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Abstract

This study investigated the relationship between study habits and academic achievement in Basic Science among secondary school students in Udi Local Education Zone. Guided by a correlational comparative design, the research compared students from public and private schools to examine differential patterns in study behaviours and outcomes. A multistage sampling technique yielded 420 Junior Secondary II–III students across eight schools, ensuring representation by school type, gender, and urban–rural location. Data were collected using a validated Study Habits Inventory adapted to Basic Science (α = 0.86) and a researcher-developed Basic Science Achievement Test with acceptable content validity and KR-20 reliability of 0.82. Descriptive statistics summarized study habit domains, including time management, note-taking, test preparation, concentration, and help-seeking. Pearson correlation analyses revealed a positive, moderate association between overall study habits and Basic Science achievement (r = .41, p < .001). Multiple regression showed time management and test preparation as the strongest predictors of achievement, jointly explaining 28% of the variance. Independent samples t-tests indicated that privateschool students reported significantly stronger study habits and achieved higher test scores than their public-school counterparts. The study concludes that strengthening students’ time management, spaced practice, and test-preparation routines can yield meaningful gains in Basic Science achievement across contexts. It recommends targeted study-skills interventions, teacher professional development, and equitable resourcing to narrow achievement gaps. Findings provide actionable evidence for school leaders and policymakers aiming to improve Basic Science outcomes through habit-focused supports.

Keywords

Academic Achievement, Basic Science, Study Habits, Secondary Education, Education Zone.