School-Wise Variation In Study Habits And Their Relationship With Academic Performance Among Senior Secondary Students In The Dukli Block, Tripura

Nani Kishore Tripura; Binay Jamatia; Manish Debbarma

doi:10.69980/redvet.v24i4.2513

Nani Kishore Tripura Guest Lecturer, Netaji Subhash Mahavidyalaya, Udaipur, Tripura, India
Binay Jamatia PGT, Panjiham HS School, Karbook, Tripura
Manish Debbarma Ph.D. scholar, Tripura Univrsity, Suryamaninagar, Tripura, India

DOI: https://doi.org/10.69980/redvet.v24i4.2513

Keywords: Study habits, School variation, Academic performance, Pearson correlation, Senior Secondary students, Dukli Block, Tripura

Abstract

The present study examined school-wise variation in study habits and the relationship between study habits and academic performance among Senior Secondary School students under Dukli Block, West Tripura. A descriptive-correlational survey design was adopted. The sample consisted of 120 students drawn equally from four Higher Secondary Schools: Matinagar, Suryamaninagar, Amtali and PM Shri Sekerkot. Study habits were assessed using a 30-item questionnaire covering five dimensions: Time Management, Study Environment, Note-Taking and Reading, Concentration and Focus, and Examination Preparation. Academic performance was measured through students’ recent examination percentage scores. School-wise means and standard deviations were calculated, and Pearson’s product-moment correlation was used to examine the relationship between study habits and academic performance. PM Shri Sekerkot H.S. School recorded the highest mean study-habit score (121.30), followed by Matinagar (119.40), Amtali (117.56), and Suryamaninagar (115.70). Academic performance showed a similar school-wise pattern, with PM Shri Sekerkot recording the highest mean (72.40%) and Suryamaninagar the lowest (67.22%). Pearson correlation revealed a statistically significant high positive relationship between study habits and academic performance (r = 0.68, p < 0.001). The findings indicate that stronger study habits are associated with better academic outcomes, while also suggesting that school context may contribute to differences in students’ learning behaviour.

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