Learners’ Study Habits in Online Learning and Their Academic Performance

This study sought to see the relationship of study habits of students to their academic performance in online learning. This paper considers gender, academic strand, and whether the learner is a working student or not (this covers all types of formal, informal, or home-based jobs). While gender has been used several times as a point of comparison on the concepts of study habits, differences in academic strand becomes prominent also in the level of senior high school, as it has strands of ABM, STEM, HUMSS, and GAS (for some). This research sought to find out whether the study habits of male and female are significantly different or not, more so academic strand may have a role to play to make educators understand whether the study habits are greatly influenced by a specific strand. Relationships among these mentioned variables are necessary to be linked with academic achievement. The Students’ Study Habits Inventory (SSHI), which is a 45-item questionnaire is the instrument used in this study (Egbujuo & Alagun, 2019). Results clearly say that among the variables, it is gender that has more weight in terms of associating observations with the study habits among learners; it means that study habits vary significantly with gender. Meanwhile, study habits cannot always be considered a driving factor to rely on in judging one’s academic performance. Many pieces of literature say that study habits greatly impact or affect academic achievement, but it is not absolute in this paper, though at some point, yes, because it is still significant at positive low correlation.Keyword: habit; study habits; online learning; academic performance; gender