Study Habits and Academic Performance Among Undergraduate Students in Nigerian Universities: A Secondary-Data Integrative Review

Academic performance among undergraduate students is influenced by a combination of cognitive, motivational, behavioural, institutional and environmental factors. Among these, study habits are particularly important because they represent the regular behaviours through which students organize, monitor and execute learning activities. In Nigerian universities, increasing access to digital technologies, social media, electronic learning resources and mobile devices has changed the ways students’ study, while persistent challenges involving time management, lecture attendance, examination preparation and access to learning resources continue to affect students' academic experiences. This article examines the relationship between study habits and academic performance among undergraduate students in Nigerian universities using published secondary evidence. An integrative secondary-data review design was adopted. Published journal articles, scholarly databases and accessible academic reports concerning study habits, study skills, time management, lecture attendance, digital engagement and academic performance among Nigerian university students were examined. The literature was examined thematically, focusing on time management, lecture attendance, reading and revision practices, assignment completion, study environment, use of learning resources and students' digital engagement. Developing structured, consistent and self-regulated learning practices can help students improve their academic engagement and achievement. Universities should therefore strengthen academic advising, study skills training, time-management programmes, library and digital-learning support, and other interventions that promote effective learning behaviours among undergraduate students.