THE RELATIONSHIP BETWEEN STUDENTS’ STUDY HABITS AND PERFORMANCE IN MATHEMATICS IN MBALE CITY
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Date
2026-09-09
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Abstract
This research study investigated the relationship between study habits and Mathematics
performance among secondary school students in Mbale City, Uganda. The investigation was
prompted by consistent academic challenges in quantitative subjects within the region's urban
centers. The study was guided by three specific objectives. to assess the prevalence of various study
habits, to evaluate current Mathematics achievement levels, and to determine the extent to which
these habits influence academic outcomes.
The research employed a descriptive correlational research design, utilizing a quantitative approach
to ensure objective measurement of variables. Data was collected in May 2026 using a multi-stage
sampling technique. A total of 322 structured questionnaires were distributed to Senior
Three and Senior Four students across four purposively selected schools. Wanale View School,
Mbale High School, Nkoma Secondary School, and St. Paul’s College. A total of 282 valid
responses were retrieved, representing a robust response rate of 87.6%.
The findings revealed a significant performance gap, with 56% of students scoring in the Basic (D)
or Elementary (E) categories. Analysis of study habits indicated a widespread deficiency in formal
time management, as many students reported lacking personal study timetables. However, a
positive trend was noted in digital discipline, with a majority of learners avoiding electronic
distractions during revision. Crucially, 88.3% of respondents expressed a firm belief that their
personal study routines were the primary determinant of their current grades.
The study concludes that while students possess a high level of self-awareness regarding their
academic routines, the absence of structured planning and a "resilience deficit" in problem-solving
hinders achievement. The research recommends that school administrators implement mandatory
study skills workshops and establish "Mathematics Clinics" to encourage professional consultation.
Furthermore, the study suggests that shifting from peer-dependent learning to teacher-guided
revision is essential for moving students from basic competency to academic excellence.