Your study habits are not up to par. What could you do to improve your performance in class or on exams? Students often realize that the study habits they used in high school are not very useful for college. It is understandable because college is very different from high school. Professors are less involved in the classroom, classes are larger, exams are more important, reading is intense, and classes are more rigorous. It does not mean you are doing something wrong; you need to improve your study skills. Many effective, active study strategies have been proven to work in college classes.
This document offers several tips for effective study. These tips will allow you to learn the course material more efficiently and effectively if you incorporate them into your normal study routine. Try them out and see which ones work best for you.
Reading is not the same as studying.
Reading and rereading notes or texts is not active engagement in the material. Rereading notes is all it takes. Studying is more than just ‘doing the readings’ for class. This is just doing the readings for class. Rereading can lead to forgetting quickly.
Active engagement is the process of constructing meaning from text that involves making connections to lectures, forming examples, and regulating your learning (Davis, 2007). Active engagement is the process that involves constructing meaning out of text. It includes making connections with lectures, creating examples, and regulating one’s learning. Active studying is not highlighting, underlining, or memorization by rote. These activities can keep you focused, but they do not constitute active learning techniques. They are also weakly linked to better learning (Mackenzie, 1994).
Active learning ideas include:
- Create a topic-based study guide. Write complete answers to questions and problems. Create your quiz.
- Be a teacher. As if you were a teacher, read the information out loud in your own words.
- Use examples from your own experience.
- Use concept maps and diagrams to explain the material.
- Create symbols to represent concepts.
- Figure out the main ideas for non-technical courses (e.g. English, History, Psychology) so that you can compare, explain and re-evaluate.
- Work the problems in technical classes and explain how they work.
- Study by defining the question, the evidence and the conclusion. What evidence do they provide? What is the conclusion of their argument?
Planning and organization will enable you to study actively for your classes. When preparing for a test or exam, it is best to organize your materials by topic before you begin active review. Subtopics are often included in the syllabus. You can use them to manage your materials. Gather all the materials related to a particular topic, for example (e.g. PowerPoint notes, notes from a textbook, articles, assignments, etc.). Please put them in a pile. Each pile should be labelled with the subject and then studied by topic.
Check out our tips on metacognition for more information about the principle of active learning.
Understanding the Study Cycle
Frank Christ’s Study Cycle breaks down different aspects of studying into previewing (preparation), attending class (attendance), reviewing, researching and checking to understand. While each step might seem obvious, students often try to cut corners and miss out on opportunities for learning. You may decide to skip readings before class because your professor will cover the same material during class. This is a mistake that can lead to missed opportunities to learn using different modes of learning (reading and hearing) as well as to reap the benefits of repetition and distributed practice. It is important to understand the value of each stage of this cycle in order to maximize your learning.
Spreading out is good.
The “distributed approach” is one of the most effective learning strategies. It involves spreading out your study over short periods over days or weeks. It is best to spend a few minutes on each class daily. You will spend the same amount of time studying as you would in two or three marathon sessions at the library, but you will retain more information over the long term. This will lead to an A grade on your final. It is not about how long you study but how well you use your time. Long study sessions can lead to a lack of concentration and, therefore, a loss of learning and memory.
You need to be able to control your schedule if you want the study sessions spread over several days or weeks. Keep a daily list of tasks that you need to accomplish. This will allow you to schedule regular active study sessions for each class. Each day, try to complete a task for each class. You should be realistic about how much time you will spend on each task. Do not list more functions than you can complete in a day.
You can do math problems every day rather than cramming them all in an hour before class. You can spend 15 to 20 minutes a day studying the notes for your history class. Your studying time will remain the same, but you will be preparing not only for one class but for all your classes. This will allow you to focus on your work and stay organized.
Procrastination can be avoided by spacing out your work. Instead of having to deal with the dreaded task for four hours on Monday, you could face it for 30 minutes every day. It is more likely that a shorter and more consistent period will be acceptable to complete a project. This also reduces the likelihood that it will be delayed until the last moment. If you need to memorize information for class (names and dates, formulas), make flashcards and review them throughout the day rather than in one long session. (Wissman & Rawson, 2012). For more information, see our handout about memorization techniques.
It is good to be intense.
All studying is not created equal. If you study intensively, you will achieve more. You can get more done in a short time with intensive study sessions. Shorter and more intensive study sessions are more efficient than long-term studying.
One of the most effective study strategies is to spread out your studying across multiple sessions. (Newport 2007). Active studying strategies can be included in intensive study sessions lasting 30 minutes or 45 minutes. Self-testing, for example, is an active strategy to improve the efficiency and intensity of learning. Self-testing for hours at a time is likely to make you lose focus and distractible.
If you decide to test yourself for 45 minutes and then take a short break, you are likely to maintain your focus and retain the material. Shorter and more intense sessions are likely to put you under the pressure required to avoid procrastination.
Silence is not golden.
Find the best place to study. You may not want to study in the silence of a bookshop. Consider what kind of noise is best for you. You may find that background noise helps you focus better. Others find it distracting to listen to classical music when studying, but others enjoy listening. It is important to note that the quiet of a library can be as distracting or more than the noise in a gym. If you find silence distracting but prefer to study at the library, then try the first and second floors, where there is more background noise.
Active studying often involves speaking the material out loud.
Problems are your friend.
For technical courses (e.g. math, economics), it is important to work and rework problems. Explain the steps and the reasons why the issues work.
It is more important in technical courses to solve problems than to read the text. (Newport 2007). Write down the details of the issues that the professor demonstrates in class. You can ask questions and annotate the steps if you are confused. Record the question (even if the steps are missed) and the answer.
Prepare for the test by assembling a list of problems taken from course materials and lectures. Work out the issues, and then explain how and why the solutions work (Carrier, 2003).
Consider multitasking
Research shows that multitasking is inefficient and can actually negatively impact results (Junco, 2012).
To study smarter and not harder, it is important to remove distractions from your study sessions. Social media, web surfing, gaming, texting etc. If you let them, they will have a negative impact on your study sessions! Multitasking, such as reading texts while studying, increases the time required to learn the material and reduces the quality of learning (Junco, 2012).
You can focus on your studies better if you eliminate distractions. Do not use your computer if you do not need it for homework. Set limits to the time you spend on certain websites during the day using apps. Turn off your phone. Take a break from studying to use social media (but be sure to time it right!) For more information, see our handout about managing technology.
Change your settings
Change your study space if it is no longer working for you.
When and where do you learn best? You may not be as focused at 10:00 pm. It may be that your focus at 10:00 pm is less sharp than it was at 10:00 am. You may be more productive in a study lounge or a coffee shop with background music. You may fall asleep while you are studying in your bed.
You should have a range of study areas on and around the campus. You can then find the perfect spot to study wherever you may be. You may find that after a while, your study spot will no longer be a good one. It is time to move on!
Be a teacher
You can do this in a study group, with a partner or on your own. This can be done in a group study, with a partner or by yourself. You will be able to identify areas where you need clarification and more information by reading the material out loud. This will also help you remember the information. Use examples to explain the material and connect concepts (just like a teacher). You can do this while holding your notes. You may initially need to use your notes to explain the material. However, eventually, you will be able to teach the material without them.
Create a quiz to help you think like your professor. What is your professor trying to teach you? It is very effective to quiz yourself. Create a study guide that you can carry with you to review questions and answers throughout the day. You can quiz yourself only on the questions you do not know. Your answers should be spoken out loud. You will be able to remember the information better and correct any mistakes. Do the sample problems for technical courses and explain the steps you took to get from the question or answer to the solution. Re-do any issues you have trouble with. This method of learning actively engages the brain, which will improve your memory.
Take control of your Calendar
You can achieve your goals by controlling your schedule and distractions.
You will be able to complete your homework and assignments if you have control over your Calendar. Here are some steps you can take to get control of your Calendar.
- Plan your weekly schedule on the same day every week (perhaps Saturday mornings or Sunday evenings).
- Write down your goals for each class.
- Calculate the number of hours required to complete your task.
- You can use this time to determine if you are able to complete your list. You may want to include the time required to complete each task. Adjust as necessary. If you discover that you need more time to finish your work than what you have available to you, you may want to prioritize your readings. It is not necessary to complete all the readings. Your readings will be determined by what you are taught in class. The class’s favourite source should be used to read and note all assignments. It could be a textbook or reading that addresses the topic of the day. It is possible to skim through supplementary readings.
- Plan your assignments.
- Before you go to sleep, make a plan for tomorrow. You will be more productive if you wake up each morning with a plan.
For more information on how to use calendars for time management, see our handout on Calendars and College.
Use Downtime to Your Advantage.
Beware of “easy” weeks. It is the calm before the storm. The lighter work week is a good time to get ahead with work or start large projects. You can use the extra time to complete assignments, start large projects or write papers. Even if there is nothing due, you should still plan to spend time on each class. It is better to work on each class every day. Spreading out the time over six days, or 30 minutes per class per day, will result in three hours of work per week. This is better than trying to cram it all into one three-hour session. Use the 30 minutes you save to start a new project or get ahead if you have already completed the class work.
Make the most of your resources.
You can schedule an appointment with a coach to discuss how you will implement the strategies in this guide.
