Study habits of Nigerian university students

'(

Love M. Nneji
Nigerian Educational Research & Development Council, Abuja, Nigeria.
[email protected]

Abstract: The purpose of this study is to investigate the study habits of university
students in Nigeria. The sample consists of 441 education students chosen from
four federally owned universities in Nigeria. They responded to a 35 item (3 –
point scale) questionnaire which elicited students’ study habits. Time put into
studies, method used in studying and contents of studies were used as the frame of
reference for measuring study habits. Descriptive analysis of data showed that
students put some reasonable length of time into reading; some students used
memorization technique; majority of the students depended on their course hand-
outs or lecture notes as the main sources of information and read mostly for the
purpose of passing examinations or tests. They read to absorb information as
given by their lecturers and not necessarily to search for new or additional
information. It was concluded that although university students in Nigeria read
mostly for the purpose of passing examinations and they do not seem to pursue
their studies correctly and thoroughly, they were found to be diligent. Some
recommendations were made as to how to make university education in Nigeria
more beneficial.
Keywords: Undergraduates' study habits.

Introduction
Like any other country of the world, university education is one of the types of education
given after secondary school education. University education is for duration of between four
and six years depending on the course being offered by the students. For example it takes an
average education, science or social science student a minimum of four years to complete the
course after secondary education, whereas for medical students it takes a minimum of six
years. As enunciated in the national policy on education, one of the goals of university
education is to acquire both physical and intellectual skills which will enable individuals to be
self-reliant and useful members of the society” (FME, 1998). And Fonlon (1978) contends
that the hallmark of studies in the university lies in their “quantity, quality … and their
intrinsic organisation”. He describes intrinsic organisation as “a body of knowledge that is
scientifically and philosophically built up into a coherent system”. In this paper, intrinsic
organisation stands for internalisation of knowledge. In university studies, while the aspects
of quality and quantity are institutionally controlled, intrinsic organisation is largely
dependent on the students. The students are charged with the responsibility of knowing their
purpose for university education and adopting strategies that will lead to that purpose. If the
purpose is right and legitimate, then the strategies must include study habits that promote
internalisation of knowledge.
However, university education in Nigeria has been bedeviled by a number of factors. These
factors include frequent campus unrest, strikes, political and socio-economic distractions and

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more. The extent to which these factors have affected university education in Nigeria cannot
be easily explicated in a study of this nature. But it can be said that these factors either act
singly or jointly to account for students’ disposition or readiness to respond to intellectual
challenges demanded by university education. It may therefore be of interest to find out
whether university students in Nigeria adopt study habits that promote internalisation of
knowledge.

Study habits are learning tendencies that enable students work privately. Azikiwe (1998)
describes study habit as “the adopted way and manner a student plans his private readings,
after classroom learning so as to attain mastery of the subject”. According to her, “good study
habits are good asset to learners because they (habits) assist students to attain mastery in areas
of specialisation anal consequent excellent performance, while the opposite constitute
constraints to learning and achievement leading to failure”. Some researchers (Ikegbunam,
1998; Ikeotuonye and Bashmir, 1986; and Denga, 1982) point to poor study habits as one of
the major causes of poor academic performances among Nigerian university students. Other
researchers (Okonkwo, 1993; Gilmery, 1990; Fayley, 1989; Udom, 1987; Bakare, 1977; and
Khan, 1975) agree that good study habits have positive effects on performance. Akinboye in
Ikegbunam (1998) identified ‘making of study time-table’ as one of the study ‘skills’ for
students.

The main thrust of this study is to examine the study habits of university students in Nigeria
using ‘time put into studies’, ‘method used in studying’ and ‘contents of studies’ as the frame
of reference. Nneji (1998) carried out a case study using the above indicators with the
University of Lagos and found out that the study habits of students do not promote intrinsic
organisation of knowledge. The pertinent question now is, will the replication and extension
of the case study to include other Nigerian universities make a difference in the findings? In
other words, can the findings of the case study be generalized for university students in
Nigeria? It is therefore the author’s purpose to find answer to this question.

Limitation
Although data collection was segregated for gender and class level, data analysis and results
presentation have not been segregated along these variables.

Method
The sample for the study was drawn from four Nigerian universities. These universities are:
University of Nigeria, Nsukka (UNN); Ahmadu Bello University (ABU), Zaria; Obafemi
Awolowo University (OAU), Ile-Ife; and University of Lagos, Lagos (UNILAG). The
universities were chosen because they are the first generation universities in Nigeria,
established between 1960 and 1962, owned by the Federal Government of Nigeria and thus
have the most experienced and qualified lecturers. Moreover, they could effectively serve as
representative of the younger universities in terms of wider coverage of courses, study
facilities and geo-political spread. A total of four hundred and forty-one students (81 males,
360 females) drawn from the faculty/Institution of Education in the selected universities were
involved in the study. The students were all Nigerians in their 200 – 400 levels (second –
fourth years).

A 35 item (3 – point scale) questionnaire was used to elicit the study habits of the sample. The
questionnaire focused on three selected indicators of study habits. (Time, Method and
Contents). Each indicator however, had sub-indicators that were used to draw up the stems
for questionnaire items as follows:

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Study habit Sub-Indicators Stems
Indicators
Timing Period When most serious studies take place:
whether at weekends; weekdays; day-release
(free period).
Duration Average length of time spent on each study
time: less than one hour; 1-2 hours; 2-4 hours
4-6 hours; or/and more than 6 hours.
Method Technique How assimilation is best achieved:
summarisation; self test; memorisation; or
whole reading
Planning The guide to what is read: Use of study
timetable, reading choice subjects; reading
pressing or other subjects.
Place Where studies are mostly done: In the library;
classrooms; hostel (rooms) or in transit
(transport)
Contents What read Materials read: Whether textbooks, lecture
handouts, lecture notes, or periodicals.
Purpose Reasons for studies: Whether to search for
new information; confirm given information,
absorb given information; solve problems
(assignments) or leisure.
Drive The main drive for studies: To pass
examinations, tests, or personal knowledge.

Table 1: Selected Indicators of Study Habits

In developing the questionnaire, the first draft of the items was written by the author. This
draft was given to three experts in students’ learning to rate the validity of the items. The
experts worked independently. Their comments were used to write the second draft of the
questionnaire. In doing so, items that had at least 2/3 agreement were retained, some were
modified while others were completely replaced.

The second draft was tested twice on a sample from a university that was not involved in the
main study (3 months internal). This was later adjusted to produce the final version: Study
Habits Questionnaires (SHQ) – see sample items in Figure 1.

The inter-rate validity and test-retest reliability coefficients were computed at 0.07 and 0.75
respectively. Questionnaires were administered directly on the students during their normal
lectures in their respective institutions. All retrieved questionnaires were scrutinized for
response validity and usability.

Usability was determined by the success of at least 75% of the items in the Questionnaires to
the inbuilt test of response reliability using the 3-point scale of responses. Respondents were
to indicate how each of the items reflected in their study habits using the words “Mostly”
“Occasionally” or “only”.

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SHQ SAMPLE ITEMS
The statements on the left side indicate habits that students adopt in their private learning. On the right
side are the response options that reflect how the statements apply to students’ private learning
characteristics.

You are to study the statements on the left and place a tick () on just one of the options that agrees
with what you actually do.

Example in item one, tick () on

- ‘mostly’ if you do your serious studies mainly at weekends;
- ‘occasionally’ if you do your serious studies sometimes at weekends and;
- ‘only’ if you do your serious studies at weekends alone.
Tick ()
S/N STATEMENT OF HABITS MOSTLY OCCASIONALLY ONLY
1. I do my serious studies at weekends

2. I do my serious studies at weekdays.

11. I assimilate best through summerisation.

14. I assimilate best through whole reading i.e.

reading the whole text verbatim.

15. I use timetable to plan my studies.

16. I read choice subjects i.e. subjects that I like

best
17.
I read subjects that are pressing for
examination i.e. subjects that are slated for
33. examinations or test.

35. I read for examinations

I read for personal learning.

Figure 1: Sample items

Example: In item I;
I do my serious studies at weekends (mostly, occasionally, only). In this item the respondent
is expected to place a tick (
) on
i) ‘Mostly’ if his/her serious studies are done mainly or often at weekends.
ii) ‘Occasionally’ if his/her serious studies are done sometimes but not often at weekends.
iii) ‘Only’ if his/her serious studies are done (exclusively) at weekends alone.
This strategy helped to weed off frivolous responses. For instance, it would be frivolous for a
respondent to indicate ‘only’ for reading at weekends and also for reading at weekdays in the
next item. The responses adjudged reliable were then computed for analysis. Study habits
were indicated through response frequencies to items attached to each sub-indicator.

Results
The results indicated that 35% of the respondents read mostly at weekends while 65% read
mostly during the weekdays. Again, 60% indicated that they read mostly at night, 32% early
morning and 8% during their free time in the day (day-release). For duration of study, half
the sample (50%) read mostly for two to four hours, 20% read for just 2-4 hours while no
student read for less than one hour.

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On method used for studying, majority (40%) of the respondents adopted the technique of
‘whole reading’ (reading the whole text verbatim) for assimilation of knowledge, 29% still
adopted the old memorisation technique, 25% summarised while only 6% used self-testing.
Only 8% planned their reading to cover all subjects by using the ‘time-table’ most of the time,
21% read choice subjects (subject liked best), while 71% read subjects that needed immediate
attention (for tests, assignments or examinations). Also 45% preferred to read mostly in the
classroom, 37% read in their rooms, only 15% made use of library facilities and even 3%
claimed they could read while in buses, or cars to and from schools.
On content of studies, 86% read their lecture handout most, 10% read lecture-notes, 1% read
textbooks and 3% read periodicals. They read mostly to absorb information (62%) as given by
the lecturers in the handout or notes, 23% read in order to solve a given problem, 9% to
confirm given information, 5% read with the purpose of searching for new information and
1% read for leisure. Nearly all the respondents (90%) had examination as the main drive for
reading. 9% read to pass test, while 1% read for personal learning.
Discussion
The above results represent the study habits of university students in Nigeria. Although these
results are not exactly the same as the results from the case study Nneji (1998) conducted, the
trends are consistent. This empirical consistency lends much to the credibility and reliability
of the results obtained and the inferences drawn. In both studies, timing recorded the same
trend. Most studies are done during the weekdays at night and for 2-4 hours at a sitting.
Timing is an important indicator for effective studies in the universities. Both period and
duration of studies are of serious considerations in the student’s ability to manage his or her
time and cope with the volume of studies expected at this level. The habit of reading at night
and for 2-4 hours has been described as favourable to intrinsic organisation (Nneji, 1998)
arguing that it requires determination and discipline to operate. These can also be described as
the attributes or habits of diligent students. On method of reading, the technique, planning and
place adopted by respondents in both studies cannot be described as favourable. Most students
preferred to read subjects that are slated for examinations. Callahan and Clark (1977) have
described Reading for examinations as mechanical. It has a dead-end. It is done for immediate
intents and once the intents (usually, tests or examinations) are over, such readings are
forgotten and the student is once again left blank. Again ‘whole reading’ as a technique
adopted for assimilation of knowledge is popular among the undergraduates. This technique is
not favourable to the quality and quantity of work expectations at this level, whole reading is
like ‘reading the lines’ and it is at the most basic level of comprehension. It does not enable
the students to interpret thought, and clues, derive implication, make speculations and draw
generalisation not stated by the author. Moreover, experiments on study habits have shown
that “Preview, Question, Read, Reflect, Recite and Review” are the main features of effective
studies particularly when the purpose is thorough understanding of content (Thomas and
Robinson – 1972).
Perhaps, the observed ‘whole reading’ habit can be explained by the high dependency of
students on handout as the main source of information in the university. With handouts or
lecture notes, students probably read verbatim and absorbed as much as possible the given
information thoughtlessly. Most students do not use the library probably because the
incentives are not there as the libraries lack current books and Internet access. So even if the
students wanted more information, they do not have the resources to do so. All the readings
done are therefore based on handouts and driven by examination or test performance rather
than intrinsic organizations. Considering the duration and frequency of reading, done by the
students, it can be said that studies in the universities are diligently done but for examination

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purposes. This habit is not completely favourable to intrinsic organisation of knowledge as
Fonlon (1978) puts it “Studies at the tertiary level when pursued correctly, diligently and
thoroughly, provide the students in a specific field, with a body of knowledge that is
scientifically and philosophically built up into a coherent system”. This is to say that studies
in the universities here lack some aspects of intrinsic organisations.
Conclusion and Recommendation
An attempt has been made in this paper to investigate the study habits of university students
in Nigeria. From the findings, although studies in the universities can be described as diligent
they do not seem to be thoroughly and correctly done. Therefore it can be argued that some
aspects of intrinsic organisation are lacking. Therefore, studies in the universities nowadays
can only be described as examination centred.
As a fall out of this situation students on their part are not thorough in their pursuit of
learning. Most of the time they tend to depend on handouts for their search of knowledge at
the expense of standard course textbooks where available. Because the students have been
found diligent, it can be contended that they (students) are willing but they lack the resources
to carry out their studies, as they ought to.
Universities in Nigeria do not have adequate books and access to Internet. This paper
therefore calls the international communities and agencies to assist. Help stock Nigerian
libraries with books, provide Internet access, and stock the bookshops with current books at
low cost. So doing, the international communities may impact positively on the quality of
university education in Nigeria.
References
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Bakare, C.G.U. (1977): Study Habits Inventory in Azikiwe, U. (1998) Study habits of University Students WCCI
Reg. II Forum Vol. 2 pp. 106 – 114.
Callahan, J.F. & Clark, L.H. (1977): Study Skills in Teaching in the Secondary Schools, Planning for
Competence Macmillan N.Y.
Denga, D.I. (1982): Student Counselling; A major solution to campus unrest; Nigeria, Orit Egwa Ltd.
Fayle, J. (1989): The case of inner city students and their study habits: The Open School Bulletin Hull,
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FME (1998): National Policy on Education 3rd edition NERDC Press Lagos pp. 31.
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Lagos pp 130 – 136.
Ikeotuonye, A.I. and Bashmir F.A. (1986): The Successful Student; a guide to University Life Zaria, Nigeria,
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Khan, S.B. (1975): Structure of academic attitudes and study habits; Educational & Psychological
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WCCI Region II Forum Vol. 2 Lagos.
Oknonkwo, R. (1993): Study habits of Nigerian Undergraduates Science and Education Majors and their
Academics Achievement. International Journal of Education Research Vol. 5.
Thomas, E.L. & Robinson, H.A. (1972): Improving Reading in Every Class; Boston Allyn & Bacon Inc.
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Copyright © 2002 Love Nneji: The author assigns to HERDSA and educational non-profit institutions a non-exclusive licence to
use this document for personal use and in course of instruction provided that the article is used in full and this copyright
statement is reproduced. The author also grants non-exclusive licence to HERDSA to publish this document in full on the World
Wide Web (prime sites and mirrors) on CD-ROM and in printed form within the HERDSA 2002 conference proceedings. Any
other usage is prohibited without the express permission of the author.

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