STUDY HABIT AND SELF-CONCEPT AS PREDICTORS OF ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE AMONG STUDENTS WITH LEARNING DISABILITIES
Abstract
The study examined the relationship between study habits, self-concept, and academic performance in English among students with learning disabilities in Ilorin. A descriptive correlational survey design was adopted with 100 students selected through multistage sampling. Standardized questionnaires measured study habits, self-concept, and English performance. Data were analyzed using PPMC and t-test at 0.05 significance level. Findings showed a significant positive relationship between study habits and academic performance, while self-concept also showed influence though with mixed statistical significance. Gender did not significantly affect study habits or self-concept. The study concludes that positive study habits and healthy self-concept are essential for academic success. Recommendations include strengthening self-esteem initiatives and improving study skills support for students with learning disabilities.
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