![]() ![]() Data for both 8th- and 12th-grade students showed a positive trend linking academic performance and good study habits for all three responses. Results from the geography assessment, summarized in table 2, were similar. ![]() SOURCE: National Center for Education Statistics, National Assessment of Educational > Indicates a positive trend linking academic performance and good study habits as Read More Than 20 Pages Each Day in School and for Homework More than One Hour Spent on Homework Each Dayĭiscussed Studies at Home Almost Every Day Responses of Students to General Study Habits Questions by Grade and PercentileĢ5th Percentile 50th Percentile 90th Percentile Trend Table 1.- Academic performance and study habits, NAEP 1994 U.S. This category showed a negative trend-the better these students did, the less likely they were to say they spent more than an hour a day on homework. This is true for every category except one, 4th graders who said they spent more than an hour a day on homework. That is, students near the 90th percentile were more likely to report good study habits than those near the 50th percentile, and those near the 50th percentile were more likely to report good study habits than those near the 25th percentile. history assessment (table 1) show a positive trend linking high performance on the assessment and good study habits. In general, the data obtained from the U.S. By comparing the percentages of students performing near the 25th, 50th, and 90th percentiles who gave these responses, it was possible to determine whether or not students with higher scores were more likely to display good study habits than those with lower scores.\3\ The responses that indicated the most conscientious behavior were selected as identifying "good study habits." These responses were "spent more than one hour on homework every day," "discussed studies at home daily/almost daily," and "read more than 20 pages each day at school and for homework." The assumption that students giving these responses had better study habits than students who did not was considered reasonable, but refutable. In answering the questions, students could select from a number of responses.\2\ ![]() The questions referred to student study habits in general, not limited to U.S. This issue of NAEPfacts examines answers given to those questions by students whose perform-ance on the assessments fell near the 25th, 50th, and 90th percentiles of the NAEP scale.\1\ The purpose is to determine if there is a relationship between study habits and academic performance.īoth assessments asked students the following three questions on their general study habits: (1) how much time they spent on homework (2) how frequently they discussed their studies at home and (3) how many pages they read each day at school and for homework. history and geography assessments asked 4th-, 8th-, and 12th-grade students three questions about their general study habits. The data collected are available in major reports known as "Report Cards." The NAEPfacts series takes data collected for the Report Cards and uses them to highlight specific issues of particular interest to teachers, researchers, policymakers, and other indi-viduals with an interest in education. The National Assessment of Educational Progress (NAEP) continuously monitors the knowledge, skills, and performance of the nation's children and youth in a variety of academic subjects. Researchers are divided on whether this indicates that 4th graders are often assigned too much homework. For 4th graders, the analysis found either positive relationships, no relationship, or a negative relationship¾mixed results that are consistent with previous research. history and geography assessments found a real, but limited relationship between good study habits and academic performance, for 8th and 12th graders. Summary: Analysis of data from the NAEP 1994 U.S. Good Study Habits and Academic Performance: Findings From the NAEP 1994 U.S. ![]()
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