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Study Habits

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The Study Habits of
Selected First Year Students of the
College of Education,
Bachelor in Secondary Education,
Section Two (BSE 1-2), in
Mathematics

THEORETICAL FRAMEWORK

(a.) Dr. Larry J. Solomon (2002). Many students entering college in the 21st century are poorly prepared for college work. Most have poor or no study habits, i.e., routines that are necessary for academic success. More and more students are entering college without the ability or know-how for taking notes and for critical or logical reasoning. Many do not plan their study time and do not know how to organize subject materials in order to learn and succeed. Unfortunately, if effective study routines are not learned or taught before entering college, as they should, the students must learn them during their freshman year and this must then be regarded as remedial work. Without good study habits, a student will not be likely to succeed (http://solomonsmusic.net/study.htm).

(b.) John B. Campbell (1982). Prediction derived from Eysenck’s Theory of Personality were tested in two samples by relating extraversion scores to library study locations, frequency of study breaks, and self report of factors which influence study location. The predicted main effects for study location were found with extraverts occupying locations that provided greater external stimulation. Positive correlations were consistently found between extraversion preferred level of noise, preferred level of socializing opportunities and rated importance of socializing opportunities. The prediction that extraverts would take more frequent study breaks was supported in sample 1 but not replicated in sample 2. The data are interpreted as providing direct support for Eysenck’s Theory of Behavioral Differences and mixed indirect support for his Theory of Neurological Differences between introverts and extraverts. (Address

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