study skills and research methods s5

Course info

The Module Description

The course of study and Research Methods introduces the student to academic studies by teaching him/her the organization of the material to learn, the time management, the note taking a and the use of the public library, the choice of a topic and definition of the research problem, the hypothesis variables, the phases of a research process, the sampling techniques, data collection techniques, results, presentation and discussion techniques and styles for presenting the references.

LEARNING SKILLS

Research Methods

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What is Learning?
Learning Approaches
Learning Styles
8 Types of Learning Styles
Understanding Your Preferences to Aid Learning
Lifelong Learning
Decisions to Make Before Applying to University
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Living Online: Education and Learning
8 Ways to Embrace Technology-Based Learning Approaches
Critical Thinking Skills
Critical Thinking and Fake News
Understanding and Addressing Conspiracy Theories
Critical Analysis
Study Skills
Exam Skills
Writing a Dissertation or Thesis
Introduction to Research Methods
Designing Research
Quantitative and Qualitative Research Methods

Qualitative Research Designs

Interviews for Research
Focus Groups
Qualitative Data from Interactions

Quantitative Research Designs

Sampling and Sample Design
Surveys and Survey Design
Observational Research and Secondary Data

Analysing Research Data

Analysing Qualitative Data
Simple Statistical Analysis
Statistical Analysis: Types of Data
Understanding Correlations
Understanding Statistical Distributions
Significance and Confidence Intervals
Developing and Testing Hypotheses
Multivariate Analysis

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Most people first encounter research as part of a school or college course.

A piece of research is usually included in any advanced degree course, and may also be integral to undergraduate degrees. Basic research, such as issuing questionnaires, may be undertaken in social science classes at school.

But there are many more applications for quality research.

These include market research to discover customer preferences, or to establish whether a new product will sell, and focus groups to discuss politics.

Our Research Methods pages are designed to help you choose and then use the right research method for your purposes.

They cover the whole process of research, from understanding the philosophical theory underpinning your choice of method, through choosing the methods that you will use to answer your research question, to collecting data and then analysing it.

Introducing Research Methods

Your research method depends on the question that you wish to answer, and the philosophy that underpins your view of research.

The best place to start is our page An Introduction to Research Methods . This sets out the basic principles of research design, and the role of the researcher.

Our page on Designing Research explains how to approach research, and what to think about in designing your research. It sets out some possible research approaches, including experimental and quasi-experimental designs, survey research, and ethnography.

Finally, you need to make a decision about whether your research will be Qualitative or Quantitative , or even mixed.

Qualitative research is concerned with human behaviour, and why people act the way that they do.

Common methods used for qualitative research include Interviews and Focus Groups and Group Interviews . Both these methods allow researchers to explore a topic in depth with one or two people at a time, or within a small group. You can also collect Qualitative Data from Interactions , in research that recognises that the researcher is a key part of the situation, rather than an outside observer.

Quantitative research always collects numerical data.

If you are not collecting numbers, then your research is qualitative, not quantitative. Quantitative research is usually used to get views from large numbers of people.

The first step in quantitative research is to determine your Sampling and Sample Design . You then need to gather data. Suitable methods include surveys (and our page on Surveys and Survey Design explains more about this surprisingly complex subject).

Other sources of data include Observational and Secondary Data .

Your choice of analysis method will depend heavily on your choice of research method.

For example, for qualitative research, you may need an approach like content analysis, because you will have generated large amounts of data, often narrative in form. Our page on Analysing Qualitative Data explains more.

Quantitative data is often analysed using statistical methods, which may be both simple and more complex, depending on the question you are trying to answer. Our page on Simple Statistical Analysis suggests some suitable starting points, with more information available on Understanding Correlations , Hypothesis Testing and Multivariate Analysis .

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Knowledge Base

Methodology

Research Methods | Definitions, Types, Examples

Research methods are specific procedures for collecting and analyzing data. Developing your research methods is an integral part of your research design . When planning your methods, there are two key decisions you will make.

First, decide how you will collect data . Your methods depend on what type of data you need to answer your research question :

Qualitative vs. quantitative : Will your data take the form of words or numbers?
Primary vs. secondary : Will you collect original data yourself, or will you use data that has already been collected by someone else?
Descriptive vs. experimental : Will you take measurements of something as it is, or will you perform an experiment?

Second, decide how you will analyze the data .

For quantitative data, you can use statistical analysis methods to test relationships between variables.
For qualitative data, you can use methods such as thematic analysis to interpret patterns and meanings in the data.

Methods for collecting data, examples of data collection methods, methods for analyzing data, examples of data analysis methods, other interesting articles, frequently asked questions about research methods.

Data is the information that you collect for the purposes of answering your research question . The type of data you need depends on the aims of your research.

Qualitative vs. quantitative data

Your choice of qualitative or quantitative data collection depends on the type of knowledge you want to develop.

For questions about ideas, experiences and meanings, or to study something that can’t be described numerically, collect qualitative data .

If you want to develop a more mechanistic understanding of a topic, or your research involves hypothesis testing , collect quantitative data .

You can also take a mixed methods approach , where you use both qualitative and quantitative research methods.

Primary vs. secondary research

Primary research is any original data that you collect yourself for the purposes of answering your research question (e.g. through surveys , observations and experiments ). Secondary research is data that has already been collected by other researchers (e.g. in a government census or previous scientific studies).

If you are exploring a novel research question, you’ll probably need to collect primary data . But if you want to synthesize existing knowledge, analyze historical trends, or identify patterns on a large scale, secondary data might be a better choice.

Descriptive vs. experimental data

In descriptive research , you collect data about your study subject without intervening. The validity of your research will depend on your sampling method .

In experimental research , you systematically intervene in a process and measure the outcome. The validity of your research will depend on your experimental design .

To conduct an experiment, you need to be able to vary your independent variable , precisely measure your dependent variable, and control for confounding variables . If it’s practically and ethically possible, this method is the best choice for answering questions about cause and effect.

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Your data analysis methods will depend on the type of data you collect and how you prepare it for analysis.

Data can often be analyzed both quantitatively and qualitatively. For example, survey responses could be analyzed qualitatively by studying the meanings of responses or quantitatively by studying the frequencies of responses.

Qualitative analysis methods

Qualitative analysis is used to understand words, ideas, and experiences. You can use it to interpret data that was collected:

From open-ended surveys and interviews , literature reviews , case studies , ethnographies , and other sources that use text rather than numbers.
Using non-probability sampling methods .

Qualitative analysis tends to be quite flexible and relies on the researcher’s judgement, so you have to reflect carefully on your choices and assumptions and be careful to avoid research bias .

Quantitative analysis methods

Quantitative analysis uses numbers and statistics to understand frequencies, averages and correlations (in descriptive studies) or cause-and-effect relationships (in experiments).

You can use quantitative analysis to interpret data that was collected either:

During an experiment .
Using probability sampling methods .

Because the data is collected and analyzed in a statistically valid way, the results of quantitative analysis can be easily standardized and shared among researchers.

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If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

Chi square test of independence
Statistical power
Descriptive statistics
Degrees of freedom
Pearson correlation
Null hypothesis
Double-blind study
Case-control study
Research ethics
Data collection
Hypothesis testing
Structured interviews

Research bias

Hawthorne effect
Unconscious bias
Recall bias
Halo effect
Self-serving bias
Information bias

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

In mixed methods research , you use both qualitative and quantitative data collection and analysis methods to answer your research question .

A sample is a subset of individuals from a larger population . Sampling means selecting the group that you will actually collect data from in your research. For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

In statistics, sampling allows you to test a hypothesis about the characteristics of a population.

The research methods you use depend on the type of data you need to answer your research question .

If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts and meanings, use qualitative methods .
If you want to analyze a large amount of readily-available data, use secondary data. If you want data specific to your purposes with control over how it is generated, collect primary data.
If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

Methodology refers to the overarching strategy and rationale of your research project . It involves studying the methods used in your field and the theories or principles behind them, in order to develop an approach that matches your objectives.

Methods are the specific tools and procedures you use to collect and analyze data (for example, experiments, surveys , and statistical tests ).

In shorter scientific papers, where the aim is to report the findings of a specific study, you might simply describe what you did in a methods section .

In a longer or more complex research project, such as a thesis or dissertation , you will probably include a methodology section , where you explain your approach to answering the research questions and cite relevant sources to support your choice of methods.

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Research Methods

A short guide to research methods.

Research design

It goes without saying that if you ask two kinds of questions you will get (at the very least) two different answers.

It follows from this that the fastest way to derail your research is to spend too little time designing any experiments and related research methods that you intend to use to produce data for analysis.

One of the best ways to develop your own research methodology is to spend time familiarising yourself with the range of approaches that have been taken by others undertaking research in similar areas.

What can you learn from their research design (including the limitations and shortcomings that they may have identified)?

Key issues to consider will include:

Are you aiming to prove/disprove a hypothesis, or explore a more open question?
What constitutes sufficient data for your research (whether experimental data or other forms of data such as primary sources)?
How will you ensure that your data is valid ? I.e. how confidently will you be able to report on the findings of your research?
Is your data reliable ? Have you been objective and would other researchers be able to replicate your project with the same results?

It is important to recognise that most (all?) research is imperfect. It is your job as a researcher to do your best to mitigate potential issues with your research, but also to recognise that your findings may include a number of limitations.

Some research may produce unexpected or negative results. Although that may feel frustrating or disappointing, it does not make your findings any less interesting! Identifying and explaining mistakes and issues is part and parcel of the research process, so be honest and save other researchers from repeating those mistakes in their future research.

The following is an overview of commonly-used research definitions, methods and things to watch out for.

Experimental research

Experimental research usually follows the principles of the scientific method:

the researcher makes an observation to describe a problem.
A testable hypothesis (i.e. prediction) is formulated.
The hypothesis is tested experimentally.
The hypothesis is revised or adapted in light of the findings.

Experimental research usually involves a variable that can be controlled by the researcher and a variable that can be compared. It is often (but not always) carried out in a controlled environment to ensure that the findings are as valid as possible.

Experimental research can be time and equipment intensive, so be sure to check that you will be able to access the appropriate apparatus, tools and laboratory space at the time when you will need it.

Sometimes, but not always, experimental research can be used to make absolute claims, i.e. to prove or disprove a hypothesis. More frequently, it will allow the researcher to refine and adapt a hypothesis and to identify further ways to test the hypothesis experimentally.

Quantitative research

Quantitative research deals with quantities; i.e. numerical data. Quantitative research usually involves the application of statistical analysis techniques to identify patterns and relationships in the data.

There are many issues to consider when you planning to generate quantitative data, such as the size and reliability of your sample. You will need to identify an appropriate statistical analysis technique and consider its implications for your data collection: what data will you need to be able to perform the analysis that you are aiming for?

Although qualitative research is driven by numbers and data, often using large data sets to improve reliability, it is important to recognise that it is rarely possible to draw empirical conclusions.

For more information on statistical analysis tools and techniques, visit the Maths and Statistics Help Service online resources .

Qualitative research

Qualitative research aims to look beyond numerical data to explore the nuances of a problem, or to investigate an area in greater depth. It tends to focus on words and language as a way to explore the multiplicity of perspectives that may be involved in the area of research.

Qualitative research may draw on a very small sample to explore individual experiences in great depth (for example through one or more interviews), or it may involve a very large sample to investigate a range of opinons (for example through a questionnaire or survey). As well as textual or oral data, qualitative research may include observation to generate visual data.

Sometimes qualitative data will be used on its own, for example to develop one or more case studies. However, often qualitative data will be analysed or 'coded' to produce numerical data that can be used to postulate wider conclusions about a number of participants.

There are lots of ways to collect qualitative data, each with their own advantages and disadvantages. For example:

And remember, all research involving living participants will be subject to ethical approval. For more information visit Research Services Ethics and Integrity pages here .

Mixed-Methods Research

Using critical theory.

Critical theory is an approach to research that goes beyond the traditional formulations of quantitative and qualitative research to explore and challenge the socio-historical constructs of knowledge production.

Critical theory is not only about describing the way things are, but is about understanding why things are the way they are. It draws on an analysis of historical processes combined with observation and interpretation of primary sources and data to explore the structural relations, inequalities and repressions that have contributed to the esablishment of the status quo.

Your role as a critical researcher is to understand the discourses and paradigms that have shaped your particular area of study and how it intersects with other related areas. You will also need to unpack your own ideological baggage to understand how your experience may inform your approach to your research area. What are the assumptions or implicit biases that underlie your own belief systems?

Critical theory recognises that no research is ever truly objective. The best you can do as a researcher is to identify the theoretical, social and cultural underpinnings of your work and to acknowledge that your conclusions should be understood within that wider context.

Archival research

Archival research involves the study of materials held in collections both physical and digital around the world.

The University holds some unique and wonderful archives, such as the National Fairground Archive , the National Union of Mineworkers Energy Research Archive and collections of 18th-century playbills from the Theatre Royal, Drury Lane .

Although some archives can be accessed online, in many cases archives must be visited in person and documents ordered in advance to allow staff to access them and make them available to you. Each archive will have its own regulations and procedures and it is important to read and understand them before you visit to avoid wasting your trip.

Sometimes you will be asked to follow strict procedures to access and handle delicate or important documents, which may include using pencils rather than pens, bringing essential items only into the archive in a clear plastic bag or leaving all food, drink and electronic devices outside the reading room.

Working in archives can be an extremely rewarding and exciting experience that gives you first-hand access to documents or materials that may be extremely rare or little-viewed.

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Ultimate Study Skills Guide: Tips, Tricks, and Strategies for Every Grade

Because they really do need to learn how to learn.

It’s not an exaggeration to say that study skills are life skills. Taking good notes, creating a focused workspace, managing distractions, making plans—any and all of these are skills people of all ages use every single day. Taking time to teach good study skills up front can equip students to succeed in school and beyond.

We’ve broken down many of the top study skills students need, including examples by grade level. Remember that there are a lot of different ways to study successfully. Offer students options and help them find the strategies that work best for them.

Study Spaces

Organization and time management study skills, learning styles, taking and using notes, effective reading study skills, completing assignments, test taking, finding help.

Choosing the right place to study is the first step to good study skills. Teach students to consider these elements.

Choose Your Space

For some students, this means a dedicated study space like a desk in their room. Others may prefer to curl up in a chair with a lap desk or work at a table in a common space. Whichever they choose, it should be an area that’s dedicated to study while they’re using it.

Homework desk in child's bedroom with supplies they can use to build study skills

Source: organizeandarrangeit/Instagram

Elementary School: Many students begin doing homework on the dining room or kitchen table, where parents can supervise. As students get older, encourage them to explore other spaces too, especially those where they can work independently.
Middle School: By this age, kids will probably need a dedicated study space of their own, where they can keep supplies and works-in-progress. If that’s not possible, create a bin or box where they can store stuff while they’re not using it, then pull it out when it’s time to study.
High School: Older students should be able to carve out a study space pretty much anywhere, since that’s something they’ll need to be able to do in the working world too. As long as they’re able to concentrate and get their work done, don’t be too picky about where they choose to do it.

Make Yourself Comfortable

“Comfortable” looks different for every person, so don’t assume all kids need to be sitting at a desk to work well. At the same time, they shouldn’t be so comfortable that they’ll fall asleep!

Elementary School: When kids are doing independent reading, let them choose any spot they like. For other work, make sure they have a sturdy writing surface, like a table or lap desk. Ensure they have enough light to see what they’re doing, and teach them good posture if they’re sitting in a chair so they don’t develop stiff muscles.
Middle and High School: Show them how to adjust the font size on screens so they’re not squinting to read. Encourage them to use blue light filters if they’re spending a lot of time on computers.

Manage Distractions

Learning to concentrate while ignoring distractions is a key life skill, and one that we all need to develop. Some students will have no trouble tuning things out, while others are going to need a lot of help with this one.

Elementary School: Kids at this age are very easily distracted, so their study space should be as calm as possible. If a quiet room isn’t available, they might need noise-canceling headphones or even a white-noise machine to help them concentrate. Muting the TV isn’t enough—be sure it’s off completely. Remind friends and siblings to leave kids alone while they’re working.
Middle School: These kids are old enough to recognize distractions but might still have trouble handling them. Encourage them to turn off phones and electronics (although some students are fine listening to music while they work). Students at this age are old enough to politely ask friends or family not to interrupt them while they work.
High School: By this time, students know that the world is full of distractions and you can’t quiet them all. But you can teach them to mute their phone and messaging notifications, close all unnecessary windows on their laptops, and be firm about letting others know they need to be left alone to study.

Gather Your Supplies

One way to eliminate distractions is to ensure you have everything you need in place before you start. This includes books, notes, office supplies, and more. All kids should have water and some healthy snacks on hand too.

Source: jugglingactmama/Instagram

Elementary School: Having a dedicated, well-stocked study space makes it much easier for kids to settle down to their work. Keep a supply of sharpened pencils, glue sticks, scissors, markers, and other items in a nearby drawer or a bin they can grab when they’re ready to get started.
Middle School: Students this age likely keep just about everything they need in their backpacks, so they’ll want it nearby when they study. Remind them to restock their supplies once a week (including sharpening pencils in advance).
High School: Depending on the assignment, these students may not need a lot of physical supplies, but they should still gather any books, notes, laptops, pens and highlighters, etc., they need before they settle in for a study session.

Organization and time management study skills.

These two study skills are also vital life skills, so the sooner kids learn them, the better. They’ll be grateful later in life!

Use a Homework Planner

As soon as kids starting having any kind of homework, they need a planner. For younger students, this could be a daily take-home folder, while older kids will need a more sophisticated system. Either way, use it consistently so it becomes a habit.

Elementary School: Take-home folders are perfect for organizing worksheets and other assignments. Put unfinished work on the left and finished work on the right. Use sticky notes on the worksheets or the front of the folder to write reminders about what needs to be done, including any due dates. Parents of younger students can review these folders each day, while upper elementary kids should mostly be able to keep track of things on their own.

Green homework folder with cutout hand that says Left at Home and Right Back to School

Source: Busy Classroom

Middle School: Use a planner notebook that includes calendars to help keep track of long-term assignments, with pages for daily notes and to-do lists. Teach students to make notes in them during class or immediately after, and start every study session by reviewing any current assignments and their due dates.

Example of a weekly middle school planner filled out by a student to build their study skills

Source: Starts at Eight

High School: Kids can continue using paper planners, or transition to online calendars or apps. Show them how to set useful reminders online, so things don’t slip through the cracks.

Example of high school planner filled out on a wooden table with pen and sticky notes

Source: LP Tutoring

Create a Daily Study Plan

When kids sit down to tackle the day’s work, encourage them to begin by making a plan. Assess what needs to be done, estimate the amount of time it will take, and decide what to do first.

Source: Beyond Booksmart

Elementary School: Parents and young kids should sit down together to look over the day’s assignments and talk about what to work on first. Some students might like to get easy tasks out of the way before settling in to harder ones, while others prefer to handle more difficult things first. Help them find the method that works best for them.
Middle School and High School: This age brings a higher amount of homework, so students should always start by determining how much time they’ll need to complete it. Let them experiment a bit—do they work best by completely finishing one assignment before moving on to the next, or do they like to do a little bit of each and take some breaks in between? Over time, they’ll find the methods they like best.

Chose the Best Study Time

Kids’ days are often jam-packed with activities, leaving homework and studying to get squeezed in whenever it fits. Take time to find out what time of day kids are at their best, and prioritize that time for study. For instance, if a student seems to learn better if they do their homework right after school, try to choose extracurriculars that meet in the evenings or weekends instead. Some students might even prefer to get up early in the morning and work, and that’s OK too as long as they’re getting enough sleep.

Elementary School: Let kids try doing their homework at different times throughout the day, and see if there are times when they’re better at concentrating. If so, teach them to schedule their schoolwork during those times, and make extracurricular choices for them accordingly.
Middle and High School: Students probably know by now when they work best, but busy schedules can make that more difficult to accommodate. Remind them to try to make smart choices and to tackle schoolwork when they’re feeling as fresh and alert as possible.

Keep Materials Neat and Organized

Some adults thrive in messy work spaces, and that’s OK. But kids should make an effort to keep their spaces and materials organized so they have fewer excuses for not getting things done.

Teen boy practicing study skills on computer at his organized desk.

Source: mywallpro/Instagram

Elementary School: In early grades, parents should help kids go through their backpack each night, cleaning out trash and restocking supplies. Help them set up an organization system using the different pockets. Show them how to use different-color folders and notebooks for each subject, and clean out every folder regularly. Set the backpack by the front door each night so it’s ready to go in the morning. Upper grade students should gradually do some or all of these things on their own.
Middle School: Transition to entirely managing backpacks and study spaces on their own. Parents might check in once a week or at the beginning of a school quarter to see if students need some assistance getting organized.
High School: In addition to managing their physical study materials, ensure kids at this age know how to keep things organized online. Show them how to use files and folders, where to back things up, and how to manage their email and message inboxes. Encourage them to set aside a regular time to make sure everything is in order, and make improvements as needed.

Take Breaks

Students need both physical and mental brain breaks while they study! Remind kids to get up and move around regularly, rest their eyes, and give their brain a break for a few minutes every so often.

Elementary School: Younger students should be able to work for about 15-20 minutes before taking a break, with upper grades going as long as 30 minutes. They usually won’t need reminders to take breaks, but they might need some help keeping those breaks to no more than 10 minutes or so.
Middle School: These kids can work 30-45 minutes at a time and should learn to recognize the signs of needing a break on their own. When they start to get very fidgety, feel a headache coming on, squint while they’re reading, or feel hungry or thirsty, it’s time for a short break. Teach them to set a timer to know when the break is over and they need to get back to work.
High School: By now, students can work an hour at a time but should be encouraged to take regular breaks all the same. In fact, just like adults, they should aim to get up and move for at least 5 minutes every hour. Physical activity like stretching, yoga, or even dancing to music will help refresh them so they can get back down to it. If they have trouble remembering to take breaks, have them set a timer to remind them.

All students use different learning methods to retain and understand the same information. Some like written words, some prefer to hear it and talk about it. Others need to do something with their hands or see images and diagrams. These are known as learning styles. While it’s important not to pigeonhole students into any one style, kids should be aware of any strengths they have and use them to create strong study skills.

Visual-See It Auditory-Hear/Say It Read/Write-It Kinesthetic-Do It (Learning Styles)

Source: Nnenna Walters

Know Your Style

There are four generally accepted styles: visual, auditory, read/write, and kinesthetic (movement). You can learn more about them here. It’s worth taking time to understand which (if any) style appeals to a student more.

Elementary School: Most kids are exposed to a wide array of learning activities, strategies, and methods here and will slowly form preferences. If parents or teachers notice that kids aren’t learning well using one method (e.g., flash cards to learn math facts), have students try activities from different styles instead (like videos or songs).
Middle School: At this age, students should have some idea of which study methods fit their learning styles. They should continue to experiment, especially in subjects where they struggle to master the material.
High School: Kids in these grades who still don’t understand how they learn best may benefit from taking the VARK questionnaire . It will point them in the right direction and help them find the best study methods.

Choose Appropriate Study Materials

Here are some examples of study materials and activities that appeal to different learning styles, no matter the age or grade level.

Source: Elementary Shenanigans

Visual: Diagrams; charts; graphs; maps; videos with or without sound; photos and other images; graphic organizers and sketchnotes
Auditory: Lectures; audiobooks; videos with sound; music and songs; text-to-speech translation; discussion and debate; teaching others
Read/Write: Reading textbooks, articles, and handouts; watching video with subtitles turned on; using speech-to-text translation and transcripts; making lists; writing answers to questions
Kinesthetic: Hands-on practice; educational craft projects; experiments and demonstrations; trial and error; moving and playing games while learning

Study after study have shown the importance of actively taking notes rather than passively reading a handout later on. The act of writing engages different parts of the brain, forging new pathways that help students retain information in long-term memory. Taking good notes and using them properly are study skills every student needs to master.

Learn Different Note-Taking Strategies

There are a variety of good strategies, like outlines, the Cornell Method, sketchnotes, and more. There’s no one best method; it often depends on the material and the learner.

Page demonstrating the Cornell method of note taking (Note Taking Strategies)

Source: Think Insights

Elementary School: Actively teach kids how to take notes in a variety of styles. Learn about seven top note-taking strategies here , and share them with your students. Teachers can start with handouts and graphic organizers but should slowly transition to more independent methods.
Middle School: Students should be mastering the skill of taking their own notes, choosing a style that works best for them. They may need reminders of key points to capture but should now be able to isolate the important info.
High School: Note-taking should be automatic by now, and many students will have developed preferred styles. Teachers should not insist on a specific note-taking strategy, but should ensure kids are capturing the information they need.

Organize and Review

Taking notes is just one part of the process. Students with good study skills also know how to use them effectively.

Example of how to use colored tabs or flags to organize notes and build study skills.

Source: The Mad Scientist

Elementary School: Help students keep all notes from one subject or project in one notebook or folder. Show them how to place them in an order that makes sense, and use tabs, tables of contents, or other organizational methods. Encourage them to review each day’s notes when they go home at night, to reinforce the learning.
Middle School: Students in these grades might want to reorganize their notes on their own when they get home, re-copying them or even typing them into a computer. They should be able to use effective organization strategies, to find the notes they need later on during a study session.
High School: Students should plan to spend time after every class going over that day’s notes, reviewing and reinforcing what they learned. They should be able to rely heavily on their own notes when reviewing for a test or completing a project.

“Read chapter three for homework tonight.” Sounds simple enough, right? But there’s a big difference between skimming the material and actually learning from it. Here are the study skills students need to learn while they read.

Highlighting

Everybody loves a handful of colorful highlighters, but using them effectively is a study skill all on its own. Kids can highlight both texts and their own notes.

Notebook page highlighted in yellow and green

Source: cozmic_mae/Instagram

Elementary School: Read material with students, showing them how to highlight key words and phrases instead of whole blocks of text. Show them color-coding strategies for organizing the information. Give them practice passages specifically for learning these skills.
Middle School: Introduce students to online highlighting tools, since many of the texts they’ll be reading are digital. If necessary, they can print out reading material to highlight physically instead.
High School: Kids should be pretty expert at highlighting by now, but watch for students who are still highlighting whole blocks without really knowing why, and show them the fundamentals.

Rereading and Taking Notes

In a lot of cases, reading something once simply isn’t enough. All students should learn to reread materials, using that time to highlight and take notes.

Sample pages in student notebook with notes about volcanos to use to develop study skills

Source: SERC

Elementary School: Reread passages together, pointing out key words, phrases, and ideas. Make notes while reading, both in the text and on separate paper. Try to complete review questions without referring to the text.
Middle School: Students will know they’ve read thoroughly when they can complete review questions without looking back. Show students how to write their own review questions as they study (the Cornell Method of Note-Taking is perfect for this) so they’ll know they truly understand the material.
High School: Continue to reinforce good reading study skills by giving students review questions to complete or asking them to make an outline or sketchnotes to sum up what they’ve learned.

Kids need to learn how to thoroughly complete an assignment, whether it’s a worksheet, an essay, or a term-long research project. These are the study skills they should know.

Understand the Assignment

Having a clear understanding of what’s being asked is so important. Otherwise, kids might wind up doing the wrong work, then having to tackle it all over again.

Elementary School: Show kids how to carefully read directions at the beginning. Have them repeat back what they’re expected to do, and make notes if they need reminders. Teachers should provide instructions in writing whenever possible and make them clear and simple.
Middle School: Encourage students to ask questions about assignments up front, or throughout if necessary. Continue to ensure they fully understand the directions before they start, especially when there are multiple steps.
High School: By now, students should be able to make their own notes about expectations and can handle a series of more complicated steps. They should make a habit of reviewing all that information before they begin work.

Make a Plan

Once they know the expectations, students should plan how they’ll do the work.

Elementary School: Help students evaluate the assignment and decide which parts they’ll do first. This is also a good time to estimate how long the work will take.
Middle School: Encourage kids to think about how they like to approach assignments. Do they like doing easy problems first, then circling back around to harder stuff? Do they sometimes get stuck and frustrated? If so, how can they get “unstuck” and continue to make progress?
High School: Many high school assignments are more complex, and students will need to lay out the steps to take. For instance, a research project might require choosing a topic, getting approval, starting research, planning a presentation, and giving the presentation, with multiple sub-steps in each. This all feels more manageable when you have a plan in place first.

Save Your Work

Such a basic study skill, and so extremely important!

Elementary School: Help students ensure all assignments go back into the appropriate folders and all folders make it into their backpack when they’re done. Don’t leave things lying around where they can get lost.
Middle and High School: In addition to keeping physical papers in order, be sure kids know how to save files online, including backing up their work. Many programs save automatically, but that’s not always the case. Show them how to keep backed-up files on an external drive or in the cloud, in case their hardware fails.

Review and Revise

Finishing the last problem on the page or typing the final word on a paper doesn’t mean you’re done. Good study skills means going back to review your work and make revisions.

English essay with revisions in colored pen made by student.

Source: EnglishWritingTeacher.com

Elementary School: Parents and younger kids should go back over completed homework together to make sure it’s complete and correct. Perform math problems “backwards” to see if the answers make sense. As kids get older, parents should remind them to review and check their answers on their own.
Middle School: Students should regularly remember to check their answers before turning in an assignment. Advise them to make sure they’ve done everything they’ve been asked to, to the best of their ability.
High School: Reviewing and revising should be automatic now. Writing assignments should include plans for multiple revisions. Teach students to use spell-check and grammar-check programs as needed, and encourage them to read their writing out loud to hear how it sounds.

Some kids naturally do well on tests, but others freeze up and forget everything they’ve learned . Fortunately, test-taking study skills are something kids can learn over time.

Test taking skills anchor chart to build study skills.

Source: Tammy DeShaw/The Owl Teacher

Review the Material

Kids should develop a variety of strategies for reviewing for a test, including review questions, flash cards, discussions, looking over notes, and more. It’s also important to follow a regular study schedule on any subject, instead of leaving all the review to the last minute.

Elementary School: Whenever possible, adults should work with kids to help them study. Make flash cards, talk over the material together, sing spelling word songs—model good study skills for them to help them learn.
Middle School: Help students continue to use a variety of review strategies. Teachers can provide review questions, set up study groups, and create online materials for them to use, just to name a few.
High School: Kids should be coordinating their own review by now, whether independently or in groups. Make sure they know how to contact you if they have questions while they’re studying.

Get Rest and Eat Well

At any age, feeling your best is key to acing a test. Discourage students from staying up late to cram, and see that they have healthy meals and snacks on the day of the test. If they’re allowed, be sure they have bottled water on hand to stay hydrated before and during the test itself.

Tackle Easy Questions First

This one is especially important for students who have difficulty managing their time, or those who get incredibly nervous about tests. Focus on showing what you know, and build confidence as you go along.

Elementary School: Teach kids to look over the entire test first so they can see what they’ll be expected to do. Tell them to ask questions right away if they have any. On the second run-through, they should answer any questions or problems they’re certain about. Finally, they can go back and handle more challenging questions, one at a time. In younger grades, practice this skill by using guided test-taking sessions.
Middle School: Before a test, remind students of the process. Have them look the whole thing over first, and ask if anyone has any general questions before they begin. Monitor kids as they complete the test, and nudge along any who seem stuck on one particular question or section.
High School: By now, kids should have the process down pat, but teachers should be aware of nervous test-takers and quietly remind them to focus on what they know.

Watch the Time

It’s a simple skill but a valuable one. Get kids used to glancing at the clock, but not obsessing over how much time is left.

Elementary School: Tell kids how much time they have up front. Offer reminders several times, especially toward the end, but don’t do it in a way that amps up anxiety.
Middle School: Make time expectations clear up front, and remind students once or twice of the remaining time as they work. Students should be glancing at the clock occasionally as they work; at the end of every page or section is a good rule of thumb. If they feel like they’re running out of time, remind them to use the “easy questions first” strategy.
High School: Older students should be able to look over a test and compare it to the amount of time they have, so they know they’re working at the right pace. Teachers can offer a reminder halfway through and five minutes before the end.

Review Before Submitting

Just like with assignments, students should try to make time to review test answers before they turn it in. (And to make sure they put their names on their paper!)

Elementary School: Actively ask students who are turning in their papers to go back to their seats and review their answers first. Build in a little extra test time so every student has a chance to review their work.
Middle School: Remind students to review their work before submitting it when you pass out the tests. Offer additional reminders to those who regularly turn in work that needed another look.
High School: Students should remember to build in time to look things over at the end as they start taking the test. The five-minute reminder toward the end is their cue to look over what they’ve done.

Even when you have terrific study skills, sometimes you need some assistance. Asking for help when you need it is something everyone needs to be able to do. While kids can’t expect adults to walk them through every step of the process, they should feel free to reach out for guidance when they need it.

Know How and When To Contact Teachers

Help students keep contact information handy and know the appropriate ways to contact their teachers as needed.

Teacher contact cards on desk with name, email, phone, etc.

Source: StudentSavvy/Teachers Pay Teachers

Elementary School: Most outside-school communication is between parents and teachers at this point, but kids should be encouraged to ask their own questions during the school day whenever possible. As they get older, parents should do their best to let kids take the lead.
Middle School: Students should be almost entirely independent of parents when communicating with teachers now. They should know when teachers are available to chat in person (including before and after school, if possible). Adults can also show them how to write respectful emails or texts if teachers have made that contact information available.
High School: At this point, students should be nearly 100% responsible for talking to their teachers when they need to. They should keep a contact list of email addresses, phone numbers, or other info. Additionally, they should recognize and respect preferred methods of contact.

Create Study Groups

While some kids work best on their own, many others thrive working with others to keep them on track and motivated. Setting up study buddies or groups enhances everyone’s study skills.

Group of middle school students in a study group

Source: MiddleWeb

Elementary School: Parents will likely have to coordinate any in-person or online study sessions. Teachers can help by pairing students together as partners or for tutoring, and providing virtual study spaces when necessary.
Middle School: As students get older, they should learn to seek out strong study partners. Help them recognize that their best friends may not always be the best choices when it comes to studying. Encourage them to have peers over to study, or to meet in public places like libraries.
High School: Kids should be independently forming their own study support systems. However, they might ask teachers for help when they need one-on-one tutor recommendations. They may work together at school, at home, at the library, or online.

Use Resource Tools

There are more ways to learn and study than ever before. Help students find the right options to support their studies.

Elementary School: Encourage students to look up answers in the right places: What does a word mean? Check the dictionary. When did the Civil War start? Here’s how to Google that. Help younger students use the resources to ensure they’re finding the information they need.
Middle School: “Hey Google, how many moons does Jupiter have?” Kids this age know how to ask questions on the web. However, they need to learn how to make sure the answers are reliable. Teach them about primary sources (like following Wikipedia info back to its original source) and how to verify information in several different places.
High School: A huge number of resources are online these days, so be sure students know where to find them and how to use them. Provide trusted online dictionaries and encyclopedias, show them how to seek out a thesaurus or rhyming dictionary, and guide them to video sites beyond YouTube, just to name a few.

How do you teach study skills in your classroom? Come share your ideas and ask for advice in the WeAreTeachers HELPLINE group on Facebook !

Plus, check out 15 life skills every teen should learn ..

We rarely teach students study skills, but they're key to success. Show kids how to set up a study space, take and use good notes, and more.

Graphic Organizers 101: Why and How To Use Them

An incredibly valuable tool for every student, every subject. Continue Reading

Encyclopedia of Child Behavior and Development pp 1454–1456 Cite as

Study Skills

Carrie R. Ball 3
Reference work entry

449 Accesses

Study strategies ; Study tactics

Study Skills comprise an integrated repertoire of tactics and strategies, which facilitates acquisition, organization, retention, and application of new information.

Description

Study skills encompass a broad range of tactics and strategies that ultimately allow students to effectively learn, organize, and recall new information. Although children are often expected to develop study skills naturally, research indicates that many students exhibit study skill deficits and require explicit instruction to acquire and appropriately use study skills [ 5 ]. Additionally, the degree to which students are able to study effectively is a strong predictor of academic achievement [ 1 ].

An important distinction must be drawn between study tactics and study strategies, both of which are often used interchangeably with study skills. Study tactics, or the specific techniques involved in studying, form the building blocks for effective study skill...

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DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43 , 7–17.

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Gettinger, M., & Ball, C. (2006). Study skills. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 459–472). Bethesda, MD: National Association of School Psychologists.

Harvey, V. S., & Chickie-Wolfe, L. A. (2007a). Best practices in teaching study skills. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 1121–1136). Bethesda, MD: National Association of School Psychologists.

Harvey, V. S., & Chickie-Wolfe, L. A. (2007b). Fostering independent learning: Practical strategies to promote student success . New York: Guilford.

Scanlon, D. J., Deshler, D. D., & Schumaker, J. B. (1996). Can a strategy be taught and learned in secondary inclusive classrooms?. Learning Disabilities Research and Practice, 7 , 142–146.

Wood, E., Woloshyn, V. E., & Willoughby, T. (Eds.). (1995). Cognitive strategy instruction for middle and high school . Cambridge, MA: Brookline.

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Ball, C.R. (2011). Study Skills. In: Goldstein, S., Naglieri, J.A. (eds) Encyclopedia of Child Behavior and Development. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-79061-9_2826

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* S5 *

## Socio-Pragmatics:

* Pragmatics

1. What is pragmatics ?

https://ielanguages.com/pragmatics.html

2. Speech acts theory

https://www.uni-due.de/~lan300/Speech_Act_Theory_(Jarasch_Jamai_Guemuesh).pdf

3. The cooperative principle

http://www.ello.uos.de/field.php/EarlyModernEnglish/GriceSMaximsOfConversations

* Linguistics:

1. What is socio_linguistics?

https://www.linguisticsociety.org/resource/sociolinguistics

2. Varieties of language

- (creole/pidgin/minority dialect/ regional dialect/ minority dialect/ indigenized varieties)

http://www.hawaii.edu/satocenter/langnet/definitions/index.html

- isogloss/bilingualism/register/ idiolect

https://www.slideshare.net/syrahlilian/language-varieties-10649646

https://www.slideshare.net/nana1101/languagedialect-and-variation-sociolinguistic

3. What is a speech community?

https://www.ling.upenn.edu/~strassel/102/sc-lecture.html

4. The differences between language and dialect/ accent

http://www.icaltefl.com/accent-dialect-language-in-english

https://www.lexico.com/explore/what-is-the-difference-between-dialect-and-accent

5. Diglossia

http://www.ello.uos.de/field.php/Sociolinguistics/Diglossia

https://www.youtube.com/watch?v=DPp5CkE0rIU

6. Code Switching

https://www.britannica.com/topic/code-switching

7. Standardization

https://courses.nus.edu.sg/course/elltankw/history/Standardisation/B.htm

## Critical Thinking & Analysis:

* Assumption vs argument vs claim

https://www.comm.pitt.edu/argument-claims-reasons-evidence

https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/ModuleInstance/17593/Logical_Structure_of_Argument.pdf

* Steps of analyzing a text critically

1. Claim

https://www.studocu.com/fr/document/universite-moulay-ismail/critical-thinking/notes-de-cours/claims-critical-thinking/5442110/view

2. Evidence

https://buildingcriticalthinking.com/evidence/eight-types-of-evidence/

3. Reasoning

https://www.slideshare.net/cynthiagraceabergos/types-of-reasoning

4. Fallacies

https://www.studocu.com/fr/document/universite-moulay-ismail/critical-thinking/notes-de-cours/fallacies-critical-thinking/5408204/view

* What is the difference between ration and emotion?

https://medium.com/@rsolley/reason-vs-emotion-cdd0b91e7b60

## Media and Visual Studies:

* Introduction to visual influences

http://www0.sun.ac.za/visualarts/academic-offering/undergraduate/visual-studies/

* The relationship between media and visual culture

http://www.miamioh.edu/regionals/academics/departments/ics/academics/majors/integrative-studies/concentrations/understanding-media-and-visual-culture/index.html

## Applied Linguistics:

* Definition of Applied Linguistics

https://pasca.uns.ac.id/s3linguistik/wp-content/uploads/sites/44/2016/10/an-introduction-to-applied-linguistics.pdf

* First language acquisition

https://www.ru.nl/gettingsoundsinmind/

https://www.youtube.com/watch?v=WJFV6OsVFvs

* Second language acquisition

http://www.sdkrashen.com/content/books/sl_acquisition_and_learning.pdf

* Approaches of second language acquisition

1. Behaviorism

http://fitelson.org/prosem/skinner_2.pdf

https://faculty.mercer.edu/codone_s/tco363/2014/behaviorism.pdf

2. Cognitivism

https://mydreamarea.wordpress.com/2013/01/05/cognitivism-theory-of-language-teaching-and-learning/

3. Constructivism

https://www.simplypsychology.org/constructivism.html

## Study Skills and Research Methods:

* Skills of conducting a research

https://www.allassignmenthelp.com/blog/research-skills/

## 20th Century Novel:

* Provide classical novels suggestions

1. 1984 by George Orwell

https://www.amazon.com/1984-Signet-Classics-George-Orwell/dp/0451524934

2. One Hundred Years of Solitude by Gabriel García Márquez

https://www.amazon.com/Hundred-Solitude-Harper-Perennial-Classics/dp/0060883286

3. In Cold Blood by Truman Capote

https://www.amazon.com/Cold-Blood-Vintage-International-ebook/dp/B000FC1IRM

4. Frankenstein by Mary Shelley

https://www.amazon.com/Frankenstein-Mary-Shelley/dp/1512308056

5. The Great Gatsby by F. Scott Fitzgerald

https://www.amazon.com/Great-Gatsby-F-Scott-Fitzgerald/dp/0743273567

*S6*

## Research Seminar 1:

* MLA VS APA

https://www.scribbr.com/citing-sources/apa-vs-mla/

* Literature review

https://www.scribbr.com/dissertation/literature-review/

https://www.rlf.org.uk/resources/the-structure-of-a-literature-review/

## Research Seminar 2:

* How to pinpoint your research field/ topic

https://www.umflint.edu/library/how-select-research-topic

http://emory.libanswers.com/faq/44525

## Classical Drama:

* A Midsummer night's by William Shakespeare

https://www.impact-site.design/2023/03/a-midsummer-nights-dream.html

## Intercultural Communication:

https://study.com/academy/lesson/intercultural-communication-definition-model-strategies.html

https://www.idrinstitute.org/resources/intercultural-communication/

## Language and Professional Life:

* Formal English in context

https://www.fluentu.com/blog/business-english/advanced-business-english-vocabulary/

## Modern and Post Modern thought:

* Literary criticism

https://courses.lumenlearning.com/suny-britlit1/chapter/literary-criticism/

1. Marxism

https://www.investopedia.com/terms/m/marxism.asp

2. Socialism

https://www.iep.utm.edu/socialis/

3. Capitalism

https://www.imf.org/external/pubs/ft/fandd/2015/06/basics.htm

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At futuretechexplorer, we delve into the intricate interplay between science, websites, applications, AI, and a myriad of other groundbreaking topics.

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Research Methods

Qualitative Research Designs

Quantitative Research Designs

Analysing Research Data

Introducing Research Methods

Further Reading on Research

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Research Methods | Definitions, Types, Examples

Table of contents

Qualitative vs. quantitative data

Primary vs. secondary research

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Ultimate Study Skills Guide: Tips, Tricks, and Strategies for Every Grade

Study Spaces

Choose Your Space

Make Yourself Comfortable

Manage Distractions

Gather Your Supplies

Use a Homework Planner

Create a Daily Study Plan

Chose the Best Study Time

Keep Materials Neat and Organized

Take Breaks

Know Your Style

Choose Appropriate Study Materials

Learn Different Note-Taking Strategies

Organize and Review

Highlighting

Rereading and Taking Notes

Understand the Assignment

Make a Plan

Save Your Work

Review and Revise

Review the Material

Get Rest and Eat Well

Tackle Easy Questions First

Watch the Time

Review Before Submitting

Know How and When To Contact Teachers

Create Study Groups

Use Resource Tools

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