The International Journal of Indian Psychology

ISSN 2348-5396 (e) | ISSN: 2349-3429 (p)

Volume 7, Issue 1,DIP: 18.01.011/20190701
DOI: 10.25215/0701.011
http://www.ijip.in | January- March, 2019
Original Research Paper

Psychometric Evaluation of the Study Habits Questionnaire for

University Students

Oli Ahmed 1*, Muhammad Alamgir Hossain 2, Umme Kulsuma Rashid 3

ABSTRACT
Students’ study habit has strong relationship with academic achievement. Present study was
aimed to evaluate the psychometric properties of the Study Habit Questionnaire for university
students of Bangladesh in response to scarcity of such psychometric tools on target
population. The Bangla version of the questionnaire was administered on a multistage sample
of 150 students of the University of Chittagong in Bangladesh following the guidelines of the
International Test Commission (ITC). Psychometric properties of the measure were estimated
by item analysis, exploratory factor analysis (EFA), internal consistency reliabilities, and the
Pearson product-moment correlation coefficient. The item-total correlations, factor loadings
in EFA, Cronbach’s Alpha, split half reliability through the Spearman-Brown formula and the
significant relationship between study habits and academic achievement suggested that the
Bangla version of the Study Habits Questionnaire was a psychometrically sound measure and
suitable for Bangladeshi university students.

Keywords: Study Habit, Reliability, Validity.

Learning is a highly complex process which is the end point of study. Learning involves the
use of proper study habits and skills which are not innate abilities like intelligence, but these
are formulated, acquired, and fixed by repeated efforts. Study habits can be defined as
habitual manners and ways of exercising and practicing through which students’ plan their
academic studying outside the lecture hours for mastering a subject or topic of syllabus. It
consists of study attitude, study skills and methods. Study habits facilitate students’ learning
tendencies to which students engage in regular act of studying. Good (1973 as cited in
Okunlola, Omonijo, Mabia, & Anyaegbunam, 2016) defined study habits as the way
students’ study which could be an organized, proficient or unproductive way. Every student
has own study habits that might be either proper or good study habits or improper or bad
study habits in terms of obtaining good grades. It is not just memorizing facts or topics of the
syllabus; the effective study habit is more than that. It is effective study skills that involves to
know where and how to obtain important information and use that information. Factors like

1
Lecturer, Department of Psychology, University of Chittagong, Chittagong-4331, Bangladesh
2
Assistant Professor, Department of Psychology, University of Chittagong, Chittagong-4331, Bangladesh
3
Lecturer, Department of Psychology, University of Chittagong, Chittagong-4331, Bangladesh
*Responding Author
Received: December 20, 2018; Revision Received: January 14, 2019; Accepted: January 31, 2019
© 2019 Oli. A, Hossain. M. A & Rashid. U. K; licensee IJIP. This is an Open Access Research distributed under
the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which
permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly
cited.
Psychometric Evaluation of the Study Habits Questionnaire for University Students

concentration, motivation, adjustment in educational institution, networking etc. influence the

development of the study habits. Ideal study habits include having personal time table, trying
to study same times each day, setting specific goals for studying, studying course materials
on regular basis, reading class topics before the class for better understanding teachers’
lecture, working on study tasks i.e. assignment, homework etc., completing assignment,
homework on time, reviewing notes that has taken in the classes, choosing a definite place
which is free from noise and other factors those are accountable for distraction in studying,
reading other materials on a topic to get more information, asking for helping on difficult
topic to understand well. It is one of the most important topic in the educational research
(Sherafat & Murthy, 2016). Azikiwe (1998, as cited in Okunlola et al., 2016) opined that
students’ effective study habits might be regarded as important assets to them. Effective study
habits stir up students to achieve mastery of their academic program. Studies suggested
significant positive relation between study habits and academic achievement (Ch, 2006;
Crede & Kuncel, 2008; Oluwatimilehin & Owoyele, 2012; Kumari & Chamundeswari, 2015;
Siahi & Maiyo, 2015; Sherafat & Murthy, 2016; Thomas, Omotoke, & Ademola, 2016;
Chilca, 2017). Poor time management approach to studying and increase usage of the surface
learning strategies associated with poor academic performance (Bickerdike,
O’Deasmhunaigh, O’Flynn, & O’Tuathaigh, 2016). Study habits can be assessed through
inventories, reports, examinations, rating scales etc. There are no well-developed or validated
study habits questionnaire for Bangladeshi university students to identify and measure the
efficiency of study habits that students have. There is a developed study habits scale, but it
was developed for secondary school students in Bangladesh (Karim & Banu, 2000). So, we
intended to evaluate the psychometric properties of an instrument for measuring study habits
of the Bangladeshi university students. There are some available scales for measuring study
habits. Among these, the study habits questionnaire (Tomas et al., 2016) was chosen to assess
the psychometric properties in the Bangladeshi culture. As it is a relatively short measure
than other study habits measures, it would be able to reduce the fatigue effect of measure
which would be helpful to get the more accurate picture of students’ study habits.

Main objective of the present study was to estimate the psychometric properties of the Study
Habits Questionnaire in Bangladeshi culture for university students. The specific objectives
were: (i) to identify the factor structure of the Bangla Study Habit Questionnaire; (ii) to
determine the reliability of the Bangla Study Habit Questionnaire; (iii) to estimate the
predictive validity of the Bangla Study Habit Questionnaire.

METHODOLOGY
Participant
The target population of the present study was the university students of Bangladesh. From
this population, 150 Chittagong University students from faculty of arts, social science, and
business studies were selected as a sample through the convenience sampling technique.
Their age mean was 23.05 years with standard deviation2.73 years and monthly family
income mean was BDT 42119.22 with standard deviation BDT50558.23. Respondents’
distribution in gender, year, residence type, family type by their corresponding faculty is
presented in Table 1.

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Psychometric Evaluation of the Study Habits Questionnaire for University Students

Table 1 Respondents’ distribution in gender, year, residence type, family type by their
corresponding faculty
Faculty Gender Year Residence Family Type
Male Female 2nd 3rd 4th Masters Resident Non- Single Joint
resident
Arts 26 29 0 19 32 4 9 46 46 9
BBA 25 24 29 0 0 20 14 35 38 11
SS 27 19 0 0 0 46 13 33 38 8
Total 78 72 29 19 32 70 36 114 122 28

Measures
The Study Habit Questionnaire was developed by Thomas et al. (2016). It was consisted of
12 items with a four-point Likert-type scale of Strongly Agree (4), Agree (3), Disagree (2),
and Strongly Disagree (1). All items were positively worded. Total score provides
information about a unidimensional construct. The obtainable score ranges from 12-48.
Higher score represents more efficient study habits. The measure has content validity as
reported by authors. The Cronbach's Alpha of SHQ in original study was 0.81. Students’ last
year results were taken as their academic results.

Adaptation Procedure
The original version of the Study Habits Questionnaire (SHQ) was translated into Bangla
language for Bangladeshi university students. The procedure for the translation of the SHQ
was carefully done with taking into account the rules and guidelines established by the
International Test Commission (ITC) for the translation and adaptation of measurement
instruments from one language to another language and from one culture to another culture.

Step One: Ensuring construct equivalence

Available literature on study habits published in different scientific journals and books by
educational psychologists, education researchers had been reviewed to determine whether the
original version of the SHQ had the same meaning in Bangladeshi culture as in foreign
culture. Experts’ opinions were sought to determine the equivalence of construct between two
cultures. It appeared convincing from experts’ opinions along with literature review that the
construct under this study had same meaning and the same definitions equally applicable to
Bangladeshi culture.

Step Two: Forward translation

The SHQ was translated into Bangla with the help of one language expert and one subject
expert without consulting each other. They put much effort in selecting the best words,
expressions, or items to while translating. Then their translations of the SHQ were
synthesized into one. Then, that synthesized translation was examined for by 2 experts who
were not same persons of previous 2 experts who translated the measure. They were
requested to check and systematic revision of conceptual equivalence of words or phrases,
but not a word for word translation. They suggested some modifications of some words,
expressions. According to their suggestions again translated version of the SHQ was
synthesized again.

Step Three: Back Translation

The translated final draft of the SHQ was back translated by 2 experts –one subject expert and
one language expert. Then their translations were synthesized into one and compared by other
two experts. They were requested to compare the content of the original version of the SHQ

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Psychometric Evaluation of the Study Habits Questionnaire for University Students

and back translated version and asked to recommend any correction and advice if they have.
They had no major recommendations. All of them rated that items of the two versions had
same content.

Step Four: Pilot Study

Administration
In this stage, the measure was administered on a sample of 40 students from the Sociology
Department of the Chittagong University who were selected on the basis of convenience. The
measure was administered in classroom settings. At first, they were asked to read the
instructions on the top of the questionnaire very carefully. Also, we explained what was to be
done. They were also informed about the objectives and significance of the study. They were
asked to fill-in the demographic information sheet and read the questionnaire and express
their answers for each item by putting ‘tick’ marks (√) on the appropriate response boxes that
best express their opinion. During the administration of the questionnaire, respondents were
allowed to ask questions about the words or concepts that they did not understand. The words
or expressions that they askes were noted by the test administrators to verify whether it was
necessary to modify them.

Analysis
The pilot study data were analyzed to estimate the Cronbach’s Alpha and corrected item total
correlation which indicated the appropriateness of each item. Item Analysis revealed the
Bangla version of the SHQ contained satisfactory level of reliability.

Step Five: Field Study

As being confirmed from the pilot study that the translated Bangla version of the SHQ was
suitable for Bangladeshi university level students, a field study was carried out to estimate the
psychometric properties of the Bangla SHQ. At the beginning of the administration of the
Bangla SHQ to the respondents, they were requested to read the written instructions carefully.
They were also given verbal instructions about what they would do. They were informed
about the objectives and significance of the study. They were told that there was no right or
wrong answer but it was important to answer honestly. They were also assured that the
information collected from them would be kept strictly confidential and would be used only
research purposes. They were asked to fill-in the demographic information sheet and read the
questionnaire and express their opinion for each item by putting ‘tick’ marks (√) on the
appropriate response boxes that best express their opinion. After completing their tasks, they
were thanked for their cordial cooperation.

RESULTS
Item Analysis
The collected data were subjected to the item analysis to estimate internal consistency of the
SHQ and corrected item-total correlations for each item to the scale. Corrected item-total
correlations were presented in Table 2.

Table 2 Corrected item-total correlation and Cronbach’s Alpha if the item deleted
Item Corrected item-total correlation Cronbach’s Alpha if item deleted
Item 1 0.489 0.768
Item 2 0.527 0.766
Item 3 0.488 0.770
Item 4 0.561 0.763

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Psychometric Evaluation of the Study Habits Questionnaire for University Students

Item Corrected item-total correlation Cronbach’s Alpha if item deleted

Item 5 0.440 0.774
Item 6 0.538 0.763
Item 7 0.464 0.771
Item 8 0.499 0.768
Item 9 0.530 0.764
Item 10 -0.114 0.828
Item 11 0.474 0.770
Item 12 0.418 0.775

Results from Table 2 shows that item-total correlation ranged from -0.114 to 0.564. Item 10
had negative item-total correlation only (-0.114). This item was dropped from the Bangla
SHQ in further analyses.

Determining Validity
The validity of the Bangla SHQ was measured by following methods -

Content Validity: Content validity is the systematic examination of the test content to
determine whether it covers a representative sample of behavior domain to be measured. The
essential remarks of the expert panels assured the content validity of the Bangla SHQ.

Construct Validity: Factor analysis was used to determine the construct validity of a measure.
The factor structure was estimated through the exploratory factor analysis.

Exploratory Factor Analysis: To estimate the factor structure of the Bangla SHQ, 11 items
were subjected to the exploratory factor analysis (EFA). Before subjected to EFA, data were
examined to determine whether it would be suitable for factor analysis or not. The correlation
matrix of 11 items revealed that a good number of coefficient were .30 and above (50%) and
no high coefficient (above .90 which possess the problem of the multicollinearity). The
determinant value was .048 which was greater than the recommended value of the
determinant .0001 (Yong & Pearce, 2013). The Kaiser-Meyer-Olkin (KMO) measure of
sampling adequacy and the Bartlett’s test of sphericity was calculated to test the suitability of
the data for factor analysis. Results is presented in Table 3.

Table 3 Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and the Bartlett’s test
of sphericity
Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy .840
Approximate Chi-Square 437.861
Bartlett‟s test of sphericity df 55
Sig. .001

Results from Table 3 indicated that the KMO measure of sampling adequacy indicated a
value of .840 which exceeded the recommended value of 0.50 (Brett, Brown, & Onsman,
2010). The Bartlett’s test of sphericity indicated a Chi-Square value of 437.861 with df =55
(p <.001). All these together suggested that the data were suitable for EFA.

In the present study, items that had minimum factor loading .4 or >.4 are retained as item.
Components those had a minimal eigen value of 1 or >1 and at least 3 or more items meeting
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Psychometric Evaluation of the Study Habits Questionnaire for University Students

the criteria equal to .40 or >.40 were considered as factor. Total variance explained by
extracted components is presented in Table 4.

Table 4 Total variance explained by extracted factors

Component Initial Eigen Value
Total % of Variance Cumulative %
1 4.115 37.410 37.410
2 1.220 11.088 48.498
3 .977 8.883 57.380
4 .889 8.083 65.463
5 .776 7.057 72.520
6 .647 5.884 78.404
7 .605 5.502 83.906
8 .519 4.721 88.627
9 .483 4.392 93.019
10 .431 3.917 96.936
11 .337 3.064 100.00

Results from Table 4 shows that the analysis with Eigen value> 1.00 extracted 2 factors
accounted for 48.498% variance. The first factor explained 37.41% and the second factor
explained 11.088% variance. Component matrix of the SHQ are presented in Table 5.

Table 5 Component Matrix

Items Component
1 2
Item 1 .600
Item 2 .667 -.527
Item 3 .619 -.445
Item 4 .688
Item 5 .587 -.474
Item 6 .640
Item 7 .571
Item 8 .609
Item 9 .618
Item 11 .590
Item 12 .522
Extraction Method: Principal Component Analysis, 2 Component Extracted

Results from Table 5 shows that the Factor 1 composed of all items of the Bangla SHQ and
the Factor 2 composed of item 2, 3, and 5. Factor loadings in Factor 1 ranged from .522 (for
item 12) to .688 (for item 4) and in Factor 2 ranged from -.527 (for item 2) to -.447 (for item
3). Table 5 also showed that item 2, 3, 5 were cross loaded on both Factor 1 and Factor 2 with
loadings of .667 and -.527, .619 and -.445, and .587 and -.474, respectively. We grouped item

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Psychometric Evaluation of the Study Habits Questionnaire for University Students

2, 3, and 5 under Factor 1 as these had higher factor loadings. So, the Factor 2 was excluded
without dropping any item. We termed the Factor 1 as ‘Study Habit’.

Predictive validity: The predictive validity is a way to validate a new or adapted measure
through correlating with concrete outcomes. Data were subjected to the Pearson Product

Moment Correlation Coefficient to see the correlation between the Bangla SHQ and academic
achievement as to determine the predictive validity of the measure. Result is presented in
Table 6.

Table 6 Correlation matrix

Variables Academic Achievement
Study Habit .544**
N = 104, **p < .01

Table 6 shows that students’ academic achievement and the Bangla SHQ’s scores were
significantly and positively correlated. So, data was subjected to simple regression analysis to
examine the direction of study habits’ effect on academic achievement. Regression analysis
result is presented in Table 7.

Table 7 Results of regression analysis of academic achievement for study habits

Model Unstandardized Coefficients Standardized Coefficients t-value Sig.
B Std. Error β
Study Habit .023 .004 .54 6.55 .001
2 2
R =.30, Adjusted R =.29, F(1,102)=40.03, p<.001
Dependent variable: Academic achievement

Results from Table 7 suggested study habits as strong predictor of academic achievement. It
explained total 30% variance. Table 7 also shows that academic achievement was
significantly positively influenced by study habits (β = .54, p< .001). These findings
suggested the predictive validity of the Bangla SHQ.

Determining Reliability
Internal Consistency Reliability:
Data for 11 items of the Bangla SHQ were subjected to the item analysis again to estimate the
Cronbach’s Alpha and split half-reliability through Spearman-Brown formula. The
Cronbach’s Alpha for the Bangla SHQ was .828 and the split-half reliability was .857.

DISCUSSION
The present study was aimed to estimate the psychometric properties of the Study Habits
Questionnaire in Bangladeshi culture for university students in response to scarcity of the
standardized measures for Bangladeshi university students. Findings from Table 2 showed
that item-total correlations of items ranged from -.114 to .564. Only, item 10 had negative
item-total correlation though it was positively worded and dropped from the measure in
further analysis. An item-total correlation value less than .3 indicates the corresponding item
does not correlate very well with overall score (Field, 2017). So, we proceeded toward further
analysis as 11 items of the SHQ had satisfactorily item-total correlations. Results from Table
3 suggested that data were suitable for factor analysis as the KMO measure of sampling

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Psychometric Evaluation of the Study Habits Questionnaire for University Students

adequacy exceeded the recommended value of .50 (Brett et al., 2010) and the Bartlett’s test
of sphericity had significant value. Results from Table 4 indicated that the EFA extracted 2
factors, according to the criterion of minimal eigen value1 or >1, which accounted for
48.498% of total variance. However, component matrix presented in Table 5 suggested that
Factor 1 composed of all 11 items and Factor 2 composed of item 2, 3, and 5 which are cross-
loaded. Item 2, 3, and 5 had relatively smaller factor loadings for Factor 2 than Factor 1. So,
the Factor 2 was excluded and Factor 1 was labelled as ‘Study Habit’. Factor loadings of the
measure were ranged from .522 (for item 12) to .688 (for item 4) that all exceeded the rules
of thumb to be included in a factor (minimum loading for item must be ≥ .40). Results from
Table 6 suggested that study habits significantly correlated with students’ academic
achievement. Table 7 showed that study habits explained 30% variance of the academic
achievement and that study habits was positive predictor of the academic achievement. These
findings suggested that the Bangla SHQ had predictive validity. Some past studies also
suggested significant relationship between study habits and academic achievement (Ch, 2006;
Crede & Kuncel, 2008; Oluwatimilehin & Owoyele, 2012; Kumari & Chamundeswari, 2015;
Siahi & Maiyo, 2015; Sherafat & Murthy, 2016; Chilca, 2017).

After estimating factorial validity, the internal consistency reliability and split-half reliability
were estimated. The Cronbach’s Alpha of the Bangla SHQ was .828. As a rule of thumb, a
reliability of .70 or higher is expected before it will use in an instrument (Nunnally, 1978).
Kilne (2000) suggested that alpha less than .50 is unacceptable, .50 to .60 is poor, .60 to .70 is
acceptable, .70 to .90 is good, and above .90 is excellent. From that point of view, the Bangla
SHQ had good internal consistency reliability. The split-half reliability using Spearman-
Brown Formula was .857. As a rules thumb, split-half reliability value .80 or high is adequate
enough. Both the Cronbach’s Alpha and split-half reliability values suggested the Bangla
Study Habits Questionnaire as highly reliable measure.

Finally, this study provides us a psychometric tool to measure study habits of Bangladeshi
university students. This measure would be helpful to identify students’ strengths and
weaknesses in studying. Students, teachers, guardians would be able to manipulate and take
necessary steps for getting better academic output. However, the present study had some
limitations. The study sample was not selected from universities across the country. So, users
of this measure should be careful to generalize the reliability and validity all across the
country. A larger and more exhaustive sample selected from universities across the country
will be require to establish the norm and to examine the reliability and validity of measure.

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Psychometric Evaluation of the Study Habits Questionnaire for University Students

Acknowledgements
The authors profoundly appreciate all the people who have successfully contributed in
ensuring this paper is in place. Their contributions are acknowledged however their names
cannot be able to be mentioned.

Conflict of Interest
The authors clearly declared this paper to bear no conflict of interests

How to cite this article: Oli. A, Hossain. M. A & Rashid. U. K (2019). Psychometric
Evaluation of the Study Habits Questionnaire for University Students. International Journal
of Indian Psychology, 7(1), 79-88. DIP:18.01.011/20190701, DOI:10.25215/0701.011

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