LONGITUDINAL ANALYSIS OF STUDY HABITS AND PERCEIVED DIFFICULTY IN UNDERGRADUATE MATHEMATICS PROGRAMS IN KEBBI STATE, NIGERIA

This longitudinal study examines the dynamic relationship between study habits and perceived difficulty among undergraduate mathematics students in Kebbi State, Nigeria, a resource-constrained educational context. Using a three-wave mixed-methods design, the study tracked 450 students across three universities to analyze stability, reciprocal effects, and gender differences. Quantitative findings revealed significant intra-individual stability in both adaptive study habits (β = 0.45-0.60) and perceived difficulty (β = 0.65 - 0.75), with cross-lagged analysis demonstrating bidirectional relationships, perceived difficulty at Time 1 (T1) negatively predicted adaptive habits at Time 2 (T2) (β = -0.28,p < 0.01), while adaptive habits weakly reduced subsequent difficulty (β = -0.12, p < 0.05). Gender disparities emerged, with female students reporting higher difficulty (d = 0.42) but employing more structured strategies. Perceived difficulty negatively impacted grades (β = -0.23), mediated by passive study habits (35% effect). Intervention trials showed study skills workshops were particularly effective for rural students (d = 0.55). The study contributes to dynamic systems theory in education by demonstrating how contextual factors mediate strategy efficacy, while offering practical recommendations for targeted interventions in similar settings. These findings underscore the need for early skill-building programs and equitable resource allocation to enhance mathematics education in sub-Saharan Africa.