The Vocational Aspect of Education ISSN: 0305-7879 (Print) (Online) Journal homepage: http://www.tandfonline.com/loi/rjve19 The study habits of college students Ian Ward To cite this article: Ian Ward (1972) The study habits of college students, The Vocational Aspect of Education, 24:58, 101-104, DOI: 10.1080/03057877280000171 To link to this article: https://doi.org/10.1080/03057877280000171 Published online: 30 Jul 2007. Submit your article to this journal Article views: 15886 Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=rjve20 The Vocational Aspect o f Education (Summer 1972) Volume X X l V No. 58 pp. 101-104 The Study Habits of College Students By IAN WARD School and Institute of Education, University of Liverpool There are a number o f books [ 1 ] on the theme o f 'How to Study': they contain what appear to be eommonsense recommendations relating to the place of study, to quiet study, to the planning of a work programme, to the taking of appropriate rest breaks and so on. There have also been a number of investigations into study habits. Heaton and Weedon [2] used a 35-item test in their examination of study skills. Brown and Holzmann [3] included a 75-point questionnaire in their 'Survey of Study Habits and Attitudes'. Gibbons and Savage[4] used this latter questionnaire in their own investigation. Of much greater value in this country is the study habits inventory designed by MaUeson, Penfold and Sawiris: [5 ] The Study Habits Inventory was based on a whole series of statements about study methods and attitudes derived from personal interviews held with some 20 per cent of the students at the outset of the investigation. A b o u t 90 such statements that seemed to the interviewer (N.M.) to be descriptive and important were constructed. They were divided more or less arbitrarily into two separate questionnaires, and a number of direct negatives, with slightly different wordings, were incorporated so that the two inventories would, to some degree, constitute a reliability check on one another. This study habits inventory was answered by students on a 5 point scale of: CT T ? U CU Clearly and definitely true Sometimes t r u e - i . e , more true than false Cannot make up mind More untrue than true Clearly and definitely untrue The authors were able to obtain a picture of the study habits of a group of medical students. They were also able to factor analyse and to delineate 101 the different sorts of patterns or clusters of study habits and attitudes. However, they did not see their study habits inventory as a fully developed new instrument, but as a first approximation towards such an inventory. The Study Habits Inventory used in the present investigation[6] is a modification (with permission) o f that developed by Malleson, Penfold and Sawiris. Minor modifications to five of the questions brought them from the context of a medical school into the context of a college of education. In addition, the 5-point scale for answers was reduced to a 3-point scale of True, ?, False. Statistical procedures were based on the True/False dichotomy. Students in the second term of their college course met as a group and the purpose of the investigation was explained to them. Students were requested to complete the Study Habits Inventory and were promised information based on the results thereof. From the 325 returned inventories (out o f a total of 362 students) two groups were extracted. A group of 95 'better' students were those who gained a mark of 'B' or better in Education (the only common course) at the end of their first year. A group of 88 'weaker' students were those who obtained a mark 'C' or less on the same course. The chi-squared test was applied and it was found in answers to 13 of the 50 questions the differences between the two groups were significant. In the answers to a number of the questions both groups appeared to follow commonly accepted 'good' study methods; for instance both groups indicated to approximately the same extent that they took short breaks during an evening of study. It was felt that important areas of differences should be reported back to students as a series of implicit recommendations. Subsequently the following information was returned to students. 'On the basis of these answers, it seems that better students are more likely than weaker students to: 102 Study Habits 1. 2. 3. 4. 5. Study alone Study without a radio/record player on Study longer Attempt to maintain attention in lectures Prepare and keep to a timetable of evening study 6. Pay attention to detail in textboks 7. Keep methodical notes 8. Allow adequate time for the preparation of written work, rather than rushing just before it has to be handed in 9. Attempt to relate private study reading to lectures 10. Revise for examinations principally from hand-outs and notes rather than from textbooks. References 1. Guinery, M. (1967). How to Study, London, Allen and Unwin Ltd; Heaton, K. L. and Weedon, V. (1940). The Failing Student, Chicago, Univ. of Chicago Press; James, E. E. (1967). A Student's Guide to Efficient Study, London, Pergammon Press; Mace, C. A. (1963). The Psychology o f Study, London, Pelican; Maddox, H. (1963). How to Study, London, Pan Books. 2. Heaton, K. L. and Weedon. V. ibid. 3. Brown and Holzmann (1953). Survey o f Study Habits and Attitudes. 4. Gibons, R. C. and Savage, R. D. (1965). Intelligence, Study Habits and Personality Factors in Academic Success Durham Research Report, 16, pp. 8-12. 5. Malleson, N., Penfold, D. M. and Sawiris, M. Y. (1968). 'Medical Students' Study: the Way they Work', Brit. J. Med. Educ. Vol. 2, pp. 11-19. 6. Ward, I. (1969). The Apportionment o f Time by College Students, M.Ed., Univ. of Birmingham. IAN WARD 103 A p p e n d i x I. * Answers are the answers o f 'better' students where these differ significantly from the answers o f 'weaker' students. Identification ................... S T U D Y HABITS INVENTORY Below are a series o f s t a t e m e n t s made about studying. Please read each and indicate by circling the appropriate response whether, in y o u r o w n case, the s t a t e m e n t is true or false. If you really cannot m a k e u p your mind, circle the question mark. Please work through quickly, and please answer every item. 1. In ordinary times, w h e n there are no e x a m s close, I find that the a m o u n t o f work I do fluctuates week b y week. 2. Even the smallest detail is valuable; I t h i n k it sensible to try and read the f o o t n o t e s and small type in textbooks. 3. Compared with other students of m y year, I t h i n k m y m e m o r y is better t h a n most. 4. If I sit d o w n for an evening's work it is i m p o r t a n t to have pen and paper with me; I learn largely t h r o u g h c o m m i t t i n g thinks to paper. 5. During an evening's work I prefer to stick to one subject rather t h a n to change about and do two or three. 6. If I hear other s t u d e n t s discussing s o m e t h i n g I k n o w almost nothing about, I often get quite harassed and feel inadequate. 7. As far as general culture is concerned, I think that I am better read t h a n m o s t o f the students in m y year. 8. I do m y studying alone, very seldom in conjunction with friends. 9. I cannot c o m f o r t a b l y pass over a topic w i t h o u t fully understanding it; I work at it, read it up in other t e x t b o o k s or ask someone else until I do u n d e r s t a n d it. 10. I t'md diagrams and illustrations invaluable ie helping me to understand difficult topics; they are often m o r e useful t h a n the text. 11. I d o n ' t get worried or flustered before examinations. 12. When written work h a s to be handed in I find I tend to leave it to the last m i n u t e and then often have to r u s h it. 13. I study longer h o u r s t h a n m o s t students o f m y year. 14. T h e topics I read in textbooks are normally i n d e p e n d e n t of recent lectures: they are m u c h more d e p e n d e n t on where I have got to in m y planned course of study. 15. I d o n ' t keep m y n o t e s very methodically. 16. I find informal 'talking s h o p ' with friends is a valuable source of learning and revision. 17. If I am asked a difficult question that needs s o m e t h o u g h t to recollect, I will normally find the answer in s o m e t h i n g I have seen or done myself, rather than in something I have read. 18. In lectures I am troubled by f'mding that m y attention is repeatedly wandering, and I have to force myself to concentrate. 19. If there is an o p p o r t u n i t y to make some intelligent c o m m e n t or ask some intelligent question so that a m e m b e r o f staff will notice and t h i n k well o f me, I usually do so. 20. I worry less a b o u t work than m o s t students in m y year. 21. I shall work consistently t h r o u g h o u t the course and have it well covered before the e x a m s get too near; I will t h e n be able to take revision steadily. 22. I make several 'breaks' in an evening's study by taking a few m i n u t e s off for a short walk, a cigarette or cup o f coffee etc. 23. I learn best f r o m a short t e x t b o o k that sticks to basic essentials with n o extra. 24. If, during a day's study, I come across one o f two topics I can't u n d e r s t a n d , I d o n ' t let it bother me; in a field o f study as large as teaching y o u can't expect to u n d e r s t a n d everything. 25. If I miss a lecture, I borrow a friend's n o t e s and catch up. 26. I make plans and schedules for study and revision, b u t then I drop behind have to give t h e m up or change t h e m . 27. I do m o r e work at t h e subject I least like. 28. I take ~ough n o t e s in lectures, and then copy t h e m o u t m o r e fully and neatly later. 29. When studying I like to have the radio/record player on. 30. When e x a m s get near I do m y revision principally direct from textbooks rather than from m y notes. T ? F T* T ? ? F F T ? F T ? F T ? F T T* ? ? F F T ? F T T ? ? F F T T* ? ? F* F T ? F T ? F T ? F T ? F T T ? ? F F* T* ? F T T ? ? F F T T ? ? F F T T T T* ? ? ? ? F F F F T ? F Study Habits 104 31. Whether I settle d o w n to an evening's work d e p e n d s on the m o o d I am in w h e n the time comes, rather t h a n on any prior plan or schedule. 32. I wish now I h a d been m o r e methodical and t h o r o u g h in m y note taking earlier in the course. 33. My handwriting is clearer and more legible t h a n most. 34. During an evening's s t u d y I fix definite time schedules for the study o f particular topics. 35. I use a small pocket n o t e b o o k for revising: I can carry it around and look at it at odd m o m e n t s - e . g , queuing, travelling. 36. 'Quiz sessions' with friends are a good way o f revising. 37. Reading the same topic in different t e x t b o o k s only tends to confuse m e ; I like to stick to one account. 38. Getting n o t e s d o w n is for m e the m o s t i m p o r t a n t part o f the lecture. 39. When studying I tend to work over fixed time periods, e.g. to start and finish on t h e half-hour. 40. When working f r o m a textbook I first o f all read the whole section t h r o u g h quickly to get a general picture, a n d then go through again for the details and to work o u t the bits I haven't understood. 41. I help myself r e m e m b e r things b u t using m n e m o n i c s . 42. When actually in the e x a m room, m y apprehension diminishes, I am evem s o m e w h a t hyper efficient, responding to the challenge o f the e x a m . 43. If I like a m e m b e r o f staff, and find his personality agreeable, it is easier to learn from him even if his actual lecturing or teaching isn't all that good. 44. In terms of general academic ability I am probably below the average o f s t u d e n t s in m y year. 45. I am a sociable person w h o makes friends easily. 46. I d o n ' t really work m u c h from m y notes; it w o u l d n ' t m a t t e r greatly if I lost t h e m all. 47. My handwriting is slower t h a n m o s t people's. 48. As e x a m s get nearer, I m a k e a precis o f m y n o t e s and textbooks as an aid to last m i n u t e revision. 49. I find various college 'hand-outs' useful for revision. 50. I learn some things by rote, going over and over t h e m until I k n o w t h e m by heart. (Script received: October 1971} T T ? ? ? ? F F F F* ? ? F F ? ? ? F F F ? ? F F ? F T T T T T ? ? ? ? ? T T T ? F ? F ? F F F F F F