Beyond the Numbers: A Qualitative Inquiry into the Academic Behaviors Shaping Students’ Performance in Tertiary Institutions

Abstract

Academic performance is often assessed quantitatively through grades, test scores, and standardized examinations. However, such measures alone fail to capture the underlying behaviours, contexts, and daily realities that shape students’ learning outcomes. This study explores the lived experiences, study habits, and contextual influences that determine students’ academic trajectories. Using focus group discussions, in-depth interviews, and classroom observations, data were collected from tertiary institution students, teachers, advisers, and guidance counsellors in the selected institution. Six focus group discussions (FGDs) were conducted among students from six faculties across varying academic performance levels with the aid of moderator’s guide and semi-structured questionnaire for in-depth interviews (IDIs) with 5 Lecturers, 2 student affairs staff and 3 Students’ Union Government. Thematic analysis was employed to identify patterns in students’ academic behaviour, including study time management, class attendance, peer influence, family obligations, and the use of technology. The findings provided nuanced insights into how students navigate challenges, adapt strategies, and balance academic work with socio-economic pressures. By going beyond statistical indicators, this study contributes to a deeper understanding of academic performance and offer recommendations for institutions, families, and policymakers seeking to foster supportive learning environments.