A Statistical Study of Study Habits and Academic Performance Among University Students

Abstract

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The purpose of this research is to study the relationship between the students' academic achievement at universities and their study habits that their study behaviour has impact on the matter. At the university level, students use diverse learning strategies, such as time management, learning methods, note-taking, studying for exams and the use of digital platforms. It is important to identify positive study habits as key components of improving learning outcomes as well as to inform policy decisions. In this study, the method applied was quantitative with the subjects of the study the students at the University with various points of departure. The study examined the students' academic performance using the (self-reported GPA) and their study habits using the hours spent studying regularly, how often revision occurs, if studied by a group, and how the students prepare for the examination. Raw data were thus analyzed using both descriptive and inferential statistics including means, mode, and standard deviation as well as correlation and regression analysis. Results of the study showed that there was significant positive correlation between positive study habits and academic performance. Those who had regular study patterns, who made good use of study skills and of time management tended to perform better in their academic studies. On the contrary, irregular or cramming learning activities were associated with weak academic performance. The results of the research have shown that good, systematic and systematic study process are needed to achieve good academic achievement. It recommends that universities start academic counseling, and study skills-related workshops to improve academic performance and learning outcomes.