Influence of Socio-Economic Status, Study Habits/Time Management, and Mental Health on Academic Performance of Students in the Polytechnic, Ibadan, Oyo State

Abstract

Academic performance is a key indicator of students’ educational success and future opportunities. Low achievement among tertiary students in Nigeria has been linked to multiple factors, including socio-economic status, study habits, and mental health. However, limited research has examined how these factors jointly influence academic outcomes in institutions such as The Polytechnic, Ibadan. This study investigated the determinants of low academic performance, focusing on socio-economic status, study habits/time management, and mental health status. A descriptive correlational design was adopted. The population comprised low-achieving students identified through self-reported academic performance. A sample of 120 students was selected using simple random sampling. Standardised instruments assessed socio-economic status, study habits/time management, and mental health, while academic performance was measured using students’ grade point averages. Data were analysed using Pearson correlation and multiple regression to determine individual, relative, and joint contributions of the independent variables, with significance set at 0.05. Findings indicated positive correlations between study habits/time management and academic performance, as well as socio-economic status and performance, while mental health status was negatively correlated with performance. Regression analysis showed that study habits/time management contributed most strongly to performance, followed by socio-economic status, with mental health exerting a negative influence. Collectively, the three factors jointly predicted approximately 41% of the variance in academic performance, indicating a strong overall effect of these predictors. Academic performance is shaped by behavioural, environmental, and psychological factors. Interventions should enhance study skills and time management, provide financial support to disadvantaged students, and integrate mental health services, including counselling and stress management. A holistic approach targeting these domains is likely to improve outcomes and reduce low-achievement rates among students.