Relationship of Study Habits and Academic Achievement of b.ed. Students at Different Levels of Intelligence

Abstract

This study explores the relationship between study habi    ts and academic achievement among B.Ed. students categorized by intelligence levels: Below Average, Average, and Above Average. Using standardized tools for intelligence and study habits, data were collected from 300 B.Ed. students across four colleges in Amritsar. The analysis revealed significant differences in intelligence scores, academic performance, and study habits across the three intelligence levels. Post-hoc analyses confirmed that each group significantly differed from the others. Furthermore, a strong relationship was observed between study habits and academic achievement in the Above Average and Average intelligence groups, while no such relationship was found in the Below Average group. These findings suggest that while intelligence and study habits both influence academic success, their impact varies across cognitive levels. The study emphasizes the need for differentiated instructional strategies and targeted support systems in teacher education programs to enhance learning outcomes.