Abstract:

The research investigates gender-based variations in study habits and academic motivation among Nigerian secondary school students from Ekiti State. The research used a descriptive survey design to study 450 students who were randomly chosen from 15 public and private secondary schools through stratified sampling. The Study Habits Inventory (SHI) and Academic Motivation Scale (AMS) served as standardized tools to collect data for this research. The analysis used SPSS 25 to perform descriptive statistics along with independent sample t-tests and Pearson’s correlation analyses. The study showed that female students performed better in study habits and demonstrated higher academic motivation than male students. Study habits showed a positive and statistically significant relationship with academic motivation for both genders, but the correlation was stronger among female students. The research demonstrates the necessity of developing gender-specific educational approaches through separate motivational approaches and teaching methods that welcome all students. The research demonstrates that gender-based academic behavior disparities need attention to achieve educational equality and provides actionable guidance for educators and counselors together with policymakers.