INFLUENCE OF STUDY HABITS ON ACHIEVEMENT IN BIOLOGY AMONG HIGH SCHOOL STUDENTS

This study examined the relationship between study habits and academic achievement in biology among high school students, with particular attention to time management, note-taking, concentration, and exam preparation. Grounded in Self-Regulated Learning Theory, the study employed a quantitative descriptive-correlational research design. A stratified random sample of 250 Grade 10 and 11 students, comprising 128 females and 122 males aged 15–17 years, was selected from five regional secondary schools. Data
were collected using a validated 40-item Study Habits Inventory (α = .87), while academic achievement was assessed using cumulative grade point averages and standardized quarterly biology test scores. Descriptive statistics, Pearson product-moment correlation, multiple linear regression, and independent-samples t-test were employed for data analysis. The findings indicated a moderate overall level of study habits (M = 3.27, SD = 0.62), whereas students demonstrated a proficient level of biology
achievement (M = 81.45, SD = 10.52). Overall study habits were positively and significantly associated with biology achievement (r = .68, p < .001). Significant positive correlations were also observed for time management (r = .59), note-taking (r = .52), concentration (r = .48), and exam preparation (r = .64), all at p < .001. Multiple regression analysis revealed that the four dimensions jointly explained 51.9% of the variance in biology achievement (R² = .519, adjusted R² = .511, F(4,245) = 66.24, p < .001). Exam preparation (β = .34) and time management (β = .31) demonstrated the strongest standardized associations with achievement. The findings highlight the importance of structured study practices in supporting secondary students’ biology achievement and underscore the need for educational interventions that promote effective time management, systematic examination preparation, active note-taking, and focused learning practices.