In Nigeria, there are so many factors influencing the ability of students to cultivate effective and efficient study habit. (Ozmer 2005) emphasized the importance of environmental influence as a major factor in the development of students studying habit and academic performance.
.NCAA Division I athletic programs are usually the largest and best funded. Many of the student-athletes receive full or partial scholarships. NCAA Division I programs also have high regional, and often high national, visibility. Athletes in these programs face a great deal of public scrutiny. These are usually high-power programs and some of the issues of student-athletes may bring to the sport psychologist includes worries over maintaining scholarships, pressures from coaches, and exposure in the media. NCAA Division I schools are often “pressure cookers” for athletes, especially in the revenue sports of football, basketball and baseball. Many schools also specialize in one or two nonrevenue sports and pressures on athletes in those sports can be substantial.

Working with College Student-Athletes for many students-athletes, starting college brings about substantial psychological change and adjustment (Gould & Finch, 1991). The demands placed on students-athletes (e. g., academic pressures, sport performance, training, travel) usually exceed the demands experienced by non-athlete students. Students-athletes face a variety of developmental issues and have a number of special pressures, including maintaining academic eligibility and staying in compliance with the myriad regulations of NCAA.
Developmental Issues Intercollegiate athletes usually range in age from 17-23. In Eriksonian terms, the developmental tasks they face concern identity and establishing intimate relationship (Erikson, 1968). Many student-athletes identify more with the “athlete” part than with the “student” part. Over identification with the role of athlete may predispose a student-athlete to difficulties in several stages of a college career. .
Special Pressures on Student-Athletes the life of a student-athlete when is in session is often a seemingly never-ending story of getting caught up. It is the rare student-athlete who is well ahead in his or her studies. A certain standard of academic performance is necessary to maintain eligibility. The pressures and demands of academic and athlete performance combined often leave little time for student-athletes to engage in common student activities such as play and socializing.
Academic Performance by their junior year, student-athletes must have earned at least a 2.0 overall grade point average and have passed at least 24 semester units per year to maintain eligibility. At some universities, the student-athletes who do not have the required grade point average must attend study hall, see tutors, or both. A student-athlete’s day might look something like this: classes 9:00am to 1:00, lunch 1:30, practice 2:30 to 5:30, dinner 6:00, study hall 7:00 to 10:00, and maybe more studying at home, later.
Time Management organizing student-athlete’s time is often not a problem. Much of their time is already scheduled. (Pinkney, 1991) made the wise suggestion that some common time-management techniques are not appropriate for many student-athletes. Time management for student-athletes needs to focus not on finding more time but on using the time they have more effectively and efficiently. The area of time management for student-athletes study time is probably a good place to start teaching student-athletes how to use their time more efficiently. (Pinkey, 1991) suggested a variety of techniques such as use of flash cards, short bouts of studying the day between classes, and transferring time-management skills learned in sport to the academic realm such as reframing the academic environment into a long series of competitions (e.g., tests papers). The transfer of training from the playing field can also play a role in common study and performance problems such as test anxiety. This literature is related to the understanding study habits and the needs of the student to achieve a high performance in schools.

According to David miller, zithleman Karen, Committee of teachers offered recommendation to the school board regarding academic climates to increase the academic performance of the district students and there are recommendations that may lead to higher achievements for many. Students learn best in quiet surroundings, student learn best in well lighted areas, difficult subjects are best thought in the morning when students are most alert, room temperature should be maintained at a comfortable sixty-eight to seventy three degrees Fahrenheit to promote learning, eating or drinking while learning should be prohibited, the most appropriate areas including chairs and desk where they spend most of their classroom time regarding a textbook or listening to a lecture is the best way to learn.