The paper examines students’ academic achievement and considers to what extent time management, extra work and active listening in the classroom affect students’ academic success. In terms of methodology, the project starts with the data collection through an online survey of 350 participants. This is followed by data pre-processing chores and feature selection, then Spearman correlation analysis, ANOVA tests, Pearson correlation analysis and Random forest classifier. The first hypothesis is about a positive correlation between academic achievement and students’ time management abilities. The analysis of Spearman’s correlation coefficient showed that such factors as hours of study (0.6242), exam preparation (0.6790), notetaking (0.5440) and others are closely connected and cause high levels of students’ academic performance. The second hypothesis was confirmed by the results of analysis of variance and suggests a positive correlation between academic success and listening to lectures (F-statistic: 65.73, p-value: 2.70e-24), discussion (F-statistic: 63.48, p-value: 1.28e-23) and classroom attendance (F-statistic: 90.53, p-value: 2.55e-31). The third assessed assumption was the effect of more work on academic performance. The hypothesis claimed that there is a negative association between the one produced by the analysis using the Pearson correlation coefficient and the other the Random forest classifier finding an accuracy of 66.67% and an F1 score of 0.6145. It solidifies the understanding that for students to succeed in academic objectives, there is a need to properly handle time and engage actively in lessons and cautiously approach extra work.