More Than a Quiet Place: Mapping the Structure and Interconnections of Study Skills Among Tanzanian University Students

Effective study skills are closely associated with improved academic achievement and higher grades. However, research indicates that the majority of students lack adequate study skills, which negatively affect their academic performance and lifelong learning. This study investigates patterns, interrelationships, and demographic variations of study skills among university students in Tanzania. Data were collected from 126 participants using a cross-sectional design, drawn from randomly selected universities in three regions in Tanzania. The data were gathered through a study skills assessment survey and analyzed using descriptive statistics, Mann-Whitney U test, Kruskal Wallis H test, and correlation analyses. The findings reveal that commonly used study skills include completing and submitting assignments on time (85%), identifying main ideas while reading (80%), studying in quiet environments (75%), taking notes from textbooks (70%), and taking notes during lectures (65%). Conversely, extended study time andpeer comparison of notes were among the least utilized strategies. A strong correlation was observed between textbook and lecture note-taking (ρ = .52, p < .001), indicating consistency in note-taking behaviours. Overall study skills differed significantly across age groups, whereas no statistically significant differences were observed by gender or institutional affiliation. These results underscore the interconnected nature of certain study skills and highlight the need to promote underutilized skills.