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

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.