CHAPTER 18

STUDY TYPES AND HABITS

Kifayat Gambari-Olufadi

Introduction
Effective studying is quite essential for successful learning at the university.
There are usually many courses you take across several semesters, and it is your
performances in the courses that shall cumulate into the class you will attain in the target
Degrees. Interestingly, every course you take involves a myriad of human and material
resources that must be accessed/procured, read, understood and efficiently applied in
problem solving. One problem students have with study is their inability to grasp the
meaning (and appreciate the nature) of study. You cannot give that you do not have,
hence without some insight into what constitutes study you may not be able to engage in
it well. When you have an appropriate view of study, you would know how best to
adjust yourself to it.

Learning Outcomes: At the end of the unit, you should be able to:

(i) Define effective studying.

(ii) Explain the types of study you know.
(iii) Explain study habits.
(iv) Discuss the relationship between study types and study skills.
(v) Explain the role of reading skills in effective study types and habits.
(vi) Distinguish between “skimming” and “Scanning” as learning skills.

Main Content
Meaning and Nature of Studying
Studying here means going about knowledge acquisition methodically, paying
attention to time, organization of learning experiences and the utilization of the
knowledge gained in problem-solving. The entire education process revolves study. No
matter the level, every serious learner has periods of reviewing what he/she has learnt and
preparing for that which will be learnt later. Studying becomes the most serious task
before the university student. The more effectively the student is able to organize his/her
study, the better the learning outcome.
Effective studying has neither beginning nor ending for the university student.
Every situation and experience count for knowledge building at that level. Even
encounters in dreams would seem to be relevant for developing attitude and skills at the
university.
Study Types
The more frequently and persistently the student practices the study types, the greater the
tendency for the skills obtained to become a habit (Grace, 2013). With the right skills,
you can study independently in differing situations and obtain good results.
Classroom Skills
One of the vital skills of studying has to do with the classroom. You need to appreciate
the nature, structure and purpose of the classroom, so that you could learn effectively
from that space. The classroom involves listening and lecturing at the university. Thus,
you should:
• Prepare ahead of lecture.
• Compose yourself in the classroom.
• Listen attentively.
• Note the points emphasized by the lecturer. Such points may become the foci of tests and
examinations.
• Gather the points made by the lecturer and relate them to the facts you already know; you
must avoid prejudice against the new points made by the lecturer.
• Record the lecturer (on tape) if you have the right gadgets, without constituting a
nuisance to fellow students.
Studying Textbook
The textbook is a very import source of learning for the university student. On the
different courses offered across the disciplines, the student must read textual materials of
different front lengths and authors. The structures and linguistic textures of the materials
place considerate thrust on you. In certain situations, you may need to borrow the
textbooks, especially when your library could not procure them, or you lack the fund with
which to purchase personal copies.
Gaining Initial Insight into the Textbook
In order to maximize your gains from a textbook, you need to familiarize yourself with its
key features such as the title, prefatory pages, the major headings, sub-headings and
illustrations. The skill you will apply here is surveying.
Setting Your Purpose
Ahead of surveying the textbook, you must set your purpose for studying. You should
determine the types and quantity of information you require. Purpose setting will prevent
you from attempting to grasp irrelevant details.
Use the SQ3R Method
This is a study strategy five steps involving: survey, question, read, recite, and review.
Survey
As already explained, survey involves you going through the textbook to identify the
sections relevant for your purpose of study. In the process, you reduce the volume of
reading you would do, and stand the chance to preserve your energy for the actual mental
processing of the facts you will encounter in print.
Read
Then read the material with concentration. See if you could locate where answers to
specific questions may be found and underline the places cautiously. As you read
sections, pause to ask questions, and attempt to answer the questions relying on the
knowledge just gained. The more correctly you answer the questions, the more efficient
your reading. While reading, you may:
i make short notes in the margins on pages to summarize points.
ii build an outline of the ideas that you have imbibed from the textbook. Such an outline
may be strengthened by the lectures or discussions you would later engage in.
iii consult sources, such as the dictionary and thesaurus, for meaning.

The study type of reading is known as scanning, while skimming is appropriate for
surveying the text.
The Use of Study Group
 By his nature, man is a gregarious animal, tending to go along with his peers. Studying
can benefit well from this aspect of man’s life. You could organize or join an existing
study group. In doing so, you must be sure that members are focused, friendly and
committed to fellow students that could contribute to the advancement of group goals.
Study group, if properly managed, will:
Study Habits
• Study habit may be considered as the time-tested attitude to, and practice of extracting
information from texts, which include books, journals, notes, social media, and relevant
others. In other words, study habit is formed cautiously, steadily and fairly
unconsciously. Persistent practice of result-oriented learning strategies leads to study
habit.
• Note that no two people are the same. You cannot study and learn the same way as any
other student (or person) on earth. Your own learning preference may never tally with
anyone else’s.
Strategies for Improving Study Habits
You will develop appropriate study habits if you employ good strategies,
including knowing yourself, planning your time well, constantly reminding yourself of
the purpose for your studying, preparing ahead of lectures, taking useful notes, visiting
the library regularly, surfing the Internet suitably, studying in conducive environment,
and engaging in a group discussion. These strategies are:
knowing yourself
plan your time
remember your purpose of study
prepare good notes
organize the place where you study
know the position in which you study best

Summary
Studying means the various steps taken to acquire knowledge by paying attention
to time, organising learning experiences and utilising the knowledge gained in problem-
solving. Studying is therefore a necessity for students.

Self-Assessment Questions
1. What is effective studying?
2. Explain the types of study you know.
3. What are study habits?
4. Discuss the relationship between study types and study skills.
5. Explain the role of reading skills in effective study types and habits.

Tutor Marked Assignment

1. Give any five (5) advantages, and five (5) disadvantage of study group.
2. List the steps you will take in organizing a study group

References
Grace, F. (2013). Would study group improve your grades? Retrieved from
www.about.com. 11/3/2016.
Husain, A. (2000). Developing study habits. Wikipedia, the free encyclopedia.
Knight, T.O. (1993). Study strategies for college. USA: Richard D. Irwin, Inc.

Further Reading

Olajide, S.B. (2009). Types of reading. In V.A. Alabi, & S.T. Babatunde (eds.), The use
of English in higher education (pp. 43-52). Ilorin: University of Ilorin, General
Studies Division.
Olajide, S.B. (2010). Linking reading and writing in the ESL classroom for national
reconstruction. International Education Studies, 3 (3), 195 - 200.
Online: http://ccsenet.org/journal/in dex.php/ies/article/viewFile/5889/466.
Olajide, S.B. (2018). Employing the cognitive content of student-teachers reading
comprehension performance in Nigerian Colleges of Education. KIU Journal of
Social Sciences, 4(1), 271-278.
Online: http://www.ijhumas.com/ojs/x.php/kiujoss/issue/current. :