College Level Study Skills Inventory

Adapted with permission from Dennis H. Congos, Academic Advisor & Learning Skills Specialist, University of Central Florida.

Instructions

The following College Level Study Skills Inventory will assist in providing you immediate feedback on your current approach to college level study skills. There are six critical study skills college students need to consistently be developing: text book reading, note taking, memory, test preparation, concentration, and time management. At the conclusion of the inventory, each of these skills will be assessed based on the manner in which the questions were answered. Be honest when completing this inventory. Answer the questions in relation to your current approach towards college study skills and not how you think you should approach college study skills.

Take your time in completing the inventory and truly think about your current approach to college level study skills. We encourage you to consider taking the results of this inventory to the next level and develop an academic action plan. Consider printing out your results and scheduling an appointment with the Student Advising Center. Based on the information provided in this inventory and additional information discovered during the appointment, you and Student Advising Center will be able to develop an effective and efficient action plan to reach your academic goals for the semester. To schedule an appointment with Student Advising Center, please call Stacey Braun at 620-341-5189 or stop by Plumb Hall (PH) room 206H.

Directions

Please provide your first name, last name, and e-mail address.

(*) denotes required information.
* First Name:
* Last Name:
* Email:

Directions Continued

Take the time necessary to carefully read each statement and choose the appropriate (honest) response which indicates your current approach to college level study skills. Click on the radio button under the appropriate column.

Text Book Reading

Question Almost Always More than half of the time About half of the time Less than half of the time Almost never
1. I formulate questions from a chapter before, during, or after reading.
2. Before reading an assignment, I survey headings, bold print, italics, questions, summaries, etc.
3. I try to get the meaning of new terms as I encounter them the first time.
4. I formulate answers to questions I have made as I read an assignment.
5. I look for main ideas as I read.
6. I am able to readily identify clarifying details under each main idea.
7. I read a textbook chapter more than once.
8. I use a textbook study system such as SQ3R, OK5R, etc.

Notetaking

Question Almost Always More than half of the time About half of the time Less than half of the time Almost never
9. I take notes as I read textbook assignments.
10. I take notes in lectures.
11. After taking notes, I review them before going on to something else.
12. I rewrite lecture notes.
13. I compare notes with one or more other students to check completeness and accuracy.

Memory

Question Almost Always More than half of the time About half of the time Less than half of the time Almost never
14. I review notes more than once or twice for exams and quizzes.
15. I use mnemonics.
16. I use visuals in my notes such as sketches, mind maps, diagrams, charts, etc.
17. I quiz myself over material that could appear on future exams and quizzes.
18. I organize details to main ideas into numbered or lettered lists.
19. I convert text and lecture material into my own words.
20. I think about material that could be on exams and quizzes when I am not studying.
21. I try to understand material in my notes as opposed to memorizing.
22. I try to organize main ideas and details into some logical or meaningful order.

Test Preparation

Question Almost Always More than half of the time About half of the time Less than half of the time Almost never
23. I study with a classmate or group.
24. When I don't understand something, I get help from classmates, tutors, instructors, SI leaders, etc.
25. I do all homework assignments.
26. I turn in all homework assignments on time.
27. I can easily identify what I have learned and what I have not yet learned before I take a test.
28. I review notes for a class before I go to that class.
29. I read assigned material before I go to class.
30. I begin studying for an exam from the first week material is assigned or covered in lecture.
31. I review lecture notes soon after class.
32. I keep up to date on assignments and homework.
33. I eat well-balanced meals daily.
34. I exercise daily.
35. I have taken learning skills classes or learning skills workshops when I know about them.

Concentration

Question Almost Always More than half of the time About half of the time Less than half of the time Almost never
36. I study where it is quiet when trying to learn and remember something.
37. I study for a length of time then take a short break before returning to studying.
38. I study in the same place.
39. I avoid cramming.
40. I have all my study equipment handy to my study place (pens, paper, calculator, etc.)
41. When I sit down to study, I tell myself that I intend to study.
42. I break larger tasks into smaller segments in order to complete a large assignment.
43. When the subject matter in not naturally interesting, I find ways to learn it anyway.
44. It is difficult to pay attention in class.
45. I avoid studying in the evenings as much as possible.

Time Management

Question Almost Always More than half of the time About half of the time Less than half of the time Almost never
46. I use a calendar book for recording daily and weekly upcoming academic and personal activities.
47. I use lists such as daily "to do" lists, assignment lists, etc. to organize academic and personal activities.
48. I set up a master schedule of fixed monthly activities such as classes, work, club meetings, etc.
49. I write out short-term and long-term academic goals.
50. I start papers and projects way before they are due.
51. I study at least 2 hours for every hour I am in class.

Your Results Are:

Textbooks Notetaking Memory
Less than a score of 30 suggests changes in textbook reading skills are likely to increase your grades Less than a score of 20 suggests changes in notetaking skills are likely to increase your grades Less than a score of 30 suggests changes in memory skills are likely to increase your grades
Test Prep Concentration Time Management
Less than a score of 40 suggests changes in test preparation skills are likely to increase your grades Less than a score of 35 suggests changes in concentration skills are likely to increase your grades Less than a score of 20 suggests changes in time management skills are likely to increase your grades