University Zian Achor- Djelfa

Methodology course
2nd Year LMD students

Lecture Two: Study Skills for University work

University is a time of intellectual growth and personal development, but it also requires
mastering study skills that can significantly impact academic performance. These skills
encompass techniques for managing time, taking effective notes, reading critically, and producing
high-quality academic work. Understanding and implementing these techniques can lead to
greater success and less stress throughout the academic journey. Following are thoroughly
summarized the main study skills any student need in view to master conducting university work:
1. Time Management
One of the most crucial skills in university is time management. Balancing coursework,
extracurricular activities, and personal commitments can be challenging. Proper time
management helps students prioritize tasks and use their time efficiently. Here are some
techniques:
- The Pomodoro Technique: This method involves working for 25 minutes, followed by a 5-
minute break. After four Pomodoros, a longer break of 15-30 minutes is taken. This
technique combats fatigue and increases focus during study sessions.
- Weekly Scheduling: Creating a weekly planner allows students to block time for classes,
study sessions, assignments, and relaxation. This visual representation of their week
provides structure and helps students avoid procrastination.
- Eisenhower Matrix: This method categorizes tasks into four quadrants: urgent and
important, important but not urgent, urgent but not important, and neither urgent nor
important. Prioritizing tasks based on their importance and urgency helps manage
workload effectively.
2. Note-taking Strategies
Good note-taking is fundamental to academic success. It enables students to capture important
information during lectures and organize it in a way that promotes understanding and retention.
There some useful strategies for taking notes:
- Cornell Method: This system divides the paper into three sections: a narrow left-hand
column for key points or questions, a larger right-hand column for notes, and a bottom
section for summaries. This encourages students to review and reflect on their notes soon
after the lecture.
- Mind Mapping: Mind maps are diagrams that visually represent relationships between
ideas. They start with a central concept, with branches radiating outwards. This technique
helps students see the "big picture" of the material and how topics are interconnected.
 - Linear Note-taking: This is the traditional method of taking notes in bullet points or
numbered lists. It is simple and effective for lectures that are delivered in a clear, sequential
manner.
3. Active Reading
University students are expected to read extensively, whether it's for class assignments or
independent research. However, passive reading often leads to poor comprehension and retention.
Instead, students should engage in active reading. Students can rely on SQ3R and annotation in
active reading:
- SQ3R (Survey, Question, Read, Recite, Review): This method promotes an active approach
to reading. First, students survey the material (look at headings, subheadings, and
summaries). Next, they ask questions to focus their reading, read the text in detail, recite
key points from memory, and finally review the material to reinforce understanding.
- Annotation: Marking up the text with highlights, underlines, and marginal notes helps
engage with the content and allows for quick review later. It encourages critical thinking
about the material.
4. Memory and Revision Techniques
Effective study habits are built on consistent revision and memorization strategies. This not only
strengthens recall but also helps students retain information over the long term. Following are
some memory techniques to help students in their researches:
- Spaced Repetition: This technique involves reviewing material at gradually increasing
intervals. Studies show that it’s one of the most effective ways to move information from
short-term to long-term memory.
- Flashcards: Students can use digital or physical flashcards to reinforce concepts. Apps like
Anki utilize spaced repetition algorithms to help students learn efficiently.
- Self-testing: Quizzing oneself on the material—without looking at notes—has been proven
to significantly enhance retention. It forces active recall and strengthens neural pathways
associated with memory.
5. Writing and Research Skills
Writing and research are integral components of university education. Whether it’s an essay,
report, or research paper, students need to develop a structured approach to crafting clear, well-
supported arguments. Among the handy techniques in writing:
- The Writing Process: A well-defined writing process includes planning, drafting, revising,
and editing. Planning involves brainstorming and creating outlines to organize ideas. After
drafting, students should revise their work for clarity, coherence, and grammar.
- Referencing and Citation: Correctly referencing sources is critical to avoid plagiarism.
University students are typically required to use citation styles like APA, MLA, or Chicago.
 - Understanding how to properly format references and in-text citations is essential for
academic integrity.
- Research Strategies: Using academic databases (e.g., JSTOR, Google Scholar) to find
credible sources is a vital research skill. Evaluating the quality of sources—considering
factors such as author credentials, publication date, and bias—ensures that students use
reliable information.
6. Collaborative Learning and Group Work
University life often includes collaborative projects and group work. While working in groups
can sometimes be challenging, it also offers opportunities to develop communication and
teamwork skills. The team work could be based on these three strategies:

- Effective Group Dynamics: Assigning roles, setting clear goals, and maintaining open
communication are key to successful group work. Regular meetings and deadlines ensure
the project stays on track.
- Peer Review: Students can improve their writing or presentations by sharing drafts with
peers for feedback. Peer review offers different perspectives and helps refine the final
product.
- Constructive Feedback: Providing and receiving constructive criticism is an important
aspect of group work. This allows students to reflect on their contributions and improve
upon them.

Mastering these study skills provides a solid foundation for academic success. By learning how
to manage time effectively, take structured notes, engage in active reading, revise intelligently,
write clearly, and collaborate in groups, students can approach their university studies with
confidence and competence. Moreover, these skills are transferable to professional life, making
them essential for long-term personal and career development.

References:
Cirillo, Francesco. The Pomodoro Technique. 2006.
Covey, Stephen. The 7 Habits of Highly Effective People. 1989.
Eisenhower, Dwight D. "The Eisenhower Method for Time Management."
Pauk, Walter. How to Study in College. 1962.
Buzan, Tony. The Mind Map Book. 1993.
Robinson, Francis Pleasant. Effective Study. 1941.
Karpicke, Jeffrey D., et al. "Retrieval-Based Learning: Active Retrieval Promotes Meaningful
Learning." Journal of Educational Psychology, 2009.
Ebbinghaus, Hermann. Memory: A Contribution to Experimental Psychology. 1885.
"Anki - Powerful, Intelligent Flashcards." AnkiWeb, 2010.
Roediger, Henry L., et al. "Test-enhanced Learning." Psychological Science, 2006.
Elbow, Peter. Writing with Power: Techniques for Mastering the Writing Process. 1981.
American Psychological Association. Publication Manual of the APA, 7th ed. 2020.
Harris, Robert. The Purpose of a College Education: Insights into the Research Process. 2018.
Johnson, David W., and Roger T. Johnson. "Cooperation and the Use of Technology." Educational
Technology Research and Development, 1994.
Topping, Keith. "Peer Assessment Between Students in Colleges and Universities." Review of
Educational Research, 1998.
Nicol, David J., and Debra Macfarlane-Dick. "Formative Assessment and Self-regulated
Learning." Studies in Higher Education, 2006.