1.1 Background of the study

Science is, by its nature, more a way of thinking and an approach for acquiring new knowledge than the accumulation of scientific knowledge and its applications. Science teaching does not necessarily mean the dissemination of scientific information (Azonwu & Ochonma, 2023). A primary objective should be to develop students' rational powers, which constitute the essence of the ability to think. There are certain cognitive abilities associated with science, especially Biology, that students need to develop during their school years (Sherafat & Murthy, 2016). Cognitive abilities such as attention, memory, logic and reasoning, auditory processing, processing speed, and visual processing skills are essential for understanding complex concepts. According to Meyer et al. (2022), cognitive ability comprises various mental processes, including memory, reasoning, problem-solving, and comprehension, that enable individuals to acquire knowledge, apply logic, and make informed decisions. It is a fundamental predictor of how well students can grasp complex concepts, solve problems, and perform effectively in examinations. The cognitive development of a student influences their ability to understand and relate to scientific concepts, making it a crucial factor in academic performance, especially in science subjects like Biology (Kaur & Prajapati, 2022).

Study habits, on the other hand, refer to the strategies, methods, and regular practices that students adopt in their learning process. These habits include time management, note-taking, revision techniques, concentration levels, and self-discipline (Sherafat & Murthy, 2016). Good study habits enable students to organize their learning activities, efficiently manage their time, and stay focused, thereby enhancing their ability to retain information and apply it during assessments (Molla & Mandal, 2023). When students possess effective study habits, they are more likely to experience improved academic outcomes, as they can systematically approach their studies, reduce anxiety, and build confidence in their ability to perform well. Conversely, poor study habits often result in poor academic achievement due to ineffective learning strategies and a lack of consistent study patterns (Prasetyo, Ridlo & Kartijono, 2019).

The interplay between cognitive ability and study habits is a significant factor in determining students' academic achievement, particularly in Senior Secondary School Biology. Biology, being a core science subject, involves a combination of theoretical understanding and practical application of concepts such as cellular biology, genetics, and ecology (Ilma et al., 2020). The complexity of these topics requires students to possess a high level of cognitive ability and effective study habits to master and integrate knowledge effectively. In Nigeria, the performance of secondary school students in Biology has been a concern for educators, parents, and policymakers due to the consistently low pass rates observed in both internal and external examinations such as the West African Senior School Certificate Examination (Owan et al., 2022).

Several studies have suggested that the academic achievement of students in Biology is significantly influenced by their cognitive abilities and the quality of their study habits (Ebele & Olofu, 2017). For instance, students with higher cognitive abilities tend to perform better in science-related subjects due to their enhanced problem-solving skills and capacity for logical reasoning (Shi & Qu, 2022). Similarly, students who adopt effective study habits, such as regular revision and structured study schedules, are more likely to understand and retain complex biological concepts. However, despite the established correlation between cognitive ability, study habits, and academic achievement, many students in Nigeria continue to struggle with Biology, which raises concerns about the adequacy of instructional methods, study strategies, and student support systems in senior secondary schools.

1.2 Statement of the Problem

The academic performance of students in Senior Secondary School Biology in Nigeria has remained consistently low despite various educational reforms and interventions (Ebele & Olofu, 2017). This trend is particularly concerning given the fundamental role of Biology in science education and its importance for students aspiring to pursue careers in health, agriculture, and environmental sciences (Azonwu & Ochonma, 2023). The underlying factors contributing to this poor performance are multifaceted, with inadequate cognitive ability and poor study habits frequently cited as major contributors (Sherafat & Murthy, 2016). Many students lack the cognitive capacity to understand complex biological concepts, which results in difficulties in comprehension, retention, and application of knowledge during assessments (Tikhomirova, Malykh, & Malykh, 2020). Similarly, poor study habits, such as irregular study schedules and ineffective revision techniques, further exacerbate the problem by limiting students’ preparedness and confidence during examinations (Prasetyo, Ridlo, & Kartijono, 2019). This study seeks to investigate the influence of teachers' qualifications, computer skills, and experience on students' academic performance in Biology, focusing on how these variables impact students' understanding and achievement in the subject.

1.3 Objective of the study

The broad objective of the study is to examine cognitive ability and study habit as correlate of student academic achievement on senior secondary school biology. The specific objectives is as follows:

1. Evaluate the relationship between cognitive ability and students’ academic performance in Biology.

2. Examine the influence of study habit on Senior Secondary School students’ academic achievement in Biology.

3. Ascertain the extent poor cognitive ability and poor study habits jointly affect students’ academic performance in Biology.

4. Identify the possible ways of enhancing biology students cognitive ability and study habits for better academic performance in Biology in secondary schools.

1.4 Research Questions

The following questions have been prepared for the study:

1. What is the relationship between cognitive ability and students’ academic performance in Biology?

2. How do study habit influence Senior Secondary School students’ academic achievement in Biology?

3. To what extent do poor cognitive ability and poor study habits jointly influence students’ academic performance in Biology?

4. What are the possible ways of enhancing biology students cognitive ability and study habits for better academic performance in Biology in secondary schools?

1.5 Research Hypothesis

Ho1: There is no significant relationship between cognitive ability and students’ academic performance in Biology.

Ho2: Study habit has no significant influence on Senior Secondary School students’ academic achievement in Biology.

1.6 Significance of the Study

This study will be beneficial to several stakeholders, including educational policymakers, teachers, students, and researchers, by providing insights into the correlation between cognitive ability, study habits, and academic performance in Biology among senior secondary school students in Nigeria. Policymakers will benefit from the findings by gaining a better understanding of how cognitive development and study habits influence academic outcomes. This knowledge will enable them to design policies that incorporate cognitive skill enhancement programs and promote effective study habits, ultimately contributing to improved academic performance in Biology and other science-related subjects.

Teachers will benefit from the study as it will highlight the need for instructional strategies that cater to students' diverse cognitive abilities. The study will also encourage the implementation of teaching methods that not only focus on knowledge dissemination but also foster critical thinking, problem-solving, and other cognitive skills. Additionally, the study will inform teachers on how to guide students in developing effective study habits, which can improve classroom engagement and facilitate better learning experiences.

Students will benefit from the study as it will emphasize the importance of adopting good study habits and enhancing cognitive skills for academic success. The study will provide recommendations on effective study practices that students can employ to improve their understanding of complex Biology concepts and excel in examinations. Furthermore, the findings will motivate students to engage in self-assessment and adopt personalized learning approaches that align with their cognitive strengths and weaknesses.

Researchers and academicians will also find the study beneficial, as it will contribute to the existing body of knowledge on educational psychology and cognitive science. The study’s findings will serve as a reference for future research on the impact of cognitive and behavioral factors on academic performance in science subjects.

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1.7 Scope of the Study

 The scope of this study boarders on cognitive ability and study habit as correlate of student academic achievement on senior secondary school biology. The geographical scope of the study is delimited to some selected senior secondary schools in Yenagoa Local Government Area Of Bayelsa State. 

1.8 Operational Definition of Terms

Biology: A science subject taught at the senior secondary school level in Nigeria that focuses on the study of living organisms, their structure, function, growth, and interactions with the environment.

Cognitive Ability: This connotes the mental capacity of students to understand, analyze, and apply information in learning scenarios. This includes skills such as memory, reasoning, problem-solving, and logical thinking, which are essential for mastering complex subjects like Biology.

Study Habits: The regular practices or strategies that students adopt in their learning process, including time management, note-taking, revision techniques, and concentration. Effective study habits facilitate better retention and application of knowledge.

Academic Achievement: The measurable performance outcomes of students in academic assessments, typically represented by scores or grades in examinations and other evaluative criteria.