Published Paper Details:

This study compared study habits between students from two institutions, Manipur University (MU) and the Ibotombi Institute of Education (IIE), using descriptive statistics and Cohen's *d* effect size. Results indicated that IIE pre-services teachers slightly outperformed MU pre-services in most areas, including Comprehension (M = 29.31 vs. 27.90), Task Orientation (M = 21.05 vs. 20.19), and Recording (M = 6.58 vs. 6.02), though effect sizes were small (Cohen's *d* ranging from 0.13 to 0.38). MU pre-services teachers scored higher only in Study Sets (M = 16.23 vs. 15.81) and Supports (M = 9.22 vs.8.18), with the latter exhibiting high variability (SD = 10.07 vs. 2.31 for IIE), suggesting inconsistent resource usage. Total study habits scores were marginally higher for IIE (M = 117.76 vs. 115.87), but the effect size were ? 0.30 for comprehension, 0.25 for Task Orientation and 0.38 for recording and total study habits d= 0.13 indicating negligible effect. The findings highlight minor institutional differences, with practical implications for targeted interventions, such as standardizing support resources at pre-service teachers of MU and reinforcing strengths at IIE.