A STUDY ON THE CORRELATION BETWEEN STUDY HABITS ON ACADEMIC ACHIEVEMENT OF B. ED DISTANCE LEARNERS

Education's role as a tool for social change determines a nation's overall growth. The 1964–1966 education commission referred to education as the "one vehicle of peaceful social development." From a policy perspective, the education challenge saw education as a catalyst to turn a stagnant society into one that is dedicated to growth and progress. As a result, the educational system may and must undergo radical change as part of the revolutionary restructuring of the current socioeconomic order." The same document notes that education's primary objective is to "build an energetic, thriving, and united nation that can provide its people with the resources they need to live better, more meaningful lives. According to Smith (1961), a student's capacity for learning is impacted by their learning strategies, goal-setting, time commitment, level of engagement with the subject matter, the scope of the learning environment, and the extent of application of what they have learned. Students who are intelligent and ambitious are more likely to develop effective study habits. A person with good study habits and intelligence can excel beyond the limitations imposed by intelligence, earning him the title of an overachiever. Unhealthy study habits create barriers in the way of a person's success and hinder them from fully utilising their strengths, which leads to them performing poorly in the academic field and becoming underachievers. Therefore, establishing productive study habits is essential to obtaining a satisfying degree of success. Evans and Smith [I970] emphasised the need of developing efficient "study habits" for a smooth transition to college. Successful college students have distinct study habits from unsuccessful ones. Recitation, using textbooks, participating in class, and setting aside time for study are all seen as acceptable study practises.The study habits questionnaire selected by the researcher for the present study was a standardized test prepared by M.N. Palsane and Anuradha Sharma. It was divided into eight areas. They are budgeting time, Physical conditions of Study, Reading ability, Note-taking, Factors in Learning Motivation, Memory, Taking Examinations, and Health. The present study was done to know the correlation between study habits and academic achievement of B.Ed distance learners. The sample size for the present study was comprised of 300 B.Ed distance learners from YCMOU and IGNOU. The Tools used for collecting the data were the Study habits questionnaire and the Academic Achievement Results of the Students. Data were analysed by using Pearson's Product Moment Correlation. A significant correlation between study habits and academic achievement was found. There was found to be a significant relationship between the study habits of more than 40 years of age of B.Ed distance learners and academic achievement. Also, there is a relationship between the study habits of male B.Ed distance learners and academic achievement. It was also found that there was no effect of study habits on Academic Achievement of B.Ed distance learners with regards to the type of school which they are teaching. Conceptual definition-Crow & Crow (1992) claim that having a plan or place to study, a set schedule, and taking concise, well-organized notes are all helpful study habits. A student must select the knowledge that is crucial to their studies and then make an opinion on that information. Operational definition- This study focuses on how students organise their private readings after learning in the classroom and how they are directly influenced by other external factors. The key aspects of a person's study habits are note-taking, learning motivation, memory reading practises, learning strategies, memory, time management, study conditions, physical health, exams, and evaluations. Keywords: Study habits, Academic achievement, B.Ed distance learners