Author(s): Davut HOTAMAN
In this research, it is examined whether genders, study rooms, academic achievements and class levels of primary school students have any significant influence on their habits of studying independently (individually), with a partner (a friend) and in a group. There are various factors that affect students’ academic achievements. Among these factors, there are some activities called study habits which students like to perform, form a habit of and prefer to do in and out of school on the behalf of learning. In terms of fulfilling the main assumptions of the program, it is considered important to present the predisposition of understanding of the implemented program by determining students’ study habits. The research is implemented on 570 primary school students. In order to collect data, “The Study Habits Scale” and “Personal Information Form” are used. Frequency values, point averages and standard deviations are determined in data analysis and the study habits are analyzed with ANOVA while the influence of individual variables on the study habits is analyzed with MANOVA. Tukey HSD test is used to determine the source of the significant differences and the significance level is deemed as .05 in interpretation of the results. As a consequence of the research, it is observed that there is a significant difference in favor of “habits of studying with a partner” among the points of the students’ habits of studying independently, with a partner and in a group. Another significant difference is found in favor of “male” students between gender and the habit of studying with a partner. Also, a significant difference occurs among class levels of students and their habits of studying independently, with a partner and in a group. However, no significant difference is found among whether students have a study room or not, their academic achievement variables and study habits
The Journal of International Social Research received 7760 citations as per Google Scholar report
