Factors Shaping Academic Study Skills of University of Rwanda Undergraduate Students

Abstract

This study examined factors that shape study skills of University of Rwanda undergraduate students, specifically at the National Police College. Using a qualitative cross-sectional design, the study involved 60 homogeneously sampled students from a total of 398 across three programs. Data was collected through focus group discussions and analyzed thematically. The findings identified both positive and negative influences on students' study skills under three key categories. Institutional factors include the living environment, rules and regulations, teaching methods and examination timetables. Student-related factors encompass individual personality traits, social media usage, demographic characteristics and challenges related to English language proficiency. Teacher-related factors involve practices, such as prohibiting note-taking in class, providing only soft copies of notes before sessions and not incorporating additional reading materials into assessments. There is a clear need for a holistic approach to enhance students' study skills, considering the diverse influences at play. A close collaboration between UR and NPC should be established to tackle challenges related to quality learning. Additionally, University of Rwanda should initiate a comprehensive campaign across all its colleges to raise awareness about the importance of study skills in higher education.