Students’ Study Habits and Their Relationship with Academic Performance

Abstract

This study examined the relationship between students’ study habits and academic performance among senior high school students at Buenavista Integrated School in Zamboanga City during the School Year 2025–2026. Specifically, it investigated study habits in terms of note-taking and time management and their association with students’ academic performance. A descriptive–correlational research design was employed, involving 223 Grade 11 and Grade 12 students selected through total enumeration sampling. Data on study habits were collected using a researcher-developed questionnaire, while academic performance was measured using the students’ General Weighted Average (GWA) based on the Department of Education assessment guidelines. The findings revealed that students demonstrated moderately adequate study habits, with mean scores of 3.00 for note-taking and 2.91 for time management, resulting in a combined mean of 2.96. These results indicate that students generally practice acceptable study strategies but still require improvement in developing more consistent and effective study routines. In terms of academic achievement, the students attained a Very Satisfactory level of performance, with an average grade of 86.93. However, the correlation analysis revealed no significant relationship between students’ study habits and their academic performance (r = −0.037, p = 0.700). The findings suggest that although students demonstrate acceptable study habits and satisfactory academic outcomes, academic performance may be influenced by other factors such as learning motivation, instructional strategies, learning environment, and academic support systems. The study recommends strengthening study skills development programs and conducting further research to examine additional variables that may influence students’ academic performance.