How Students Study

With a recognition that student studying and learning practices and habits are changing, Wiley undertook research to better understand students as users of the course materials we publish, including general life issues impacting their school experiences, the emotional aspect of studying and learning and students’ actual studying learning practices.

In March 2009, Wiley conducted 70 one-on-one interviews with students at 2- and 4-year schools, at all levels and across multiple disciplines. The focus of the research was twofold:

  • Explore the decision-making process for whether to purchase and/or use the textbook, recommended course materials and any other materials that students may choose to use or not to use; and
  • Learn about students’ study habits and their interaction with content.

Decision-making Process

For the majority of students the decision-making process around the purchase of materials is about risk mitigation and making tradeoffs, i.e., getting the “right” materials on time and for the best price (if possible).

A critical first step in the decision-making process is getting instructor confirmation that the materials (text, supplements, technology) will be used. Students want professor endorsement; they want to hear directly from the professor and will typically wait for the first class session for confirmation.

Studying & Learning

Like other things in life, students want their study sessions to be efficient and they want ways to best maximize the resources that are available. Again, the theme of professor endorsement is strong. Students want study paths that are professor-endorsed so they know they are studying the “right” material—material that if learned should help them get the grade they want to get and material that is worth their time to use.

Though we often hear that students don’t read, we heard from students that they try to read and that they do read but often can’t determine which material they should focus on. They want to learn and succeed but studying is a process that some have not mastered.

Given this lack of mastery, the uncertainty students feel about their ability to learn and their desire to be efficient, studying is filled with negative emotions. In particular,

  • Study sessions often begin and end with anxiety.
  • Study sessions are a collection of activities, sometimes with little structure.
  • Students don’t have a clear sense that their study sessions have ended satisfactorily or will produce results.

For students who have confidence in their ability to study and learn, they derive satisfaction from learning and are more likely to engage with their materials. They are adept at several things that make them successful, including:

  • Creating an initial study plan (prioritizing concepts to learn);
  • Constantly engaging in self monitoring (quizzes, recall);
  • Reorganizing priorities to focus on weak points;
  • Being resourceful when stuck (asking professors, tutors, learning centers, classmates, online search);
  • Combining different tools (online, non-required documents);
  • Finding ways to go beyond “what the teacher assigns” so they can practice; and
  • Using distractions as rewards or breaks.

To learn more about how you can partner with Wiley to most effectively engage your students and equip them with tools that will give them confidence in their ability to succeed in your course, contact your local sales representative.