Insights into Study Strategies and Habits: A Study with Undergraduate Students in Spain and the U.K.

Abstract

The approach that students take in their studies at university is critical not only for their academic success but is equally important in life-long learning for their career and professional development. Cognitive science has demonstrated that retesting oneself on material when learning enhances and promotes greater retention of knowledge compared to rereading the material. Learning that is spaced out over multiple study sessions also allows for greater retention of knowledge in the longer-term compared to "cramming" of information. A survey study with firstand second-year undergraduate students (n = 135) at a university in Spain and in the U.K. was carried out to investigate the study strategies and habits prevalent in these cohorts and to explore the extent of their metacognitive awareness. It was found that most students endorsed self-testing but also suboptimal study methods such as rereading, copying notes, and cramming. There was evidence of differences between the U.K. and Spain in relation to decisions for prioritizing studying, returning to review course material, and time of study. A key conclusion is the need to embed and emphasize effective strategies for learning into curricula and for faculty to have metacognitive awareness in their teaching.

What does it mean to prepare for class? A case study on students’ study habits in a nursing educational programme

“…Research on effective study strategies has a long history (Hattie, Biggs and Purdie, 1996;Fleming, 2002) and there is no universal study pattern that suits all students. However, there is limited research on how students actually study and prepare for class (Tomes, Wasylkiw and Mockler, 2011;Boevé et al, 2016;Fergus et al, 2021;Gurung et al, 2022;Blasiman, Dunlosky and Rawson et al, 2017), despite the crucial role of study habits in students' learning progress and academic success (Lorås et al, 2021).…”

“…In a survey study by Fergus et al (2021) the temporal element of students' preparation process was examined by comparing undergraduate students in Spain and the UK. The study revealed differences in their study strategies and habits, particularly regarding the actual time of study and opinions on the most effective time for studying.…”

“…Most students from Spain reported studying most in the evening (62.7%), while UK students studied predominantly in the evening (49.4%) and late at night (48.2%). Interestingly, Spanish students believed the evening was the most effective time for studying, while UK students believed the morning was most effective, despite only 24.1% studying during that time (Fergus et al, 2021).…”

Ungrading in organic chemistry: students assessing themselves and reflecting on their learning

“…Students spend time outside of class on their coursework, but it is the quality and focus of that study time, like the use of self-testing, that is typically positively associated with grade outcomes (Hartwig and Dunlosky, 2012;Fergus, 2022). Students may understand that higher quality studying leads to better grade outcomes, but they don't always know how to implement it (Tomes et al, 2011;Fergus et al, 2021;Carpenter et al, 2024). To help students better assess their own learning, we must take a more meaningful approach to how instructors assess their learning.…”