Evaluation of study habits among students at a private university in Panama

Abstract

The present study aimed to analyze the predominant study habits among university students. It was conducted under a quantitative approach, with a non-experimental and descriptive cross-sectional design, oriented toward identifying the characteristics, frequency, and tendencies of academic habits without manipulating variables. The population consisted of 160 university students, and the sample was selected through convenience sampling, considering accessibility and willingness to participate. Inclusion criteria included being an active student and voluntarily participating in the research. The main variable of the study was study habits, defined by Cruz and Sánchez (2017) and Díaz Barriga and Hernández (2019) as a set of planned behaviors, strategies, and routines aimed at optimizing learning and academic performance. Data were collected through a structured digital questionnaire (Google Forms) composed of 30 items distributed across five sections: general data, time organization, learning strategies, academic motivation, and environmental conditions. The results showed that a significant proportion of students did not maintain a regular study schedule, exhibited low inclusion of rest intervals, and demonstrated limited attention and task tracking during their learning process. Moreover, a considerable percentage did not apply metacognitive strategies, such as previewing study materials. Overall, the findings suggest that students’ study habits are insufficiently structured and require improvement, highlighting the need for academic orientation and training programs that promote self-regulation, planning, and the effective use of learning techniques.