Mean
1.82
2.45
2.18
1.68
1.91
1.77
2.32
Median
1.00
2.00
2.00
1.00
1.00
2.00
2.00
1
2
2
1
1
2
2
1.368
1.262
1.053
.894
1.306
.685
1.041
Minimum
1
1
1
1
1
1
1
Maximum
5
5
5
4
5
3
4
Valid
N
Missing
Mode
Std. Deviation

34. Table-4.12Correlations
Time
Reviewing
Test
Note taking
Reading
Writing
Math
management
skill
preparation
skill
skill
skill
skill
skill
Pearson
skill
1
.326
.256
-.283
.017
.005
.410
.139
.251
.201
.940
.984
.058
22
22
22
22
22
22
22
.326
1
.329
-.246
.286
-.150
.211
.135
.271
.197
.505
.346
22
22
22
22
22
.115
.463*
-.336
.509*
.610
.030
.126
.015
Correlation
Time management skill
Sig. (2-tailed)
N
Pearson
Correlation
Reviewing skill
Sig. (2-tailed)
N
Pearson
.139
22
22
.256
.329
1
.251
.135
22
22
22
22
22
22
22
-.283
-.246
.115
1
.341
.110
.216
.201
.271
.610
.120
.627
.334
22
22
22
22
22
22
22
.017
.286
.463*
.341
1
-.131
.618**
.940
.197
.030
.120
.562
.002
22
22
22
22
22
22
22
.005
-.150
-.336
.110
-.131
1
-.161
.984
.505
.126
.627
.562
22
22
22
22
22
22
22
.410
.211
.509*
.216
.618**
-.161
1
.058
.346
.015
.334
.002
.475
Correlation
Test preparation skill
Sig. (2-tailed)
N
Pearson
Correlation
Note taking skill
Sig. (2-tailed)
N
Pearson
Correlation
Reading skill
Sig. (2-tailed)
N
Pearson
Correlation
Writing skill
Sig. (2-tailed)
N
Pearson
.475
Correlation
Mathematical skill
Sig. (2-tailed)

35. Regression Analysis
Table 4.13 Model Summary
Model
R
R Square Adjusted R
Std. Error of
Square
the Estimate
a
1
.603
.045
.657
a. Predictors: (Constant), Mathematical skill, Writing skill,
Reviewing skill, Note taking skill, Time management skill,
Test preparation skill, Reading skill
Value for R-square is always between
0.0 and 1.0 and has no units.
.363
Table 4.14 ANOVAa
Model
Sum of
df
Mean
F
Sig.
Squares
Square
Regression
3.449
7
.493
1.140
.394b
1
Residual
6.051
14
.432
Total
9.500
21
a. Dependent Variable: academic achievements
b. Predictors: (Constant), Mathematical skill, Writing skill, Reviewing skill, Note
taking skill, Time management skill, Test preparation skill, Reading skill

36. Table 4.15 Coefficientsa
Model
Unstandardized Coefficients
B
Std. Error
.138
.140
Sig.
Beta
.705
.055
t
4.441
.001
.111
.396
.698
.136
.263
1.031
.320
-.093
.176
-.146
-.529
.605
Note taking skill
.002
.195
.002
.009
.993
Reading skill
.086
.164
.167
.525
.608
Writing skill
-.040
.229
-.041
-.174
.864
Mathematical skill
-.418
.216
-.647
-1.936
.073
(Constant)
3.132
Standardized
Coefficients
Time management skill
Reviewing skill
1
Test preparation skill
a. Dependent Variable: academic achievements

37. Discussion, Conclusion and
Recommendations

38. Discussion
The study highlights the academic performance of
the genders i-e male and female and indicate the reason
for less GPA of the male Students’ then female due to
less in study skill specially time managements, test
preparation, note taking and writing skill. The study
indicate the mean of the reviewing skill, test preparation
and mathematical skill is higher than other variables i-e
is 2.45, 2.18 and 2.32. all the independent variables
positively affect the independent variable.

39. Conclusion
The main focus of the research is to explore which
variables have great impact on Academic achievements
and the result shown that time management, reviewing,
reading and writing skill strongly impact on GPA of
students. .
Correlation analysis measures Note taking negative and other variable show
weak positive relation with time management skill. Reviewing skill
insignificance relation with other except note taking i-e is negative. Test
preparations have insignificance correlation with note taking but positive
significance with reading and math skill. Reading and math skill shows
positive correlation.

40. Recommendations
This report strongly recommend to the male students who have low GPA
they need try to improve their learning or study skill. The habits that
students develop during their university will remain with them long after
graduation or master and will be reflected in their performance in the
workforce.

41. Areas of Further Research
Learning or study skills
carry over into other areas
of life beyond university .
Good listening skills help us
in our relationship with
peers, colleagues, friend and
family. We need learning

42. Thanks…..