Study Skills Analysıs of Canakkale Onsekiz Mart and Bishkek Humanities Universities’ Undergraduate Students

Preface

In this study, Canakkale Onsekiz Mart University and Bishkek Humanities University students’ level of study skills and their differences; students’ ability to prepare for the lesson and exam, their exam anxiety and time management were examined.

Today, people experience changes and developments within the framework of education. Rapidly developing technology and artificial intelligence demand better innovations from the human brain. This, of course, causes changes in educational programs. These days, new generations are expected to be ‘world citizens’ where students are expected to speak, at least, in two foreign languages, have a good knowledge of technology, good communication skills and be successful in everything else. These expectations increase responsibilities of a student in the education and training process and often cause difficulties in adapting to changing conditions.

The university student’s adaptability to good study skills from the first year will help him/her easily overcome most academic challenges and take advantage of learning opportunities. As we know, learning is a lifelong skill, and when mastered, it will have positive effects with every new beginning. When the student knows his/her style better, he/she becomes more motivated and learns how to use his/her time correctly so that he/she will be more successful in further academic career. By adapting good study skills, students gain a great opportunity to overcome all possible obstacles in the educational process. Good study skills help students take advantage of learning opportunities, reduce exam stress, and help students feel safe (Devine, 1987). Exam anxiety occurs with physical and psychological changes and generally affects student’s educational performance negatively. Unfortunately, the results of the exam determine the success of the student in the intensive education life. Under the pressure of parents and society, students are not being able to show their true knowledge. Therefore, instead of putting pressure on students, trying to motivate even their smallest achievements will bring positive results.

 Acknowledgements

First and foremost, I express my gratitude to my supervisor Prof. Dr. Hasan Arslan, who guided me throughout my thesis, motivated me and made precious contribution to this research. I feel lucky to find a chance to work with him and I am deeply grateful for his encouragement and supervision.

I would also like to acknowledge the members of committee Prof. Dr. Osman Ferda Beytekin and Assoc. Dr. Mehmet Kaan Demir for reading this thesis and for their appreciable comments and recommendations.

I would also like to thank COMU and BHU students for their participation in the questionnaire survey who supported my work and helped me to get results. Without their passionate participation the survey could not have been successfully conducted.

Special thanks to my family and friends. This research work could not have been possible without their support and love.

Zyinat ESENALIEVA