Study Habit of Secondary School Students in Relation to Achievement in Mathematics

This study investigated the relationship between the study habits of secondary school students and their academic achievement in mathematics. Secondary schools students were selected using sampling technique. Data were collected to assess study habits, encompassing aspects such as time management, note-taking, concentration, test preparation, and assignment completion. Mathematics achievement scores were obtained. Descriptive statistics, including means and standard deviations, were used to describe the study habits and mathematics achievement of the participants. Inferential statistics were employed to determine the nature and strength of the relationship between the variables. Preliminary findings suggest type of relationship between certain dimensions of study habits and mathematics achievement. The study highlights the importance of fostering effective study habits among secondary school students to enhance their performance in mathematics. Implications for educators, parents, and curriculum developers are discussed, emphasizing the need for targeted interventions and guidance to improve students' study skills and, consequently, their mathematical proficiency.