Study time is defined as the hours a student invests in completing the learning and

assessment tasks associated with a particular study program or segment. The three
indicators for study time are students' grades, the total number of individuals
studying the subjects, and the time spent in the classroom, as per OECD (2020).
Motivation for study, coupled with demonstrated study skills, exhibited the most
noteworthy correlations with both overall grade point average and individual
course grades. Moreover, Crede and Nathan's (2008) research at the University of
Wisconsin underscored that study time, aptitude, and attitude inventories compete
with standardized tests and previous grades as influential factors in determining
academic performance.
The duration students spend in educational settings and the time devoted to
instruction in specific subjects have been topics of contention and concern within
education policy and practitioner communities (McMurrer 2008; National
Academy of Education 2009). The importance of instructional time in influencing
student learning was highlighted in an early and foundational assessment of
research by Berliner in 1990. However, studying instructional time poses
challenges due to variations in how time is utilized. For instance, students' active
engagement with instructional materials and learning from them differs from
allocated time, which represents the time set aside by schools or teachers for
specific subject instruction (Berliner 1990). Researchers have agreed that, despite
the difficulties in examining instructional time in its various manifestations, it is
crucial to assess the duration of exposure children in different grades have to
specific courses (Coates 2003; Lanahan, Princiotta, and Enyeart 2006; Long 2014;
Morton and Dalton 2007; Perie, Baker, and Bobbitt 1997).
The science shows that you should be studying 3 to 4 hours a day to get the best
results. Studying for 3 to 4 hours a day is the best number as it is realistic without
being too small to actually get the work done. It has also been shown that this
period of time allows your brain to work at full capacity without burning it out.
Research shows that studying for 50% of the day is far too long and is not going to
yield the results that you are looking for. Backing this discovery, Awolabi (1996)
highlights a substantial distinction between a thirty-minute and a one-hour study
duration concerning students' academic performance. He argues that a study time
of thirty minutes lacks a focus on academic performance and often results in
subpar examination grades. Awolabi suggests that a student's academic
performance is elucidated by a combination of study time and other contributing
factors across various courses.
Similarly, Adeyemo (2005) expresses the view that study time is a systematic
activity extending beyond mere recreational reading. To graduate with a
commendable grade, a student must engage with their study materials with
comprehension, necessitating a more substantial time investment. In a similar vein,
Kunal (2008) observes that students achieving notable success in their chosen
careers tend to allocate longer durations to their studies. The assertion is made on a
website that individuals applying these principles across all courses consistently
emerge successful. Therefore, it becomes imperative for students to cultivate
effective study habits for understanding the time required to comprehend their
course material. Supporting this perspective, Dika (2002) concurs that a student's
grades serve as a primary indicator of their learning effort. High grades or
exceptional marks suggest diligent study, while lower grades imply a
comparatively lesser investment of time in learning. However, it is acknowledged
that multiple factors, including gender, IQ, study habits, and study time,
collectively contribute to academic grades, as revealed by various studies.

http://www.oecd.org/economic-outlook/june-2020
https://www.scribd.com/document/406992096/The-Correlation-between-time-
spent-in-studying-and-academic-achievement
https://files.eric.ed.gov/fulltext/EJ1067747.pdf https://www.thinkimpact.com/how-
many-hours-should-you-study-a-day/ https://nces.ed.gov/pubs2017/2017076.pdf
https://files.eric.ed.gov/fulltext/ED537669.pdf