Study Behaviour, Home Environment and Achievement in English
This study was basically an attempt to obtain an insight into the pattern of relationships among students achievement in English, study behaviour variables and home environment variables. Specifically, the study aimed to determine the relationship of each of the study behaviour variables to stud...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English English |
| Published: |
1995
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/8919/1/FPP_1995_8_A.pdf |
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| Summary: | This study was basically an attempt to obtain an insight into the
pattern of relationships among students achievement in English, study
behaviour variables and home environment variables. Specifically, the
study aimed to determine the relationship of each of the study behaviour
variables to student achievement in English, the relationship of each of the
home environment variables to student achievement in English, the
relationships among the study behaviour variables and home environment
variables, the combined effect of the various study behaviour variables
and home environment variable on student's achievement in English.
This study was conducted in fourteen secondary schools in Kuala Lumpur. A total of 485 boys and 515 girls from Form Four Science, Arts
and Commerce streams were involved.
The independent variables in this study were study behaviour and
home environment. The analysis of data was based on two sets of
questionnaire, i.e.,the study behaviour questionnaire and the home
environment questionnaire. The dependent variable in this study was
student achievement in the SRP English examination. From the results of the study and a review of related literature, it
is inferred that the independent variables studied had considerable
influence on the dependent variable. The study also revealed that the
three study behaviour variables and the three home environment variables
combined explained 27.6% of the total variance in English achievement;
the best single predictor of English achievement was classroom study
behaviour; and a substantial amount of variance i n English achievement
remained unexplained.The findings have significant long-term implications for English
teaching and learning in Malaysian schools. In view of the importance of
study behaviours brought to light by this study, it is recommended that
good learning strategies be taught to students in schools to facilitate them
develop the right attitude towards English learning, and subsequently
relevant study behaviour that helps improve their performance in English.
It is also suggested that parents need to be kept informed of the objectives
and implications of the English programme in schools so that they can
provide a supportive environment at home which may help their children
do well in English. |
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