Relationship Between Study Habits and Academic Performance of Students in Tertiary Institutions in Akure, Ondo State

Study habits are widely regarded as a modifiable determinant of academic performance, and understanding their relationship with outcomes in Nigerian tertiary institutions is important for the design of effective academic counselling interventions. This study examined the relationship between study habits and academic performance among students in tertiary institutions in Akure, Ondo State, South West Nigeria. A descriptive correlational design was adopted, with 340 students selected from three tertiary institutions through stratified random sampling. The Study Habits Inventory (SHI) and students' most recent cumulative grade point averages formed the primary data sources. Pearson correlation and stepwise regression were used for analysis. Findings revealed a significant positive relationship between productive study habits and academic performance. Time management, note-taking skills, and consistent revision practices were the strongest predictors of academic success. Procrastination and irregular sleeping patterns were the most frequently reported dysfunctional study habits. Female students reported more structured study routines, though this did not consistently translate into superior academic outcomes. The study recommended that academic counsellors in Akure institutions develop structured study skills training workshops targeted at first-year students during orientation, and that peer mentoring systems be established to sustain productive study behaviours throughout the academic year. Keywords: study habits, academic performance, tertiary institutions, Akure, Ondo State.