Cognitive ability and study habits as predictors of secondary school students' academic achievement in biology in Awka South
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study habits,
academic achievement,
Biology
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Abstract
This study examined cognitive ability and study habits as predictors of secondary school students’ academic achievement in Biology in Awka South, Anambra State, Nigeria. A predictive correlational design was adopted. The sample comprised 100 Senior Secondary II students from 10 public secondary schools, selected through multistage sampling. Data were collected using a Cognitive Ability Test, a Study Habit Questionnaire, and cumulative Biology examination results for the 2024/2025 academic session. Simple and multiple linear regression analyses were conducted at the 0.05 significance level. Cognitive ability positively and significantly predicted Biology achievement (r = 0.203, R² = 0.041, p = 0.043). Study habits also showed a positive and significant predictive relationship (r = 0.620, R² = 0.384, p < 0.001). Together, the predictors explained 43.0% of the variation in Biology achievement (R = 0.656, R² = 0.430, F(2, 97) = 36.590, p < 0.001). Study habits accounted for a larger proportion of achievement variance in the separate regression models. The findings supported attention to cognitive development and structured study practices in Biology education.
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