Investigation of the effect of study habits education on study habits, class success and views on studying

This study aims to examine the effects of study habits education on the students' study habits, lesson success, and opinions on the study in the fifth-grade unit of measurement of force and friction. The mixed design was adopted to fulfill this purpose, allowing qualitative and quantitative research designs to be used together. The quantitative dimension of the study was carried out by adopting a quasi-experimental research design with a pretest-posttest control group. A total of 60 students, 30 in the experimental group and 30 in the control group, were included in the qualitative research process. The research group consisted of students studying in the fifth grade of a state secondary school in the province of Bartın. First, a study habits questionnaire and an achievement test were applied to the students. Before the application, it was observed that there was no difference between the groups in terms of study habits and success. Then, study habits training was given to the students in the experimental group. Topics such as success in education, the importance of studying, learning styles, study techniques, study environment, and factors affecting study are emphasized. At the end of the training, it was ensured that each student made a study plan that could be followed. Then, the teaching of the Measurement of Force and Friction unit was started. The unit was taught under identical conditions by the same teacher as the students in the experimental and control groups. After the application, the study habits questionnaire and the achievement test were applied again. In addition, semi-structured interviews were conducted with the experimental group of students in the study's qualitative aspect. The findings show that after the application, the students in the experimental group were more successful in the achievement test than the students in the control group. However, there was no difference in study habits between the experimental and control groups after the application. It was determined that only in the withdrawal sub-dimension did the experimental group develop more positive habits about avoiding studying than the control group. In the semi-structured interview form made with the experimental group students, it was determined that the students learned the study techniques, started to use them for the science lesson, developed study techniques in other lessons, and found the training given motivating and enjoyable. Considering that habit development is a time-consuming process and the scope of the study takes place in a limited period of time, it is thought that it will be beneficial for students to plan the development studies on study habits over a more extended period, not only for science but also for other courses.