How do millennials learn? Implications for higher education pedagogy

Document Type

Article

Publication Date

1-1-2019

Abstract

This article investigates how 86 first-semester African-American college freshmen perceive their time management, study, and test-preparation habits. The research questions sought if the freshman students reported study, note taking, and test preparation habits were different from what we would expect if no preferences existed. Participants voluntarily completed the 21-item quantitative survey. The study revealed patterns of preference for study patterns, that students believed they spent sufficient time studying, crammed materials, were unable to study for long periods, had retention challenges, and were generally cognizant of haphazard study patterns. There were strong relationships between having disorganized study behavior, cramming, and difficulty in retention of materials. The study recommends that student development and academic personnel work together to help student develop their students' academic success skills.

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