Assessment of study habits among young university students

2026-07-07T13:45:13+00:00

This study assessed the level of critical thinking among 42 first-semester students during the 2025-I academic year. This research was non-experimental and quantitative, descriptive-comparative in nature, and cross-sectional in design. The instrument used was the Delgado Garay Critical Thinking Questionnaire (2025), which consists of 24 items grouped into six dimensions: analysis, inference, explanation, interpretation, self-regulation, and evaluation. The mean score was 68.51 (SD = 9.74), which is in the low-to-midrange relative to the scale norms for adults aged between 18 and 30 years of age (mean score = 77 points). Self-Regulation revealed the highest mean score (M = 14.21) whereas Interpretation had the lowest (M = 8.40). In terms of where they placed in these categories, 83.3 percent spelled “Low” and “Lower-Middle,” with no student landing at a high level. The results indicated that the overall average scores for all three dimensions of the female students were higher than those of male students; however, none of these results—though in the expected direction—were statistically significant.

Competency Assessment of Hard Skills Among College Students: Structural Technical Gaps and Implications for Retention

2026-07-08T18:38:31+00:00

This study assessed the level of mastery of hard skills among forty-eight first-semester college students during the period from August to December 2025. Using a quantitative approach and a cross-sectional diagnostic-descriptive design, the sections of the Transversal Competencies Questionnaire were adapted using Behavior Observation Scales. The statistical outcomes indicated a global low to average performance expressed by an overall weighted mean of 2.18. Assessment of technical problem solving revealed the most severe deficiency, with a mean of 1.85, indicating marked difficulty identifying and sequencing logical responses to errors. However, the lack of appropriate basic computer skills only reaches 2.41 point score (maximum: 5 points) was also regarded the highlight rated competent level among deficient aspects and this only to changes as far as basic operation. Furthermore, the analysis by gender showed no significant gaps in instrumental performance. It is concluded that incoming students lack the minimum technical skills required for higher education, making it essential to urgently implement mandatory remedial programs aimed at mitigating these structural cognitive gaps and ensuring early retention in school.

Revista NeyArt

Assessment of study habits among young university students

Competency Assessment of Hard Skills Among College Students: Structural Technical Gaps and Implications for Retention