Influence Of Hawking Time And Study Habits On Junior Secondary School Students` Academic Performance In Social Studies

Effect of hawking on in-school children can be reduced when hawking time is minimized (Omokhodion  et al., 2006).  It  is not  unlikely that academic performance  of child-street hawkers would be better when parent regulate hawking time and monitor school work. Hawking time is the period in which students carry out hawking. This could vary based on schedules of school work and/or convenience. Studies suggest the in- school students` hawking time could be: before school hours; after school hours; before and after school; and weekend/holydays (Education Research Network for West and Central Africa (ERNWACA), 2010; Ubah, & Bulus, 2014). Hawking time could determine students: attendance in school; participation in extracurricular activities; amount of time for study at home and rest. These are factors that are likely to influence academic performance of students.

Study habit is also an important factor influencing academic performance of students. Literatures suggest study habit and students‟ academic performance has been area of concern in education. Study habit has been defined as “external activities which serve to activate and facilitate the internal process of learning (Tunde, Oke, &Alam, 2010). It could be said to be the method students adopt to learn. A study habit is associated with time management, homework and assignment, reading and note-taking, concentration; preparation for examination and teacher consultation. Empirical studies reveal that there is a relationship between a students` academic performance and their study habits (Ola, & Morakinyo, 2009; Bashir, & Mattoo, 2012; Cerna, & Pavliushchenko, 2015). Studies on students effect of study habits on academic performance that are available are in relation to chemistry (Tunde, et al., 2010; Ogunkola, & Garner-O‟Neale, 2015), information and communication technology (ICT) (Mbah, 2010), English Mathematics and Sciences (Oluwatimilehin, & Owoyele, 2012) parents occupation (Aditya, & Ghosh, 2014) and type of school and type of family (Chand, 2013). It appears that Study on study habits and academic performance in Social Studies is non-existent. There is therefore, the need to carry out this study to fill in the gap in literature. 

Studies abound on Junior Secondary School (JSS) students` academic performance in Social Studies. These studies focus mainly on identifying improved teaching method that will enhance academic performance of students in Social Studies (Edinyang, & Ubi, 2012). There is therefore, the need to explore the contributions of study habits in relation to hawking time to see whether it could possibly serve as an intervention to students who engage in street hawking. Thus, this research aims at making comparative analysis of effect hawking time and study habits on the academic performance of students in social studies with a view to determine which of the hawking time is associated with good study habit and will contribute towards improved performance of street hawkers in Social Studies.