Authors : Peter Chirwa

Volume/Issue : Volume 10 - 2025, Issue 12 - December

Google Scholar : https://tinyurl.com/46fnep7e

Scribd : https://tinyurl.com/2s42m247

DOI : https://doi.org/10.38124/ijisrt/25dec192

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Abstract : This study examined how specific study practices are associated with in physics achievement among secondary school students in Zambia using a descriptive correlational design. Specifically, this study looked into the domains of time management, note-taking, review practices, and use of learning resources for their influences on physics performance. Data were obtained from 133 Grade 10 –12 learners using a structured, field-tested questionnaire on study habits, and physics test scores of pupils. Descriptive statistics, Spearman correlation analysis, and cross-domain correlations were used to analyse the data. Results shows that learners have a moderate level of time management (M = 3.18), note-taking (M = 3.07), and review practices (M = 3.03) but utilised few learning resources (M = 2.38). The majority or 73% of the pupils obtained unsatisfactory performance ratings. The Spearman correlation analysis revealed a non-significant relationship between study habits and physics performance. However, it also indicates a moderate positive relationship among the domains of study habits themselves. This imply that pupils merely engage in surface-level study habits which do not meaningfully enhance their learning in physics. Higher-level study strategies are recommended, aside from improved access to more learning resources and a guided study programme, to help learners acquire mastery of physics concepts.

Keywords : Correlation, Study Practice, Academic Performance, Physics.

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