Effective Study Methods

Effective Study Methods

Austin Wang

University of California, Santa Barbara

Abstract

The pilot study of this research delved into finding a correlation between study habits, technological hardware as a study tool, and academic success amongst college students’ (N=40) at UC Santa Barbara. Students completed a survey regarding questions about time spent studying, the most ideal part of the day to study, the best time to study in the morning, frequency of study locations, and technology as a study enhancement. These variables were moderated between gender for questions related to time management and technology, and class level to frequency of study locations. Results showed that there was not a connection between the amounts of time spent studying. Also, reviewing class materials in the morning did not lead to earning higher test scores. Technology was found as an effective study aid. Study location was negative in terms of studying in multiple settings. Males were found to study more on average per week than females, but females study more on average than males by day. Upper classmen, especially seniors, were found to study at more locations than juniors and lower classmen, which was significant in finding multiple study locations to effective studying.

Subject Terms: Study habits, time management, study location, technology hardware, univariate analysis, descriptive statistics, bivariate correlation

1. Introduction

Although a large goal is to make new friends, adjusting to the lifestyle change is difficult, especially academically (Baran & Kilic, 2015). Undergraduate college students are constantly figuring out a way to learn new material on a consistent basis. The methods of studying may not be vast, but a few strategies separate from others in terms of effectiveness. Past research indicates that developing unique study habits and time management leads to such success (Yu, 2011). Along with deriving effective study skills, the environment in which to study at is beneficial towards studying (Lei, 2015).  The age of technology allows students to be even more resourceful while studying (Baran & Kilic, 2015). Since this generation is submersed in Internet and computer technology, most students own some form of tablet or laptop to use it for learning (Baran & Kilic, 2015). Students are now able to open notes and documents in the click of a few buttons. Despite the abundance of studying resources, research can still be done in different parts of the world to obtain a cumulative result of different aspects of studying.

Most of the research has been conducted here in the United States; however, there were a few empirical studies done in other countries that discern on the relationship between study skills (time management and study location), the integration of technology, and achieving high exam scores amongst males and females (Meon & Rahim, 2013; Putwain, Sander, & Larkin, 2013). Zimmerman and Pons (1986) found that using more time to study to understand class material was imperative as an independent variable to earning good grades. Applicable research on general study skills did not come into fruition until the 1950’s (Fazal, Hussain, Majoka, & Masood, 2012). Lei (2015) observed qualitatively where students frequented while studying, but did not discern it to benefiting academic achievement. Study habits were researched in regards to either first year college students, graduate students, or between males and females; however, no studies were conducted differentiating between upper class and lower class college students.

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