Exploring the Study Habits of University of Isfahan Students According to Gender, Academic Year, and Field of Study

Document Type : Original Article

Authors

1 Master's student in Educational Sciences , University of Isfahan, Isfahan, Iran.

2 Professor of Educational Sciences . University of Isfahan, Isfahan, Iran.

3 Associate Professor of Educational Sciences . University of Isfahan, Isfahan, Iran.

Abstract

The purpose of this study is Exploring the Study Habits of University of Isfahan Students According to Gender, Academic Year , and Field of Study. This study is descriptive-survey in nature. The statistical population includes all third and fourth-year undergraduate students at the University of Isfahan, who were studying Education, Counseling, Civil Engineering, and Surveying in the academic year 2024-2025. The sampling method for this research is census. The Palsane and Sharma Study Habits Questionnaire was used for data collection. A total of 223 individuals responded to the questionnaire. The SPSS version 27 software was used for data analysis. The findings indicated that the average study habits of the University of Isfahan students are at a moderate level (M=47.87).Regarding the gender variable, a significant difference was found between men and women only in the mean scores of the Note-taking and Memory components; specifically, the mean scores for these components were higher in women than in men. In terms of academic year, only the difference in health means between third-year and fourth-year students was significant; more precisely, the average health score of fourth-year students was higher than that of third-year students. Concerning the field of study, a significant difference in memory means was observed between the Educational Sciences-Civil Engineering and Educational Sciences-Surveying groups; in other words, the mean memory score in Educational Sciences was higher than in Civil Engineering and Surveying. Ultimately, given the gap between the current situation and the ideal level, it is necessary to develop targeted programs to improve students’ study habits.

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History

  • Receive Date: 22 December 2025
  • Revise Date: 07 February 2026
  • Accept Date: 28 February 2026
  • First Publish Date: 21 March 2026
  • Publish Date: 21 March 2026

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