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ERIC Number: ED410181
Record Type: Non-Journal
Publication Date: 1997-Aug
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Good Study Habits and Academic Performance: Findings from the NAEP 1994 U.S. History and Geography Assessments.
NAEP Facts, v2 n4 Aug 1997
This document analyzes responses to questions included in a national assessment of knowledge of U.S. history and geography in an attempt to determine the relationship between study habits and academic performance. The National Assessment of Educational Progress (NAEP) 1994 asked 4th-, 8th-, and 12th-grade students specific questions regarding their knowledge of U.S. history and geography. The national survey also asked three questions concerning the students general study habits: (1) how much time they spent on homework; (2) how frequently they discussed their studies at home; and (3) how many pages they read each day at school. This issue of NAEP Facts examines answers given to those questions by students whose performance on the assessments fell near the 25th, 50th, and 90th percentiles of the NAEP scale. The questions referred to student habits in general and were not limited to U.S. history or geography. In general, the data obtained from the assessment showed a positive trend linking high performance on the assessment and good study habits. That is, students near the 90th percentile were more likely to report good study habits than those near the 50th percentile, and those near the 50th percentile were more likely to report good study habits than those near the 25th percentile. The data remained consistent for all categories except for 4th graders. More of the higher achieving 4th graders claimed to spend less time on homework than the lower achieving group. Reasons for this dichotomy are discussed. The document includes tabular representations of statistical data. (MJP)
Publication Type: Collected Works - Serials; Reports - Descriptive
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress