Predictors of Academic Outcomes amongst Secondary Students in Benin City, Nigeria

Background: Adolescent academic performance is shaped by multiple factors, including cognitive abilities, and socio-educational context. Executive functions (EFs) are essential for learning, yet their role in academic outcomes among Nigerian adolescents is poorly studied. This study assessed the influence of executive functions, reading habits, parental education, and school type on Mathematics and English performance among secondary school adolescents in Benin City, Nigeria. Method: A descriptive cross-sectional correlational study was conducted among 550 Senior Secondary School 1 students. Sociodemographic data and daily reading hours were collected using structured questionnaires. Executive functions were assessed with TEXI. Academic performance was measured using end-of-term Mathematics and English scores. Data were analyzed using SPSS version 26.0, employing descriptive statistics, Pearson correlations, and independent t-tests, with significance set at p < 0.05. Results: Participants had a mean age of 15.39 ± 1.29 years; 46.4% were male. Public school students comprised 54.2%.. School type (r = 0.166, p < 0.05), parental education and reading hours (Mathematics: r = 0.118; English: r = 0.108, p < 0.05) significantly correlated with performance, whereas EF subscales did not. Conclusion: Executive functions did not predict academic outcomes. School type and reading habits were key determinants in adolescent achievement.