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Study Habits and Academic Performance in Mathematics among Secondary School Students in Nigeria

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  • Felix Ayodele Omoniyi

    (University of Benin, Benin)

  • Felix John Fawehinmi

    (Adeyemi Federal University of Education, Ondo)

Abstract

This study examined the correlation between study habits and academic performance in mathematics among secondary school students in Nigeria. Recognising the widespread concern over declining educational standards, particularly in mathematics, this research investigated the impact of specific study habits–library use, note-taking, and time allocation–on students’ performance. This study is anchored in theoretical frameworks, including the Pickle Jar Theory of Time Management and the Self-Regulated Learning (SRL) theory, which emphasises the importance of effective time use and autonomous learning strategies. A mixed-methods approach was employed, integrating quantitative and qualitative data to assess relationships between study behaviours and academic outcomes, while also considering intervening variables, such as sex, age, and class level. Findings revealed significant associations between effective study habits and improved mathematics performance, underscoring the need for schools, parents, and policymakers to support students in cultivating these habits. The study recommends institutional interventions, such as guidance programs and enhanced library facilities, to foster environments conducive to academic success in mathematics.

Suggested Citation

  • Felix Ayodele Omoniyi & Felix John Fawehinmi, 2025. "Study Habits and Academic Performance in Mathematics among Secondary School Students in Nigeria," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(6), pages 4008-4020, June.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-6:p:4008-4020
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    References listed on IDEAS

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    1. Barbara Grave, 2011. "The effect of student time allocation on academic achievement," Education Economics, Taylor & Francis Journals, vol. 19(3), pages 291-310.
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