1. Introduction

2. Introduction According to dictionary of education Carter academicAchievement means the knowledge attained or skills developed. Thomas Harboe and Rikke von Mllen (2007) define study skills Motivation, concentration, planning, participation, reading, note-taking and writing skills technique are called study skills. The aim of study to identify or measure the various type of study skill which helps to students for high academic achievement and comparison the use of study skills between male and female students 3. Background of study Students of Departments of Managements Sciences(Hazara Univesty Havelian campus) girls have better academic performance then boys. The previous results or CGPA of the students show that the percentages of the results of the female students of every class (BBA 2, BBA 4, BBA 6, MBA 2 and MBA 4) are grater then the male. Research has shown that effective study skills lead to improved academic performance 4. Scope of study This study will be useful to students, educationdepartment, research scholars and social scientists. It will be useful for framing curriculum and construction methods that will promote the development of academic achievement. People skilled as learning get more out of them lives because they look for opportunities to grow and gain more knowledge. 5. Significance of the problem These researches on study skill generalize the information on academic achievement (GPA) of the students and impact of study skill on academic performance. Female students have high academic performance then male, its mean they have batter study skills then male. According to Walter (2000) learning skill of the girls grater then boys. Coly (2001) found that female have better skills in reading and writingthen male. 6. Objective of study To find out influence of study skills and academicachievement of students. To find out the influence of study skills and academicachievement of male students. To find out the influence of study skills and academicachievement of female male students 7. Hypothesis of the study H1.There is a positive or strong relationship betweenStudy skills and academic achievement. H2. Female students better in academic achievementsthen male. H3. Girls have better study skills then boys. 8. Literature Review 9. Introduction Researcher suggests that there is a strong relation betweenstudy skills and academic achievement (Yip and Meneghetti, 2007; Cukras, 2006). Another study focusing on study skills and achievement, a students ability to effectively use study skills is a good predictor of academic success (Yip, 2007). Slate and Schwartz (2001) highlighted the self-regulated learner as the indicator of academic achievement. Brazeau (2006) says that active students always in the process of identifying, collecting and organizing through note taking. 10. According to Coloy (2007) girls are more efficient then boysin reading and writing. Similarly female students super then males students in academic achievements (Williams and Williams,2004; Sirin and Rogers, 2005; Cokley and Moore, 2007). Female students obtain better grades than male students in SAT scores (Hyde and Kling, 2001) Colom and Lynn, (2004) stated that boys have large average brain then girls because boys performs better than girls in IQs test. Students who have time managements skill required practice and assistance (Landsberger, 2009). 11. Concept of study skill Thomas Harboe and Rikke von Mllen (2007) definestudy skills Motivation, concentration, planning, participation, reading, note-taking and writing skills technique are called study skills Tuckman (2003) defined study skills as the learningand motivation strategies that enable a student to be successful. 12. Study Skills to Academic Competence Pressley and Afflerbach identified several key study strategies (a) Overview before reading; (b) Look for important information and pay greaterattention to it (which often requires jumping forward or backward to process information). (c) Relate important points to one another; (d) Activate and use prior knowledge; (e) Change strategies when understanding is not good; 13. Research framework Mathematical skillTime management skillReviewing skillAcademic achievementsTest preparation skillWriting skillReading skillNote taking skill 14. Research Methodology 15. Research approach This research is a deductive approach because How the study skill impact on academic achievements this theory already suggested.Research strategy This research base on explanatory study and shown the effect of one variable to other variables and influence of different variables on one variable. 16. Research Design Primary Data Primary data collect by using of structure questioners from the students of Hazara universty Havelian Campus,Secondary Data Secondary data collected through the publish paper or articles, journals and online web browsing 17. SamplingPopulation Department of management sciences ( Hazara university Havelian)200---Consist of more than students, (150 male and 50 female)---Probability samples are selected randomly form the population, have equal chance of selection in the sample for every one 18. Data collection instrumentsData analysis Statistical tools Structured questionnaireused to collect data 20 questioners closed endedGraphs and Tables Mean , median & mode (Correlation andRegression analysis) 19. Criteria of a research Validity Reliability.. Replicability. 20. Questioners formula liked scale (Always, Generally, Sometime, Rarely and Naver) QuestionsJustificationQ1 to Q3Time management skills.Q4 and Q5Reviewing skillsQ6 and Q7Test Preparation skillsQ8 to Q10Note Taking SkillsQ11 to Q14Reading skillsQ15 to 17Writing skillsQ18 to 20Mathematical skills. 21. Findings and Analysis 22. Characteristics of sampling Gender Table- 4.2 Gender Freque ncy1 Vali 2 d TotalPercentValid PercentCumulative Percent1045.545.545.51254.554.5100.022100.0100.0 23. Academic achievement 24. Respondents Response for independent variableTime management skillValidTable-4.4 Time management skill Frequen Percent Valid Cumulativ cy Percent e Percent always 14 63.6 63.6 63.6 general 4 18.2 18.2 81.8 rarely 2 9.1 9.1 90.9 never 2 9.1 9.1 100.0 22 100.0 100.0 Total 25. Reviewing skillValidTable-4.5 Reviewing skill Frequenc Percent Valid Cumulative y Percent Percent always 5 22.7 22.7 22.7 generally 9 40.9 40.9 63.6 sometim 3 13.6 13.6 77.3 e rarely 3 13.6 13.6 90.9 never 2 9.1 9.1 100.0 Total 22 100.0 100.0 26. Test preparation skillValidTest preparation skill Frequenc Percent Valid Cumulative y Percent Percent always 6 27.3 27.3 27.3 generally 9 40.9 40.9 68.2 sometim 5 22.7 22.7 90.9 e rarely 1 4.5 4.5 95.5 never 1 4.5 4.5 100.0 Total 22 100.0 100.0 27. Note Taking skillValidTable-4.7 Note taking skill Frequenc Percent Valid Cumulative y Percent Percent always 12 54.5 54.5 54.5 generally 6 27.3 27.3 81.8 sometim 3 13.6 13.6 95.5 e rarely 1 4.5 4.5 100.0 Total 22 100.0 100.0 28. Reading skillValidTable-4.8 Reading skill Frequenc Percent Valid Cumulative y Percent Percent always 12 54.5 54.5 54.5 generally 5 22.7 22.7 77.3 sometim 2 9.1 9.1 86.4 e rarely 1 4.5 4.5 90.9 never 2 9.1 9.1 100.0 Total 22 100.0 100.0 29. Writing skillValidTable 4.9 Writing skill Frequenc Percent Valid Cumulative y Percent Percent always 8 36.4 36.4 36.4 generally 11 50.0 50.0 86.4 sometim 3 13.6 13.6 100.0 e Total 22 100.0 100.0 30. Mathematical skillValidTable- 4.10 Mathematical skill Frequenc Percent Valid Cumulative y Percent Percent always 5 22.7 22.7 22.7 generally 9 40.9 40.9 63.6 sometim 4 18.2 18.2 81.8 e rarely 4 18.2 18.2 100.0 Total 22 100.0 100.0 31. Mean of the Sample Table 4.11 Statistics Time management skillReviewing skillTest preparation skillNote taking skillReading skillWriting skillMathematical skill222222222222220000000Mean1.822.452.181.681.911.772.32Median1.002.002.001.001.002.002.0012211221.3681.2621.053.8941.306.6851.041Minimum1111111Maximum5554534Valid N MissingMode Std. Deviation 32. Table-4.12Correlations TimeReviewingTestNote takingReadingWritingMathmanagementskillpreparationskillskillskillskillskill Pearsonskill 1.326.256-.283.017.005.410.139.251.201.940.984.05822222222222222.3261.329-.246.286-.150.211.135.271.197.505.3462222222222.115.463*-.336.509*.610.030.126.015Correlation Time management skill Sig. (2-tailed) N Pearson Correlation Reviewing skill Sig. (2-tailed) N Pearson.139 2222.256.3291.251.13522222222222222-.283-.246.1151.341.110.216.201.271.610.120.627.33422222222222222.017.286.463*.3411-.131.618**.940.197.030.120.562.00222222222222222.005-.150-.336.110-.1311-.161.984.505.126.627.56222222222222222.410.211.509*.216.618**-.1611.058.346.015.334.002.475Correlation Test preparation skill Sig. (2-tailed) N Pearson Correlation Note taking skill Sig. (2-tailed) N Pearson Correlation Reading skill Sig. (2-tailed) N Pearson Correlation Writing skill Sig. (2-tailed) N Pearson.475Correlation Mathematical skill Sig. (2-tailed) 33. Regression Analysis Table 4.13 Model Summary Model R R Square Adjusted R Std. Error of Square the Estimate a 1 .603 .045 .657 a. Predictors: (Constant), Mathematical skill, Writing skill, Reviewing skill, Note taking skill, Time management skill, Test preparation skill, Reading skillValue for R-square is always between 0.0 and 1.0 and has no units..363Table 4.14 ANOVAa Model Sum of df Mean F Sig. Squares Square Regression 3.449 7 .493 1.140 .394b 1 Residual 6.051 14 .432 Total 9.500 21 a. Dependent Variable: academic achievements b. Predictors: (Constant), Mathematical skill, Writing skill, Reviewing skill, Note taking skill, Time management skill, Test preparation skill, Reading skill 34. Table 4.15 Coefficientsa ModelUnstandardized CoefficientsBStd. Error.138.140Sig.Beta.705.055t4.441.001.111.396.698.136.2631.031.320-.093.176-.146-.529.605Note taking skill.002.195.002.009.993Reading skill.086.164.167.525.608Writing skill-.040.229-.041-.174.864Mathematical skill-.418.216-.647-1.936.073(Constant)3.132Standardized CoefficientsTime management skill Reviewing skill 1Test preparation skilla. Dependent Variable: academic achievements 35. Discussion, Conclusion and Recommendations 36. Discussion The study highlights the academic performance of the genders i-e male and female and indicate the reason for less GPA of the male Students then female due to less in study skill specially time managements, test preparation, note taking and writing skill. The study indicate the mean of the reviewing skill, test preparation and mathematical skill is higher than other variables i-e is 2.45, 2.18 and 2.32. all the independent variables positively affect the independent variable. 37. Conclusion The main focus of the research is to explore which variables have great impact on Academic achievements and the result shown that time management, reviewing, reading and writing skill strongly impact on GPA of students. . Correlation analysis measures Note taking negative and other variable show weak positive relation with time management skill. Reviewing skill insignificance relation with other except note taking i-e is negative. Test preparations have insignificance correlation with note taking but positive significance with reading and math skill. Reading and math skill shows positive correlation. 38. Recommendations This report strongly recommend to the male students who have low GPA they need try to improve their learning or study skill. The habits that students develop during their university will remain with them long after graduation or master and will be reflected in their performance in the workforce. 39. Areas of Further Research Learning or study skills carry over into other areas of life beyond university . Good listening skills help us in our relationship with peers, colleagues, friend and family. We need learning 40. Thanks..