The Vocational Aspect of Education

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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

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 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 Clearly and definitely true
T Sometimes t r u e - i . e , more true than false
? Cannot make up mind
U More untrue than true
CU 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 per-
mission) 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 approxi-
mately 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
1. Study alone
2. Study without a radio/record player on
3. Study longer
4. Attempt to maintain attention in lectures
5. Prepare and keep to a timetable of evening
study
6. Pay attention to detail in textboks
7. Keep methodical notes
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
Study Habits
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.
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 Birming-
ham.
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. T ? F
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. T* ? F
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. T ? F
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. T ? F
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. T ? F
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. T ? F
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. T ? F
8. I do m y studying alone, very seldom in conjunction with friends. T* ? F
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. T ? F
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. T ? F
11. I d o n ' t get worried or flustered before examinations. T ? F
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. T ? F*
13. I study longer h o u r s t h a n m o s t students o f m y year. T* ? F
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. T ? F
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. T ? F
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. T ? F
18. In lectures I am troubled by f'mding that m y attention is repeatedly wandering, and I have to
force myself to concentrate. T ? F
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. T ? F
20. I worry less a b o u t work than m o s t students in m y year. T ? F*
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. T* ? F
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. T ? F
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. T ? F
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. T ? F
25. If I miss a lecture, I borrow a friend's n o t e s and catch up. T ? F
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 . T ? F
27. I do m o r e work at t h e subject I least like. T ? F
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. T ? F
29. When studying I like to have the radio/record player on. T* ? F
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
104 Study Habits

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. ? F
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. ? F
33. My handwriting is clearer and more legible t h a n most. ? F
34. During an evening's s t u d y I fix definite time schedules for the study o f particular topics. ? F*
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. T ? F
36. 'Quiz sessions' with friends are a good way o f revising. T ? F
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. ? F
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. ? F
39. When studying I tend to work over fixed time periods, e.g. to start and finish on t h e half-hour. ? F
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. ? F
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 . ? F
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 . ? F
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. T ? F
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. T ? F
45. I am a sociable person w h o makes friends easily. T ? F
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. T ? F
47. My handwriting is slower t h a n m o s t people's. T ? F
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. T ? F
49. I find various college 'hand-outs' useful for revision. T ? F
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. T ? F

(Script received: October 1971}