How do Students Really Study and Does it Matter

1
How do Students Really Study (and Does it
Matter)?
ABSTRACT
Are specific study techniques better than others?
We asked 236 introductory psychology students to
list how they studied and then correlated their
scores with their techniques. Four techniques
(memorizing, using examples, reading the text,
and self-testing) related to better exam scores.
Listening to music, watching television, and
using email while studying were detrimental to
exam scores.
Christina Tosh, Regan A. R. Gurung, Heidi Rose,
Jessica Peterson University of Wisconsin, Green
Bay
METHOD
In this study, 236 introductory psychology
students identified which of 11 study methods
they used (e.g., memorizing text, reviewing
figures or highlighted material in the text,
testing self-knowledge, rewriting notes, taking
notes on the text, mnemonics, studying with
friends). The students were primarily 1st
semester freshman (82). In addition, 7 were
second year students, 4 3rd year and 7 seniors.
This survey was completed during the final exam
period.
INTRODUCTION
Good study habits are critical to successful
learning (Al-Hilawani Sartawi, 1997 Barnett,
1997 Gettinger Seibert 2002 Rittschof
Griffin, 2001). That said, are there particular
study habits that are better than others?
Study techniques can be separated into four
categories repetition-based, cognitive based,
procedural and meta-cognitive (Gettinger
Seibert , 2002). For example, cognitive based
studying which includes engaging in appropriate
comprehension of information which is learned,
meta-cognitive skills involve the ability to
plan, implement, monitor, and evaluate studying
tactics, and procedural study skills involve time
management, organization, and scheduling study
routines. Some research suggests that the types
of study techniques that a student uses have an
effect on exam performance (Bol, Warkentin,
Nunnery, OConnell, 1999). Others suggest that
there is no one style that is useful for
everyone, and that a repertoire of techniques is
best (Hadwin Winne, 2003). The results are
mixed. No significant relationship was found to
connect surface-processing strategies (e.g.
memorizing facts, definitions, etc.) to students
exam scores), but procedural/organizational based
skills (organization of time) and
metacognitive-based skills (thinking about how
long to study and which techniques to use) showed
a positive correlation to test scores (Elliot et
al., 1999). Strage et al. (2002) found that
students who achieved better grades reported
completing reading assignments before coming to
class. Additionally, taking notes while reading
course material and taking good notes while in
class correlated with higher grades. This study
expands on these findings to provide a more
detailed picture of how students study.
RESULTS DISCUSSION
Results provide a detailed picture of what our
students do when they study and empirical support
for many anecdotal beliefs. Although memorizing
of the text and notes were the most commonly used
methods, many other methods were commonly used as
well. Not surprisingly, memorizing notes and
testing ones knowledge showed the strongest
relationships to exam scores. Reading the
textbook and using examples were also
significant. Although instructors urge students
to take notes from the book, use self-tests, or
study with a friend, data shows that students do
not use these techniques very often. How a
student prepares for the test can be a crucial
element in his/her achievement. Common
distractions during study time, including
television, music, and email/instant messaging,
should be reduced or eliminated in an attempt to
improve exam performance. Since missing class
showed a significant relationship with exam
scores, students should be encouraged to attend
class on a regular basis for optimal achievement.

Hours Spent () How Study Technique (Listed in
order of use) 0 1 1-2 2-3 gt3 Often _______________
__________________________________________________
_________________________________________________
1 18 32 26 16 4.01 Read your notes
4 23 34 20 11 3.37 Read the text 13 41 23 10 3 3
.33 Think of mnemonic devises (like remembering
CANOE for personality traits) 10 28 32 14 8 3.25
Re-write notes and/or skim notes 8 34 35 11 2 3.15
Review highlighted information from
text 9 36 31 13 4 3.11 Memorize definitions
through repetition (e.g., studying boldface
words, flashcards, etc.) 8 51 24 7 1 2.96 Review
figures and tables in text 16 43 23 9 2 2.89 Make
up examples to understand material, incorporate
materials into everyday life 23 42 19 6 2 2.62 Us
e concept checks, chapter-end-questions to test
your knowledge (i.e., not just study
answers). 39 38 14 8 1 2.18 Take notes from the
book 43 29 18 8 2 2.07 Study with a friend
(make examples up for terms and have them answer,
etc.) ____________________________________________
__________________________________________________
____________________   Note How often each
technique was used measured on a 5 point scale
(1 Never 5All the Time). Hours spent studying
per chapter.  
Presented at the 2004 American Psychological
Societys Annual Conference. Chicago, IL.
Email gurungr_at_uwgb.edu for a copy.