The study strategies of small liberal arts college students before and after COVID-19

Research has clearly demonstrated that some study strategies (for example, self-testing and spaced studying) are effective, yet students often report studying ineffectively. Our focus with the current study is to update and extend the current literature on how college students study. We surveyed 484 introductory psychology students at a small liberal arts college—a different type of school from prior studies. Our survey built on an existing study strategies questionnaire used to assess a variety of student study behaviors and beliefs. Additionally, we asked new questions about multitasking and study scheduling. Overall, we found that the current sample reported studying in similar ways to what past research suggested; students used both effective and ineffective strategies, some of which correlated with grade point average (GPA). However, some differences emerged. For example, our students were more likely to report learning how to study from a teacher. Additionally, a majority of students believed that multitasking was ineffective, yet most reported multitasking while studying. Finally, an important, but exploratory, analysis demonstrated that study strategies were similar before and after COVID-19 forced classroom changes. We highlight the need for future research on study strategies to recruit participants from more diverse institutions.