Relationship Between Science Process Skills And Study Habits Of High Achievers In Physics At Higher Secondary Level

Abstract

This study aimed to explore the relationship between Science Process Skills and Study Habits among high achievers in Physics at the Higher Secondary Level. The objectives were to determine if a significant relationship exists and if the components of Study Habits predict Science Process Skills. The independent variable was Study Habits, and the dependent variable was Science Process Skills. The sample comprised 1000 students from fifteen higher secondary schools, with 210 identified as high achievers based on an achievement test. Tools included a Science Process Skills Test, an adapted Study Habits Inventory, and an Achievement Test. Data were analysed using descriptive statistics, Pearson correlation, and linear regression via EDUSTAT software. Findings revealed a significant positive correlation (r = 0.71, p<0.01) and that 91.5% of the variance in Science Process Skills was explained by Study Habits components (R² = 0.915). The regression model significantly predicted Science Process Skills, with all Study Habits components found to be significant predictors. The results underscore the importance of effective study habits in enhancing science process skills among high achievers in physics.