Why is it so Difficult to Get Students at Low-Prestige Universities to Develop Study Habits?: A Case Study of the Education Department of Private Z University

Abstract

This paper confirms the extent to which students at low-prestige universities engage in learning opportunities outside of class and examines the factors involved when they do not engage in such activities. Interviews were conducted with 10 third-year students in the education department of the private Z University. The main findings of the analysis are as follows. First, the grading system at Z University allowed students to obtain credits as long as they attended classes. Second, professors rarely imposed pre- and post-learning requirements, and when they did, they did not require a heavy learning load. Third, professors not only disclosed examination questions in advance, they also had a great tendency to do so. In addition, because of this practice, the students in the "study habits acquisition group" perceived the examinations as not requiring much study. The difficulty in motivating students at low-prestige universities to develop study habits is thus related to the methods used for grading, pre- and post-learning requirements, and examinations.