Study Habits as Correlates of Academic Performance in English Language among Students in Public Secondary Schools in Kenya

Abstract

English language has become one of the crucial languages among learners in many educational institutions worldwide. It has become a channel of instruction in all learning centers and an official language in the teaching learning process and a mandatory subject in some institutions. However, in Kenya there is unresolved concern of poor academic performance in the subject for several years. Studies have linked poor academic performance results in English language; to teacher quality, curriculum related issues, parental engagement and scarcity of facilities in schools among others. Endeavors towards improving the academic performance in English have been exerted, but the problem of deplorable results remains unending concern. The aim of this study was to establish the relationship between study habits and performance in English language among students in public secondary schools in Kenya. The study employed a correlation design and stratified random sampling technique. The study sampled two hundred and ten (210) form four students from public secondary schools in Kisii Central, Kisii County. Document analysis and study habit questionnaire were used to collect data. The results from Pearson Product Moment Correlation indicated a positive statistically significant relationship between study habits and academic performance in English language among students in public secondary schools. The study recommended that teachers and parents should increase awareness and motivate the students to develop effective study habits to improve the performance.