Exploring study skills among university students in Riyadh, Saudi Arabia

Abstract

Introduction: Study skills are vital for academic performance. This study aims to explore the study skills of the students in Riyadh Elm University (REU), Riyadh, Saudi Arabia and to identify possible correlations of students' study skills with gender, academic level, and/or study field. Materials and Methods: A total of 816 students participated in this study from April 25, 2015 to May 25, 2015. A modified study skills assessment questionnaire of Counseling Centre of Houston University was used in this study. The questionnaire consisted of 32 items distributed in eight domains. The students' responses were recorded on a 4-point Likert scale and the data were analyzed using descriptive statistics, and independent t-test. Results: The obtained responses were 816. The mean score of REU students' total study skills indicated moderate study skills. Good study skills were scored by 213 students (26.10%); moderate study skills by 574 students (70.34%); and poor study skills by 29 students (3.55%). Little variation in the mean study skills because of gender, study field or academic level was found. The highest scores were in domains II and IV (concentration/memory and test strategies/test anxiety) while the least scores were in domains and VII (reading and writing). Statistically significant differences were observed between male and female students in domain VI (motivation/attitude), between dental and nondental students in domains II and V (concentration/memory and organizing/processing information) and between junior and senior students in domains I, III, II, and VI (time management, concentration/memory, study aids/note taking, and motivation/attitude). Conclusion: The majority of REU students employed study skills at a moderate level. It is recommended to design and incorporate study skills educational courses for students in academic curricula.