Study Habits and Mathematics Performance Among Grade 10 Students in Bhutan: A Case Study of Tang Central School

Abstract

This study examined the relationship between study habits and academic performance in mathematics among Grade 10 students at Tang Central School, Bumthang, Bhutan. A cross-sectional mixed-methods design was used. Quantitative data were collected from n=93 students using a structured questionnaire that measured time management, revision practices, note-taking skills, homework practices, and study environment. Mathematics performance was measured using students' mid-term examination scores. Qualitative data were collected through semi-structured interviews with 15 purposively selected students. Descriptive statistics, Pearson correlation, and thematic analysis were used to analyse the data. On a 4-point scale, students reported a high overall level of study habits (M = 3.35, SD = 0.789), with study environment recording the highest mean (M = 3.63, SD = 0.714) and revision practices the lowest mean (M = 2.81, SD = 0.963). More than half of the students (51.6%) achieved a high level of mathematics performance. Time management (r = 0.829, p = 0.001), revision practices (r = 0.824, p = 0.001), and homework practices (r = 0.807, p = 0.001) showed strong, positive, and statistically significant relationships with mathematics performance. Note-taking skills and study environment showed weak but statistically significant positive relationships. Qualitative findings further indicated that structured study routines, regular revision, active homework engagement, peer support, and quiet study spaces supported students’ mathematics learning. The findings provide practical evidence for teachers and school leaders to strengthen mathematics learning through explicit study-skills instruction, structured revision routines, meaningful homework with feedback, and support for effective time management. However, as the study was conducted at a single school, the findings should be interpreted within the context of Tang Central School and should not be generalized to all Bhutanese secondary schools. Further research involving multiple schools is recommended to establish broader evidence on the relationship between study habits and mathematics performance.