Comparative Analysis Between Socio-Demographic, Behavioral, Environmental and Socio-Economic Factors on Academic Performance of Students at Tertiary Level of Education in Nigeria
DOI:
https://doi.org/10.64348/zije.202573Keywords:
Academic performance, tertiary institutions, learning environment, class attendance and socio-economic statusAbstract
This study investigates the factors influencing academic performance among students in Nigerian tertiary institutions, focusing on both socio-demographic characteristics and behavioural, environmental and socio-economic determinants. Utilizing a descriptive survey design, data were collected from 573 students across six selected tertiary institutions in Nigeria using structured questionnaires. To ensure validity and reliability, experts reviewed the questionnaire and a pilot test yielded 0.82 alpha. Descriptive statistics were used to answer the research questions and Pearson product moment correlation coefficient to test hypothesis at 0.05 level of significance. The findings reveal that academic performance varied notably across gender, age group, level of study, parental socio-economic background and access to ICT tools. The results show significant positive correlations between academic performance and factors such as time management (r = 0.48), class attendance (r = 0.52), learning environment (r = 0.45), emotional well-being (r = 0.39), among others. The results further confirm these relationships through multiple regression, identifying class attendance (β = 0.266), time management (β = 0.243), and learning environment (β = 0.214) as the strongest predictors of academic success, with emotional well-being (β = 0.182), digital learning tools (β = 0.155) and parental income (β = 0.105) also contributing significantly. Peer influence (β = -0.131) was negatively associated with performance. These results underscore the multifaceted nature of academic achievement, influenced by personal discipline, environmental support, digital engagement, socio-economic factors and social interactions. The study recommends that educational stakeholders prioritize interventions that promote structured learning environments, encourage consistent class attendance, enhance time management skills, and provide emotional and technological support to improve students’ academic outcomes.
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