Study Habits and Engagement as Determinants of Students’ Mathematics Achievement

Abstract

The purpose of this study was to explain the relationship between study habits, student engagement and mathematics achievement amongst Grade 7 students in Tisa National High School during first quarter of 2025-2026 academic year. Based on Self-Regulated Learning Theory, Student Engagement Theory and Constructivist Learning Theory, the study used a descriptive correlational design. Two hundred and ninety-three were randomly sampled and assessed using researcher-developed questionnaires that measured study habits, levels of engagement, and mathematical achievement. Although the study habits of the students were found to be good and they were highly engaged in their studies, their average achievement in mathematics was just satisfactory with only a few outstanding results. Statistical tests showed that there were no significant relationships amid study habits, engagement and mathematics achievement. These results indicate that although good studying habits and positive involvement are essential elements, they are not sufficient factors on performance in mathematics. There are other situational and individual determinants that seem to greatly influence the performance of students in the subject. The study shows the complexity of mathematics education, its possibilities and constraints. Notably, the study proposes a more fine-grained perspective on the mathematical difficulties of students, which should not be reduced to either exertion effort or enthusiasm. Rather, it lays stress on the importance of long-term guidance, caring tutoring, and multi-faceted support systems that nurture confidence as well as ability in students. Such a comprehensive view recognizes the complexity of education development and the variability of student needs in learning processes.