SOCIO-ECONOMIC STATUS, STUDY HABIT AND INTEREST AS PREDICTORS OF STUDENTS PERFORMANCE IN MATHEMATICS

Abstract

This study investigated on the impact of students’ study habit, interest and socio-
economic status on academic achievement among selected secondary school
students in Ondo west local government area of Ondo State, Nigeria. To guide
the study four research Questions were raised and its corresponding hypotheses
formulated. Correlational research design was used in the study. Three hundred
and seventy two (372) respondents were selected from the sampled secondary
schools in Ondo west local government area of Ondo state. The respondents were
measured with relevant adapted standardized scale (instruments) which include
socio-economic status scale, study habit scale, interest scale and students’
academic performance scale with reliability of 0.79, 0.71 and 0.86 for socio-
economic status, interest and study habit respectively. The data obtained was
analyzed using the Linear and Multiple regression statistics. The result showed
that the independent variables (socio-economic status, interest and study habit)
when pulled together have significant effects on the students’ academic
performance and each of the independent variables made a significant
contribution to the prediction of students’ academic performance. In term of
magnitude of contribution, study habit made the most significant contribution to
the prediction followed by interest and the least was socio-economic status.
Hence, it is recommended that parents should contribute to their wards
academics by providing enabling environment. Teachers and parents should
motivate their wards/students to study well and develop interest in learning.