An analytical study of study habits and their impact on academic achievement among teacher training course students

This study explores the impact of study habits on academic achievement among students enrolled in teacher training courses such as B.Ed., M.Ed., B.P.Ed., and M.P.Ed. programs. The objective was to analyze how different study habits contribute to academic performance and to identify any gender-based differences in study habits. A quantitative research design was employed, using a standardized study habits inventory along with academic records for data collection. A sample of 200 teacher training students was selected through stratified random sampling from various institutions. Statistical tools such as descriptive statistics, Pearson’s correlation, t-test, and ANOVA were used to examine the data using SPSS software. The results revealed a positive and significant relationship between study habits and academic achievement, indicating that students with better study habits consistently performed well in their academic pursuits. Gender-wise analysis showed no significant differences in overall study habits between male and female students. Furthermore, students categorized with high study habits demonstrated significantly better academic achievement compared to those with average or low study habits. The study concludes that effective study habits are a strong predictor of academic success among teacher training students. It recommends integrating study skills development into teacher education programs to enhance student performance. This research provides useful insights for educators, administrators, and curriculum planners.