CHAPTER ONE

INTRODUCTION
1.1 BACKGROUND
Education is the most viable legacy left behind by our colonial masters. It is the only
heritage bequeathed to us which is well embraced because of its usefulness in shaping
our society and building of an individual. Thomas Jefferson (1820) says, if education
is expensive, try ignorance. A person who expects to be ignorant and force, expects
what ever was and never will be. From the assertion, it is very obvious that, education
enlightens and creates averseness of ones self and the world around.
Learning is the third important process of development in human growth. This is the
process through which the childs experiences produce relatively permanent changes in
their feelings, behaviours and thoughts. Learning, they sand according to different
authors that is start from birth to death. And that is apparently truth, because a child
will start to learn from when she is a baby with their hears and eyes with or through
sound, and so on. And besides, the act of teaching is as old as man himself. The act of
teaching is very crucial to the overall attainment of educational goals in any society
(Bhalla and Jajoo 2001). Teaching is an art and the quality of teaching depends on the
love, dedication and devotion of the teachers. Often times, we use teaching instructions,
coaching, training, tutoring or education to denote the art of helping to learning,
depending on the environment mode of importing knowledge and the expected
behaviour outcome.
Teaching involves much more than the importation of knowledge to the children in a
teachers classroom. Thompson (1989). To encourage study habit, locus of control and
academic achievement, children needs to know beyond book know-how, student in the
junior secondary schools, need to be introduced to the various aspects of socialization
and the other interactions with their peers and the teachers student must look at their
teachers as role model, because of their ability to impact knowledge on them. And this
positive influence can be the driving force that keeps certain children in school bard
(2001).
Study habit is as old as man himself. The act of studying is very crucial to the overall
attainment of educational goals in any society. The art of study habit starts from the day
care or feeder school. Sharing of books among children within the classroom and
singing rhyming in the day care or feeder. School, encourage study habit. In primary
and secondary schools, study habit aid memorization. When ever they student study at
home, in school and or library, their brain take it and process. But the art of study have

to be encourage by parents, teachers, and the environment at large, at the right time and
place. A student cannot read her school note in the felid of play, or a loudly
environment, so that the reading can stick to her brain, so that the reader will not forget
an individual self concept on study habit and locus of control concern itself with how the
individual sees himself as opposed to how others see him. Self concept in all form of
student life aid or influence academic performance of a student. A student who has a
positive perception of himself is likely going to perform better than the one who has a
negative perception of himself and this can adversely after a childs attainment in life. If
study habit and locus of control is very important to the proper development and
attainment of the individual, no effort will be too much to expand in looking at the
impact this variable can have on the academic performance and achievement of the
student in junior secondary school in Ogun state Nigeria. We should not loose sight of
the fact that adequate academic performance and achievement of the students is the
dream of every parent who expends money on the childrens education. Not only this,
properly trained child of today will be at the vanguard of the nations development in all
ramification to tomorrow. This is why this work attempts to study the study habit, locus
of control and academic achievement of Junior secondary school student in Ogun state
Nigeria. In otherwords, how study habit and locus of control as been influencing
academic achievement in junior secondary schools students in Ogun state.
The overall objective is to ascertain the influence of students study habit and locus of
control in their academic achievement and performance. It is one of the attempts at
improving study habit and locus of control among junior school student, to aid academic
performance and achievement of student.
1.2 STATEMENT OF THE PROBLEM
In recent times, the student academic achievement as not been encouraging. And this
research is meant to look at the effect of study habit, locus of control and academic
achievement on the student academic performance in junior secondary schools in Ogun
state Nigeria.
1.3 RESEARCH QUESTION
What is the effect of study habit, locus of control and academic achievement on Junior
Secondary School student academic performance?
1.4 RESEARCH HYPOTHESES
(1) To what extent would study habit and locus of control taking together predict student
academic achievement?
(2) To what extent would study habit separately influence student achievement?

(3) To what extent would locus of control only influence student academic achievement?
(4) Is there any significance difference between make and female students study habit,
locus of control and student academic achievement?
(5) Is there any significance difference between students in public and private school for
students study habit. Locus of control and student academic achievement?
1.5 SIGNIFICANT OF THE STUDY
The importance or concern of this study is that, the findings and information of this
study would be of top most and immense help to the teachers, parent, administrators,
counselors, student themselves and other stakeholders in the education sector of the
economy. These set of people would be able to work together in other
to improve the study habit, locus of control and academic achievement of students in
junior secondary school in Ogun state Nigeria. And in the other way round, it would
have positive implication on the students academic performance.
1.6 SCOPE OF THE STUDY
The research will be carried out among Junior secondary school student in Ogun state
Nigeria.
1.7 DEFINITION OF TERMS
Study habit:- This refer to the way and manner by or at which a student study his or her
books often.
Locus of control:- This refers to the act of controlling or cautioning ones behaviour.
Academic achievement:- This refers to the level a student or individual attained
academically.
CHAPTER TWO
LITERATURE REVIEW
2.1 INTRODUCTION
In this chapter, the researcher shall review related literature under the following
headings to measure the study habit, locus of control and academic achievement among
junior secondary school students in Ogun state Nigeria.
i. Motivating academic achievement.
ii. The influence of locus of control and academic achievement
iii. Impact of study habit on students academic achievement
iv. Challenges did prospects of universal basic education in Nigeria.
v. Empirical review
vi. Appraised of literature

2.2 MOTIVATING ACADEMIC ACHIEVEMENT

Education must be transfer from one generation to the other, the core of our cultures
accumulated body of knowledge poor academic performance affect the nation socially,
economically, politically and psychologically. Parent, teachers, student and the
government put the blame at the Door step of one another as being responsible for the
lapses. It is surely not an exaggeration to say that the major causes of poor academic
achievement are inherent in the student themselves. They could be in form of some
problems students are facing or find difficult to cope with or their inability to adjusts to
the demands of school work either due to physical deformities of deficient personality
traits possesses by the students themselves have proved that certain personality is
important in predicting academic achievement (furneaux, 1956).
For student to be motivated for academic performance in their studies, they need to
know that what they are studying is indeed of real significance. In other words, they had
to know that they are not being feed by some new springs innovation that will simply go
the way of the faddish educational chaff that, once having gleaned its, gains, goes a long
way to the winds never to bee seen or thought of again parent and teachers should help
or make the student to know that they are been feed with the best that our civilization
has to offer, that they are studying something that in much larger than selves. Following
the assertions stated above share the view that student need to be motivated to have a
positive result at the end of term. Motivation in academics can cone in any form. We
have parental, peer teacher, psychological and so many ways a child can be motivated
academically, to have an improved academic performance.
2.3 INFLUENCE OF LOCUS OF CONTROL ON ACADEMIC ACHIEVEMENT
The locus of controls was perceived as location of control over ones lives. Locus of
control in any individuals determine the behaviour and how it will be control or the limit
it can go.
A number of author lay more emphasis on locus of control as critical element that
determine academic achievement and performance in secondary school, and besides
junior secondary school, in Nigeria and other country around the world Shinn (1973),
was of the opinion that at the extreme of locus of control (internal), the student thought
of himself as being responsible for his own behaviour. Student are subjected to personal
blame if they fail to make their academic achievement come to reality. Stevenson (1993)
emphasized that failure oriented individuals contributed outcomes to because by
external factors namely, the difficulty level of the tasks or bad luck. Those failure
oriented students were strongly influenced by prior negative expectancies, they are
usually having how success expectancy and set themselves unrealistic goals, which were

either too high or too how. To aid good and high performance among student, they need
to be oriented very well, so that they can achieve academic performance.
Weiner (2002), referred to whether individuals saw an event as being cause by their own
behaviour demonstrating on internal locus of control or as being cause by
environmental factors that were independent of them; demonstrating an eternal locus of
control. Referring to the four factors identities wiener as being related to academic
achievement, ability and effort were associated with internal locus of control, and task
difficulty and luck with external locus of control. A student at the junior secondary
school needs to combine both his internal and external locus of control to achieve a
better academic performance. Millar and Irving (1995) see locus of control as the
prediction of causality in their self reinforcement model of scale with internal and
external control factors. Individuals subject probability to success was determine by
perception of competence of the students relation to an internalized standard of
excellence they also through that success oriental student preferred tasks and activities
with an intermediate level of difficulty.
However, interest in the locus of control as will be seen has been an out growth of the
concern of the individual and for the moral responsibility of counselors, and educators
to consider the need for children. This is because it is a mirror or a picture an individual
or student holds of himself every learner attaches himself with a particular
phenomenon. And this is important in a academic achievement because it leads to high
need performance in school and high level of aspiration
2.4 IMPACT OF STUDY HABIT ON STUDENT ACADEMIC PERFORMANCE
The impact of study habit is too numerous to the benefit of student in general. A good
study habit help the student to be academically oriented, and her academic achievement
is very sure study habit makes student who had positive concept of themselves tended to
have higher academic achievement. But student with good study habit, and are with
negative self conception of their ability seldom succeed in school with regard to their
colour or race will not have a better academic achievement.
Developing study habit is as much as about developing something enjoyable, but the
simplest is actually to just get into the habit of doing it. There are so many ways of
making a studying more enjoyable, it is just by getting on with important work. Once a
student start doing a good study habit, the student will automatically begin to associate
it with the reward it brings. Another impact study habit on student is that it gives cue, to
what to do at a certain point in time. Because a child should not be reading when he
ought to be playing and vise verse when a student have a good habit cue, he will do the
right thing at the right time a good study habit build up the skill and personally in the

student.
In the quest of building, many research as shown that, for a student to read and
comprehend is very simple. They need to drink pleat of water, sit where there is good
light, sit up straight and take enough breaks when necessary. Once a student can do the
following act mentioned above, they will study contently and will become an habit on
the part of the student.
2.5 PARENT AND PEER INVOLVEMENT IN STUDENT STUDY HABIT LOCUS OF
CONTROL AND ACADEMIC ACHIEVEMENT.
Parents are the teacher and counselors at home. They have a lot of influence on the child
must especially the mother. And their involvement can predict the student academic
performance in school. Hixson (2006), explain that involvement of the parent and other
family members is often cited as one of the most and very important ways to improve
student in public schools, both primary and secondary. It is apparently seen in students
spindly who in parent are educated and ready to give their children extra tutor at home,
have good quality to show to their examiners, from their schools or outside.
Epstein (1995) identified six areas of parental involvement in their childrens academic
activities in school parent, communicating, volunteering learning at home, decision
making and collaborating with the community. If a student parent, most especially
mother are actively involved in these areas, no doltish it stimulate their childrens
interest to study, locus of control or behavioural control, and it will aid academic
achievement need by the child.
Parents and other family member alone can not help the student to have the academic
achievement the is deserved. The student friends both in school and at home also have
their own impact and roles to play in their friends academic achievement. It can be in
the positive or negative ways. Maduban (2002) note that many student in schools
organize study group, clubs and society, that aid academic achievement among
themselves in school. They also emulate themselves in reading and studying their books
and must especially in behaviour. Either good or bad.
In junior secondary school, student have flexible mind that stick to anything that comes
to their sight. It is found that the level of student study habit and interaction among
fellow student in school is very high. Peer influence also encourage text anxiety. And text
anxiety is a psychological condition in which a person experiences distress before,
during or after an or other assessment to such an extent that this cause poor
performance. And text society among peer group have the following symptoms; physical
emotional, behavioural, and cognitive.
2.6 EMPERICAL REVIEW OF STUDY HABIT, LOCUS OF CONTROL AND ACADEMIC

ACHIEVEMENT
Empirically, many psychologists, professional education researches and educations have
discussed the study habit, locus of control and academic achievement, among various
countries and race. A large numbers of variables so far identified are inherent in the
student learner white some are embedded in schools, homes and home environment
respectively. These psychologists and professional educators and or researches have
individually or in group conducted researches on this issue and they have come out with
some findings which help to determine the impact of study habit, locus of control and
academic achievement.
Nevertheless, Fitt (1956), further confirmed that there as significant relationship
between attitude towards education and academic performance. He use a thousand, two
hundred and forty four (1,244) students of primary and junior secondary school age 7-15
years; he reported that in addition to the brighter children tended to like school more
than the dull one. Another study was pioneered by Anastasi (1954), who found that
children of high esteem levels have the tendency to perform better in verbal aptitudes
than low esteem child.
R.A Olatoye and B.J. Ogunkola (2008) in the college teaching methods and styles
journal, show the parental involvement, interest in schooling and science academic
student. Thy concluded that parents are in the position to put their children on the right
course, especially at the early stage of development. And also impact on childrens
lifestyle, and perhaps throughout life. Parents should make sure they complement
teachers efforts in school by monitoring and supervising their childrens academic
activities in order to enhance academic achievement.
Fagbemi (2001) and Olatoye (2001) also say that interest in school is also a significant
predictor of academic achievement. They emphases more that, low performance in
schools is a direct influence of students unwillingness to learn. And the act will lead to
examination malpractices. Banghman (2000), in his resources guide says that
examination malpractices have consistently remained a bane in Nigeria educational
system. Most stakeholder and employers believe that the academic certificate being
issue to graduate in Nigeria are no more valuable than the pieces of paper of which they
are printed. He also reveals that examination malpractices are cause by the laziness on
the part of the student. A student who did not cultivate a good study habit and have a
good locus of control, will have academic achievement, and this will lead them to
examination malpractice in order not to show their parents and teacher that they are
lazy.
Furthermore, another causes of examination malpractice, is the large population of

student in school. Admissions into the secondary school in very lazy. So student goes to
school of their choice in the urban area so this jest in order to excel over their mate,
student who did not cultivate the habit of studying. Parent, teachers and counselors
need to re-orient student in both primary and secondary schools. In order to graduate
examination malpractice among student and the education system that is free of
manipulation or malpractice in any form, is the best and the certificate awarded will be
valuable.
Numerous models of academic advising address the complex nature of student relation
and attrition. Most tend to ignore the substitutes of implementing motivation and self
regulatory changes associated with academic advising. Hirsch (2001), in is study
investigate the learning and reaching experiences of secondary school student and their
use of academic advising. The study incorporates own educational model as its primary
investigation lens, namely Hirschs multiple intervention models. Motivation and locus
of control response measures obtained immediately prior to the examination period.
How ever, if a student was unable to predict her end of the terms average grade, it
simply shows that she has been reading very well. The findings suggest that although
Hirschs (2001) model provides a valuable frame work to invest age ways student study
and behave in school and at home. He also emphases that Hirschs (2001) model, if well
use by the student and all stakeholders involved education, it will aid a great study habit,
locus of control and academic achievement in junior secondary schools.
Therefore, efforts were shifted from intellective to non intellective factor hence there
came study of locus of control. In due cause, poor performance affect the nations
socially, economically, politically and psychologically. Parent, teacher, counselors,
student and the government put the blame at the door step of one another as being
responsible. And it is surely not an exaggeration to say that the major causes of poor
academic achievement of student in Nigeria junior secondary school, most especially
Ogun state, are inherent to themselves.
The purpose of this investigation is to suggest that causal element such as ability effort,
task difficulty and luck, are the strongest factor of academic locus of control in
predicting students academic achievement. Wiener (1979) in his own study emphasis
that the success of ability, took effort, difficulty and luck, often shown by the students
academic achievement, as the means causal elements of locus of control. He also view
that, psychological factors have high impact on academic achievement, in a two way
approaches of locus of control and student perception. Stevenson (1993) found in his
study that failure oriented student contributed outcomes to be caused by external
factors namely, the difficulty level of task or bad luck. The set of students were strongly

influenced by prior negative expectancies. They always have low success expectancy and
set themselves unrealistic academic achievement.
However, lver and Stipek 1989, these two researchers believe that if a students ability is
low, the achievers would not perform well academically and despite tremendous amount
of effort would still not product high academic achievement. He is also of the opinion
that students with high effort, relative to others, put low ability on display. He also
emphasis that, only if student were socialized to valve academic achievement and to feel
obligated to themselves and others to pursue it, the student would only to concerned
about their revealing low ability. In so many researches conducted in Nigeria, and it
reveal the fact that, student found out themselves that they are responsible for their own
behaviour Olatoye 2002. and researches conducted outside Nigerian also conclude in
that way too Shina (1973), Weiner 1979, millar and irving (1995), they also emphasis
that the four elements ability, efforts, task difficulty and luck were related to student
behavioural out come.
In a poll conduct by Wikipedia the free encyclopedia on the internet in (September
2007) shows that test anxiety is another factor that affect student psychologically. And
text anxiety is a psychological condition in which a person experiences distress before,
during, or after an or other assessment to such an extent that this academic poor
performance or interferes with normal life of the student. Conzart (2007) in his own
study, reveal the symptoms of test anciently to be physical, Emotional, Behavioural, and
cognitive in nature. These four element are the result of test anxiety on the student, at
any level of education. He also said that anxiety can be develop for so many reasons.
Some have poor negative experience with test taking that serves as the activating event.
Student who have experienced, or have fear of blanking out on tests or the inability to
perform in testing situation can develop anticipatory anxiety.
Conzart also cement that, test anxiety prevent student from demonstrating their
knowledge on examination. Lack of confidence, fear also contributes to test anxiety. It
become irrational to the pressure to perform well on examination is a great motivator
unless it is so extreme. Once a student has been able to anticipate what the examination
will cover, and knowing all that has been covered during the study sessions can help
student to enter the testing situation with a more positive altitude. But when a child self
esteem is too closely tied to the outcome of a one academic task, the results can be bad
or devastating. And it noted by cozier in that poll that, helping student to develop a good
study hand and academic self concept, will and good academic achievement.
Gottleeb, Rosemary J, Rogers and Janet Le (2002) in a journal of allied health talk
about academic self concept, leadership and academic achievement. Academic

performance is measure by the examination help at the end of the term. Most parent
teachers, school management and the student themselves, knows their worth
academically for the whole of the term or academic calendar. Research conducted over
the years has suggested that there is a relationship between academic study habit,
academic locus of control and academic achievement in junior secondary schools
student. Between 1-3 previous studies have quantified the relationship between these
three factors to aid a letter scholastic ability. Leadership is a characteristic most learners
and educators strive to develop. In recent past, between ten to twenty years back,
teachers use a tradition approach in which knowledge was imparted to the learners only
through teaching format. And moreso, teachers had the sole responsibility of educating
their students, so that can become future leaders.
In another research studies, the researches basically conclude that there is an
interrelationship between academic achievement, study habit and academic locus of
control, which have it impact on the student academic performances and effort
Rosemary J (2002). She also says that the student who is portraying a positive feeling of
himself, on both academic and non academic had more positive felling and
characteristics in the areas of cooperation, persistence, leadership and expirations, for
further schooling. The study emphasis that the theories about leadership have evolved
from a scientific management approach to a human relations and behavioural approach.
Which ever approach used, effective leadership finds a positive balance between
considering and initiating structure and how it relates to academic achievement and
performance.
Another study conducted by Fritz Hinrichs (2005), stated that education must transfer
from generation to generation. The core of our cultures accumulated body of knowledge.
In the days of 6.3.3.4, many student think that to believe in an accepted body of
knowledge that prioritizes what is important to learn and what is not smacks of elitism
and excessively. But the charge can not be denied because discernment often demands
that he play the role of intellect and student. However if a student reject the notion of a
common of knowledge, them the child have to provide a convincing and near to the
question why do we have to learn this. In the past, the motivation given to education
in Nigeria is very high, than today. Some welfare packages and other things that aid
effective learning are provided by the government, community and the missionaries
then. But as at today that the level of education is declining all this welfare packages
such as bursary, traveling abroad, scholarship, grant from organization and even
infrastructure are no more there again. And the learning process now become tedious.
Education in Nigeria is a great factor that affect the concept of living in our country. The

phenomenon of the 6.3.3.4 educational system in Nigeria should not be over emphasis
because of the lapses involves. In an encyclopedia on the internet, it is very obvious that
a student must start schooling from primary school. And the child must spend the
minimums of six years. Where they will be taught science, mathematics, English
language religious knowledge and one their native language. The schools are own by
government or individual. In school own by the private individual, there some certain
things that are added to their curriculum. And in this process, some other subject like
computer, French and art are offered to their student.
Hurlocks (1952) studied children who score high in class work and they were rewarded
while those that score low were not reward. Over a period of time, the student that were
rewarded and those that are not reward were reinforced. But the reward groups
continue to improve while the reproved ones decline in their academic performance.
Hurlocks assertion is also applicable to student in Nigeria secondary schools. Because
the first three years will be spend in the junior school, so they still have flexible brain
that aids learning and other activities. All the end of the three years in junior secondary
school, examination will be conducted by an external body to determine whether the
student worth to proceed to the senior secondary school further learn more.
The Nigeria Government of now believe that schooling till junior secondary school (3)
three is ancestral and complicacy for every children in the country. So learning at this
stage is connectional, that is the students continue learning from where they stopped at
the primary school.
The result of all other studies show that a student be oriented on good study habit, locus
of control and academic achievement, because it is a detrimental implications for the
intellectual, social and personality development of the child.
2.7 APPRAISAL OF LITERATURE REVIEW
From the foregoing reviews, it is crystal clear that different investigators and researcher
in the field of education and psychology had shown distinct notions regretting the
relationship between study habit, locus of control and academic achievement of Nigeria
student. It is very not uncommon to come across divergent views of eminent educators
and psychologists as regard the above assertion. Adesanya (1984), in another study
meant to investigate the extent of which self concept of adolescent have influenced their
vocational preference found that self concept has no influence on the vocational
preference of adolescents.
Adediran (1985), in his study, he investigated the relationship between student and
adolescents self concept and their academic performance came out with finding that
negated or disagreed with all studies carried out which were cited earlier in the

literature review. He concludes that:(1) There was positive and significant relationship between study habit, self concept and
academic achievement.
(2) There is a significance relationship between study habit, locus of control and
academic achievement of male student.
(3) There is a significant relationship between study habit, locus of control and academic
achievement of female student. He under took the study in Ondo state to investigate the
direction of relationship between self concept, locus of control, study habit and student
academic performance in science.
Hence, it is made obvious that, socio economic status of an individual relate to students
locus of control and academic achievement. Thus teachers, parents counselors,
administrators and other stake holders in the educational sector, who are mostly
working with student should term together to improve student study habit, locus of
control which in turn can have positive implications for their academic performance.
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 INTRODUCTION
This chapter provides an insight into the method and procedures to be employed in the
course of this study.
3.2 RESEARCH DESIGN
This study is an ex-post facto research design. This is because the variables in this study
had already occurred and are not subject to manipulation by the researcher. Data are to
be collected after the events under investigation had already taken place.
3.3 TARGET POPULATION
In the conduct of this research, the target population consists of all Junior Secondary
School Students (JSS3) in Ogun State.
3.4 SAMPLE AND SAMPLING PROCEDURE
The sample for this study consists of four hundred (400) Junior Secondary School
students (J.S.S III) which were selected by simple random sampling from twenty
schools in Ogun State. The state was zoned into four namely Egba, Ijebu, Remo, and
Yewa. The list of all schools was collected and five schools randomly selected from each
zone after which twenty students were randomly selected from each school.
3.5 INSTRUMENTS
In this study the instruments used are
i) Study habit Questionnaire (SHQ)

ii) Locus of control (LCQ)

iii) Student academic achievement test (SAAT)
3.5.1 STUDY HABIT QUESTIONNAIRE (SHQ).
Study habit questionnaire (SHQ) contains two sections: A and B section A elicits biodata and demographic information like name of school, sex, age, parents qualification,
family type, while section B is a four point likert-type scale students were asked to
indicate their opinion by ticking any of Strongly Agree (SA), Agree (A), aimed at
determining the students parental involvement.
Examples of items on study habit questionnaire (SHO) are.
1. If I work hard, I would improve my performance.
2. Becoming a success is a matter of hard work, luck has a little or nothing to do with it.
3.5.2 LOCUS OF CONTROL QUESTIONNAIRE (LCQ)
The locus of control questionnaire is a four-point likert-type scale students were asked
to indicate their opinion by ticking any of strongly Agree (SA), Agree (A), Disagree
(D), and Strongly Disagree (SD) in front of each item. It consists of fourteen items
aimed at determining the students self concept.
Examples of items on locus of control (LCQ) are:
i. I am helpful to other who are doing well.
ii. I am usually happy when there are assignments to do.
iii. I can pass any examination without sweat.
3.5.3 STUDENT ACADEMIC ACHIEVEMENT TEST (SAAT)
Student Academic Achievement test (SAAT) was used to determine the achievement of
junior secondary school student in core subjects. The core subjects are, English
Mathematics, Social Study, Integrated Science. It consist of Forty multiple choice test
items in core subject with five options A,B, C, D and E, one of which is the best option.
Examples of items on student academic (SAAT) are.
1. The organs comprise the following except the
(a) eye (b) ear (c ) nose (d) tongue (e) stomach.
2. The part of the eye where images of object are formed is the (a) iris (b) pupil (c ) blind
sport (d) retina (e) lens.
3.6 VALIDITY OF INSTRUMENTS.
To ensure the validity of the study habit questionnaire and locus of control
questionnaire, copies of the drafted questionnaires were given to three lecturers and my
supervisor to critique. Also, the student academic achievement test was given to five
experience lecturers in the core subject area being covered in the study. These expert
and teachers determine the level of suitability of the items.

3.7 RELIABILITY OF INSTRUMENTS

The reliability of the instruments were determined using a test retest method in which a
pilot test was conducted on forty students apart from those in the samples but under
similar conditions. The instruments were administered again after two weeks interval
on the same set of students. The results of the two tests and response to the
questionnaire on the two occasions were analyzed and yielded a coefficients of
0.75,0.75.799 and 0.700, for study habit questionnaire, locus of control questionnaire,
and student academic achievement test respectively. This shows that the instrument is
very good.
3.8 PROCEDURE FOR DATA COLLECTION
The instruments were administered by the researcher and three other colleaques from
the Faculty of Education Olabisi Onabanjo University Ago-Iwoye. The respondents were
assured of confidentiality and that research is strictly for academic purpose.
The copies of the questionnaires and achievement test were administered to the student
simultaneously and they were given appropriate time to complete all the instruments.
The instruments were collected back the same day.
3.9 METHOD OF DATA ANALYSIS
Data obtained was analyzed to find answers to the research questions using regression
and t-test statistics. Regression analysis was used for research questions 1, 2 and 3,
while t-test analysis was used for research question 4 and 5.
CHAPTER FOUR
4.1 DATA ANALYSIS
This chapter discuss the result of data analysis. The research questions are answered in
the order early presented in Chapter One. This research question are answered in such a
way that each research question has a table.
4.1.1 Research Question 1:What is the combination influence of study habit and locus of control on students
academic achievement?
Table 4.1:- Study habit and locus of control as predictor of student academic
achievement.
MODEL
R 0.311
R Square 0.09
Adjusted R Square 0.092

Std Error of estimate

5.75515
Sum of Squares Df Mean square F Sig Remark significant
Regression
Residual
Total 1410.209
13149.351
14559.560 2
397
399 705.104
33.122 21.288 0.000 P<0.05
In this table 4.1 above study habit and locus of control account for 10.6% of the total
variance in academic achievement(R Square = 0.097,P<0.05). This percentage is
significant. Thus, the two independent variables(Study Habit and Locus of Control) are
important factors to enhance student academic achievement.
4.1.2 Research Question 2:What is the relative influence of study habit on students academic achievement?
Table 4.2:- Relative influence of study habit on students academic achievement
MODEL
R 0.249
R Square 0.062
Adjusted R Square 0.060
Std Error of estimate
5.85804
Sum of Squares Df Mean square F Sig Remark significant
Regression
Residual
Total 901.536
13658.024 14559.560 1
398
399 901.536
34.317 26.271 0.000 P<0.05
In table 4.2 above, study habit only account for 7.2% total variance in students
academic achievement

(R Square = 0.062,P<0.05). This percentage is significant, therefore, study habit is a

significant predictor of academic achievement.
4.1.3 Research Question 3:What is the relative influence of locus of control on students academic achievement?
Table 4.3:- Relative influence of locus of control on students academic achievement.
MODEL
R 0.220
R Square 0.048
Adjusted R Square 0.046
Std Error of estimate
5.89981
Sum of Squares Df Mean square F Sig Remark significant
Regression
Residual
Total 706.083 13853.477 14559.560 1 398 399 706.083 34.808 20.285 0.000 P<0.05
In table 4.3:- Study habit account for 4.8% of the total variance in students academic
achievement(R Square = 0.048,P0.05),locus of control (T = -0.810,P>0.05) and
academic achievement (T = -0.105,P>0.05). Thus, male and female student are equally
influenced by study habit, have the same level of locus of control and academic
achievement.
4.1.5 Research Question 5:Is there any significant different between public and private school students study
habit, locus of control and academic achievement?
Table 4.5:- Comparism of study habit, locus of control and academic achievement by
school age.
Variable Gender N Mean Std Deviation Std Error Mean Df T P Remark
Study habit Public 205 39.6976 51.59962 1.09759 398 -2.930 0.004 Sig P<0.05
Private 195 43.6205 10.99184 0.78116
Locus of control Public 205 38.5805 16.61611 1.1691 398 -2.219 0.034 Sig P<0.05
Private 195 42.2103 17.62432 1.2525
Academic Achievement Public 205 14.985 5.699 0.398 398 -4.173 0.000 Sig P<0.05
Private 195 17.456 6.1445 0.440
In the table 5.5 above, there is significant different between public and private school
students study habit (T=-2.930,P<0.05), locus of control (T= -2.129,P<0.05) and
academic achievement (T=-4.173,P<0.05).From the data above, private school student

have greater study habit and academic achievement than their public school
counterpart.
4.2 SUMMARY OF THE FINDINGS
Based on the data analysis, the following summary is made of the major findings of the
study.
1. Study habit and locus of control are important factors to enhance academic
achievement in Junior Secondary School student. Thus, the two independent
variables(study habit and locus of control) are good predictors of academic
achievement.
2. Study habit combined with academic achievement gave us 0.000 which was
significant. Thus, study habit is a good predictor of academic achievement in Junior
Secondary School.
3. Locus of control is a good factor to enhance academic achievement. According to the
findings locus of control combine with academic achievement is a good predictor of
academic achievement of Junior Secondary School student.
4. When the three variables are combined together to determine the different between
male and female student, female student are less interest in schooling than male student
considering study habit, locus of control and academic achievement.
5. Study habit, locus of control and academic achievement are combine together to
determine the different between public and private school student. The result shows
that private school student are more brilliant than public school students.
CHAPTER FIVE
5.1 DISCUSSION OF RESULT
Due to the fact that many scholars have done various work on all the variables examined
in this study before, but the result of this study has obviously shown the effect and
impact of the two variables to academic achievement in life of a Junior Secondary
School student in Ogun State Nigeria. And the result of this study that surveys Ogun
State, can also be use as a gazette for other states in the country.
5.2 CONCLUSION
Findings obtained from this study are justifiably concluded as follows;
1. That all the variables (Study Habit and Locus of Control) are good and even better
predictors of academic achievement and performance in Junior Secondary School in
Ogun State Nigeria.
2. That study habit is a good predictor of academic achievement in Junior Secondary
schools in Ogun State Nigeria.

3. That locus of control alone is a good predictor of academic achievement in Junior

Secondary school in Ogun state Nigeria.
4. That male and female are equally influenced by good study habit, but have difference
in their locus of control and academic achievement.
5. That private school student are more brilliant than public school student in Junior
Secondary School in Ogun State Nigeria.
IMPLICATION OF THE FINDINGS
This study as examined the students in Junior secondary School, and to be prcised
Junior secondary school Class 3 in both private and public in all Geo-political area of the
state. And it shows that all the variables that are examined are good predictors of
academic achievement in the state.
5.4 RECOMMENDATION
Based on the finding, the following recommendations are made;1. Individual student should be made to understand his or her self first in life.
2 Every student should make their books their best friend, because this idea will help
them in having a good academic achievement in life.
3. Student should be made to know that ones behaviour can affect ones academic
achievement in diverse ways either good, poor or bad.
4. To be candid, each school should have a counseling unit with qualified and
professional counselors, who would help and counsel student on any problem they may
have academically or behavioural.
5. Government and all other well meaning people in our society should help public
school with equipment, modern infrastructures and more teachers, to meet up with the
United Nations Educational Standard, so that they can meet up with their private school
counterpart.
6. The teachers and the society at large should be very careful about how they handle
academical issues, and not be preferential on sex or gender differences or favouring one
sex against the other.
5.5 SUGGESTION FOR FURTHER STUDIES
Result from this study have prompted the researcher to make the following suggestions
for further research; Intended researchers should cover more schools and special
schools in the state, in order to improve upon the authenticity of the study.
Again, further investigators should test for the level of study habit of the student and
how it affect their academic performance in school.
In order to generalize the findings and to get more reliable data, more school from
different part of the country should be involved. And moreso, interested researchers

could delve into the academic achievement of student of different home background, i.e
student from broken home, single parent, orphan, student from rural and urban
settlement.