Investigating the relationship among study habits, academic achievement, and demographic features of science pre-service teachers

The aim of this study was to investigate the relationship among study habits, academic achievement, and demographic features of pre-service science teachers. The study was carried out with 425 pre-service science teachers in the spring semester of 2018-2019 academic year, 320 female and 105 male students at Dokuz Eylül University, Bartın University and Siirt University. The research was conducted via general screening model. In the literature, there are several measurement tools which can be used easily in schools to evaluate students' study habits. The scale used in accordance with the pupose of this study is a revised from "Questionnaire for Determining Study Habits" by Atılgan (1998), adapted from The Survey of Study Habits and Attitudes (SSHA) developed by Brown and Holtzman (1976). In the research, the pre-service science teachers' habits related to efficient and effective study were described based on the data obtained from the scale application. Data were analyzed using the SPSS. Exploratory statistics were provided, ANOVA and correlation analyzes were performed. As a result of the analyzes, when the study habits scores were compared according to the class variable, a significant difference was found in a component of the scale according to the grade levels. When the study habits scores were compared according to the gender, there was a significant difference between the total and four components of the scale. When the study habits scores were compared according to the general academic achievement, a significant difference between the study habits scores according to the general academic achievement. When the study habits scores of the pre-service science teachers were compared according to their monthly income levels, a significant difference was found between the total and a component of the scale. A significant difference was found between the total and three sub-dimensions of the scale when the scores of the study habits were compared according to the place of pre-service science teachers. When the study habits scores of the pre-service teachers were compared according to the daily working hours, a significant difference was found between the total of the scale and all sub-dimensions according to the working hours. When the study habits scores of the pre-service teachers were compared according to place of study, a significant difference was found in a sub-dimension of the scale. Findings were evaluated by considering the relationships between the study habits and the variables used in the study.