bilal bugaje - a memoir on studying in contemporary colleges.pdf

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A Memoir on Studying in Contemporary Colleges

Bilal Bugaje


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CONTENTS

Section Page

1.0 Introduction .......................................................................................................................................... 3

1.1 Dear Reader ....................................................................................................................................................................... 3

1.2 Studying and Reading .................................................................................................................................................. 5

1.3 University Ranking ........................................................................................................................................................ 6

2.0 Issue 1: Interest ................................................................................................................................... 7

2.1 Interest in Versus in Interest ................................................................................................................................... 7

2.2 Interest in Field of Study ............................................................................................................................................ 7

2.3 Post High School Exams .............................................................................................................................................. 8

2.3.1 Scenario One ............................................................................................................................................................. 9

2.3.2 Scenario Two ............................................................................................................................................................ 9

2.4 The prospective Student .......................................................................................................................................... 10

2.4.1 Criteria to Identifying Interest ..................................................................................................................... 10

2.4.2 Rejection or Redirection .................................................................................................................................. 11

2.5 The Enrolled Student ................................................................................................................................................. 11

3.0 Issue 2: Reading before Class ......................................................................................................... 13

4.0 Issue 3: Being on Time ..................................................................................................................... 15

5.0 Issue 4: Prerequisite Topics ........................................................................................................... 16

6.0 Issue 5: Consistency not Compensation ...................................................................................... 17

7.0 Issue 6: Immediate Execution ........................................................................................................ 19

8.0 Issue 7: Submission of Assignments............................................................................................. 20

9.0 Issue 8: Excessive Sleep ................................................................................................................... 21

10.0 Conclusion ......................................................................................................................................... 23


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1.0 Introduction

1.1 Dear Reader

This is a book specially made for you. Did u think I will forget? Of course I know you

don’t like reading, much less studying. That means you have two problems: reading and

studying. I will come to the difference between reading and studying (next sub heading) but

for now let me assure you that I have solved both problems in this little book. The problem

of studying is what this entire book is mainly focused on. The problem of reading has been

made easier by making the book only 20 pages long. You can finish it in one sitting, or

maybe two, then you can decide to come back to it at a later time.

They say a good title for a book is always crucial for the book’s success. Don’t ask me

who "they" are. I don’t care how many pages these are, I'll call it a book regardless. If the

title had been "10 steps to academic success in colleges" I'm sure it would beat “A memoir

on studying in contemporary colleges”. I am not criticizing having a number of steps to

achieving anything. The truth is I started writing this book (yea, book) without any numbers

in mind. It just came from reminiscing of my college days which was less than a year ago.

But you know memories, they just come and go without prior alert. If only I had known how

many were coming, I would have named the book "ten ways to blah blah blah”. Now that I

am done, well I am not actually done because more could come. I will keep it simple since

simple is all I know anyway.

I apologize, in advance, if I end up sounding like a concerned parent. The truth is that

most of the things I will tell you about are some of the advices your parents have already

told you so many times especially right before leaving for school. Some of those advices are

general like “be attentive in class” while some are a bit more specific like “make sure you

pay attention to math classes”. Oh the teachers too, don’t they all have so much to tell us.

Their life stories, adventures (I am not sure all are true), and so many amusing stories that in

the end all we remember are the funny ones with their punch lines. To most of us the

secondary school period of our lives have had the most advices given and, as a result, the

most not taken.

Amidst all the confusion in Secondary school, we fail to comprehend the power of

such simple advices like “be attentive in class”. Perhaps it is because most of the advices are

general in scope. I think it would have been more effective if every parent gave their child

this advice: “do not slouch when seated in class. Do not talk with your class mates when the

teacher is talking. Do not chew gums in class but you can take mints”. The second advice is

more specific to what exactly the student should do and shouldn’t do. Instead of telling the

student ‘don’t make noise in class’, it will help more if the student is told ‘don’t talk to

Ahmad and Mary while in class’. That is if Ahmad and Mary are the people the student talks

to the most.


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Keeping in mind the clarity of a non-generalized advice, I compile what I think are

the most important aspects of a student’s life, that when changed as directed, will have the

most profound change on the student. Of course it is a good advice when I say ‘don’t make

noise in class’ but you don’t find it in this book (oops! only here). The methods outlined in

this book, and the student should keep in mind, are less mechanically instructive and more

suggestive. It is such that the student is presented with the merit s of a method only. The

student decides whether to adopt it or not. In any case, I suggest reading it to the end.

The methods presented are tested and trusted (not like those “tested and trusted”

politicians that have no doubt been tested but can’t say trusted). I testify to it here but I am

sure plenty others, if not even you, will testify to it. Like most students, I didn’t take all the

advises I was given seriously. It was after I discovered these methods actually work that I

started referring to the advices I was given. What happened was that I accidentally studied a

topic before the class, thinking I was studying the last class which I missed. During the next

class, I was surprised at how easy it was to understand and ask questions just because I

studied before that class. Blessing in disguise... I then decided: I will check and see which

other advices given by ‘adults’ actually work.

By no means do I expect the student to adopt all the rules/methods/approaches that

will be mentioned in this book. I know for sure I never adopted all at once. The best I did

was about three methods at once. Only Issue 1 is a prerequisite to the whole, individually or

entirely. A student may decide on adopting only one or two of the methods, if that works

out for the student. Any one of methods that you don’t already practise will definitely

change your comprehension in class, and subsequently your grades. Don’t worry, start easy,

practise one or two at a time. The more you reap the benefits, the more methods you will

willingly adopt.

Pardon me if there are no references at the end of the book. That is because there

was no research undertaken specifically for the writing of this book. It is all from memories

stamped by personal experience. I guess it is a memoir. I will like to make some concepts

clear, as they are regarded in this memoir. As I mentioned in the beginning; the difference

between Studying and Reading, and secondly, Ranking of Universities.


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1.2 Studying and Reading

Both studying and Reading are physically carried out the same way; a student picks a

book and absorbs (or makes sense of) its contents. The difference lies in the state of mind of

the student and the intentions of the student at the time the act is being performed.

Studying is the pursuit of academic success. Basically this means whenever a student

opens a class note or textbook, with the intention of passing an exam, or any form of

recognition for what the student is doing, then that student is studying. Recognition could

be an awarded degree, diploma, or a promotion to the next class; in a nut shell studying is

subject to a second party’s criticisms and approvals. This second party is mostly the lecturer.

In that sense when students study, the books used are usually directly related to the course

of the student which can elevate the student in that particular course. Studying is

constricted to a narrow boundary of the student’s field.

On the other hand, reading is any other knowledge that will not necessarily decorate

the student’s academic tokens. Knowledge, any type, will definitely uplift the student to a

better understanding of that subject read on, but no student will be given a token, like a

diploma, for reading. The intention of a student that is reading is broad, as it can be

anything.

Studying should be carried out by those seeking expertise. This is when a civil

engineer is studying how to construct a bridge in the ocean so that he can add value to his

services. The clause that justifies this as studying is “so that he can add value to his

services”. Reading should be motivated by the interest to know. Reading is when that same

civil engineer is reading how to bake a banana cake or reading about politics. So, depending

on whether a student values academic carrier or general knowledge over the other, the

student will either be studying more or reading more respectively.


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1.3 University Ranking

How is a university ranked? Personally i don’t care. But common sense tells me the

universities are evaluated based on certain criteria. Some of the criteria could be

requirements necessary to enter, facilities, lecturers and professors, variety of courses,

social and communal activities, percentage of graduates, average results of graduates,

depth of research, volume and content of library etc. An environment with all these criteria

that are above average in a country will no doubt facilitate a student’s success better that a

university below average.

Does this mean that every graduate from a higher ranked university knows more (or

is better) than graduates from a lower ranked university? That is a possibility, but this can’t

be true. There is also the possibility that every graduate from a lower ranked university will

know more than graduates from a higher ranked university.

All the criteria mentioned serve as a steady force which may, or may not, move the

student towards success. The student has to input his own force to reach for success. An

analogy is when there are two conveyor belts; first one moving at 10km/h and the second at

5km/h. If a stationary student is to be put on each, then the student on the first one

(10km/h) will lead that on the second one (5km/h). Let us call the student on the first one

Alpha and that on the second one Beta. Now assume both students start again from the

beginning. What happens if Beta starts walking at 10km/h? Beta (now moving at 15km/h)

will overtake Alpha (still moving at 10km/h). Conversely if Alpha starts walking at 10km/h,

Alpha (now at 20km/h) will eventually over take Beta (still at 15km/h).

Basically, the original speed of the conveyor belt is the rank of a university. If two

students, who put no effort in to studying, are put in two separate universities of different

ranks, the one in the higher ranked university will most likely outperform the one in the

lower ranked university. After all the higher ranked university has a faster ‘conveyor belt’.

However if those two students put effort in studying, then the results could change. In fact if

the student in the lower ranked university puts more effort than the student in the higher

ranked university, there is a very good chance the lower ranked university student will be

more knowledgeable and successful. It all comes down to the amount of effort invested and

seriousness.

In a nutshell, having primary concern in university ranks is for the lazy student. If

admission can be gotten to a higher ranked university, that is good because it gives a

student an edge over those in lower ranked universities. However, final success depends

largely on seriousness and effort put by the student. Lazy students may make it out of a

higher ranked university but the problem becomes apparent when there is no force to push

them but themselves. Welcome to the real world.


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2.0 Issue 1: Interest

2.1 Interest in Versus in Interest

To make the topic more comprehensive, the topic can be re-phrased as “a student’s

interest in” and “in the interest of a student”. Both are interests, but mistaking one for the

other can render the whole of this important chapter officially jargons.

To do something in the interest of a student is to do a thing that appears to be best

for the student, based on information available. I hope i haven’t lost you there. For example,

a parent may choose for their child to attend boarding school. The parent thinks boarding

school is best for that child, given the circumstance. The parent is convinced, that boarding

school is best for the child, because of the information the parent has. However, the

information the parent is acting on could be false as well as it could be true. But since that

parent is convinced, no matter the outcome, the parent has chosen boarding school in the

interest of the child.

On the other hand, to have an interest in something is to want to know more about

that thing. A student who has an interest in a subject is a student that is concerned about

that subject. It is a student who sees the importance of that subject. That is a student who

finds the subject interesting. Now that the difference between “in interest” and “interest in”

is clear, the issue for this section will be dealt with.

2.2 Interest in Field of Study

As intentions hold the motif and quality of any action we perform, interest holds the

force of inertia for any course we undertake. How many times have you, in your high school

class or any class, been bored to your gut? Naturally, we get excited by things that are not

‘boring’ while on the other hand we easily get worn out by things that are ‘boring’. A topic

or subject is boring only if it is not interesting. Therefore any attempt to make a ‘boring’

topic interesting will make it less likely to be boring.

Interest-in is subjective and may vary among people just as two different people

could have two different names. Some might be tempted to say, when asked why they find

certain things interesting and they answer, “It is in my nature”. Hardly is anyone born in to

this world with the interest in football leagues, or in basketball, or in reading books, or in

yoga, or in computers etcetera. Your interest in anything is not a natural disposition but

rather, it is a fruit of your past experiences. For example, one who loves football may be

because as a child he was exposed to playing football when he had nothing doing, football

kept him company in his idle days and have become friends with football ever since.

Compare this situation to that of a kid born in Alaska where ice fishing is prominent. The

football kid, and the Alaskan kid, when asked why they love what they love will probably say

“it is in their nature”. A logical conclusion could be drawn at this point. If your present


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interest is determined by your past experiences, then your future interests are affected by

your present experiences. You can change your future interests now.

As this book is concerned with studying in college, then the reader will fall under one

of two categories: a high school student (prospective student) about to enter

college/university or a student (enrolled student) presently in college/university. The two

will be treated separately because they have varying powers to affect their interests in the

courses they hope to take (or are taking). The prospective student has a clean sheet and has

full power over the course he selects. On the other hand, the student currently enrolled may

face a difficult time in deciding because it means he will either have to change his course or

develop interest in his course. Before diving in to the worlds of the two types of students

mentioned, let us take a look at a dangerous catalyst that is key in determining the discipline

a student selects; The Post-High School Exams.

2.3 Post High School Exams

Final term exams in high schools are rarely taken as serious as the ones taken in the

penultimate year. The reason is because the student is more concerned about his Post High

School Exams at that moment that he is not attentive to his school termly exams. If you still

don’t understand what Post High School Exams are, here is a clue: WAEC, NECO, JAMB, SAT

etcetera. Yes, I decided to use a more general term because the discussion here is common

to all of them and none in particular.

We all know there are lots of leaks in these exams. C’mon don’t tell me I have to give

you hints on what leak means: chokes, expo, dubs, paper... you get it by now. We (everyone

who has taken his exams within the last 15 years) all know how available leaks are and how

they are becoming more and more easily accessible each year. I don’t know why it still

surprises us when we hear news of rampant cheating these days. Anyway we are not here

to investigate that part of the underground, we will save that for ethics day.

Now the assumption here is that leaks are among the tools available to passing

exams, although strictly not advisable. Many people indulge in it anyway, even the so called

smart ones. The model student for this discussion will be Kevin. Kevin is a typical student

about to write his WAEC (or NECO or SAT). He plans on studying because he knows it will be

very difficult for him to get his hands on the leak, even if he does he knows it will be too

costly for him to pay. Two days before his first paper, a friend of his comes to him with the

leak for the first paper which is Biology. He gladly accepts it because he hated Biology

anyway and thought only a miracle could save him from failing. Similarly, the same friend

was able to get his hands on other papers which he also passed to Kevin. The only paper

Kevin didn’t accept was Economics because he was confident he knew enough, it was his

best subject anyway.


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Exams ends and everyone is quite satisfied with the papers that leaked; which was

all. Results came out a few months later and Kevin had As in all the subjects except for

Economics which he scored a mere C. Kevin is certain he can get accepted to any college

course he applies for with that kind of result. Now it is time to select a university course and

this is where it gets interesting. Two scenarios will be presented. You will be the judge of

which scenario is actually smart.

2.3.1 Scenario One

Kevin is overwhelmed by the hype he receives at home. His parents, peers and

acquaintances are so explicitly proud of him that he is also proud of himself. Actually he is

starting to believe it was his intellect that got him all the As. His parents don’t normally put

pressure on their kids on what career to pursue, but seeing that their son is a genius they

decide that this gifted son should be stirred in a direction which they feel it will optimise his

intellect. The parents would ask him to study ‘President of the Federation’ if there was a

course like that but in the absence of that, they decide on encouraging him to be a medical

doctor. They just made a choice in Kevin’s interest. What started as encouragement, and

doubt on Kevin’s side, instantly becomes an obligation, and a deceptive certainty in Kevin’s

head.

Kevin applies and gets an offer. Everybody is happy. Kevin starts his first term and

finds studying difficult. But now he can’t tell his parents that medicine is too difficult for

him, not if he is still the genius he is not so sure he is anymore. Kevin writes the exams at

the end of the semester, even though he still doesn’t understand how the human heart

oxygenates and deoxygenate blood. He is hoping for Cs in three courses and at best a pass

in the other five. Results come out and he has four Cs, three passes and one fail. He was still

not the worst in the class so he decides that he did OK but will try to improve. If he can

make a good result in the second semester, he can make up for the lack in the first

semester. Second semester passes and he performs just a little better than the first. Now

Kevin’s major concern is not what he knows about medicine but how can he manage to get

promoted to the next year.

Kevin has lost his purpose. He is lost in trying to score grades that will keep him

worth keeping in his faculty. Kevin’s new mission becomes how to make the minimum

scores, without need for understanding. He now develops a habit. Usually, a person like that

will get withdrawn from his faculty or advised to change course. Change course or not, Kevin

will repeat the habit he has learnt in Medicine.

2.3.2 Scenario Two

Kevin receives all the congratulations on his results all the while keeping at the back

of his mind: “you didn’t actually achieve this result with your intelligence alone”. Kevin’s

parents ceremoniously approached him concerning his university course. Of course the

parents have their own agenda on what course he should apply for; Medicine. Kevin

searches the back of his mind and decides to apply for economics. His parents stunned by


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his choice ask him why he chose a discipline which is the one subject he scored the least.

Kevin convinces them that albeit his low grades, he has more interest in economics. The

parents see no harm in Economics and allow him proceed to application.

Kevin applied and is granted admission. Kevin is as eager to start life in the campus

as he is to start classes. He had always wanted to know what was going through Karl Marx’s

head when he decided to be a driving force behind the socialist movement. He once asked

his economics teacher in his high school but he was told that he would appreciate the

answer coming from a university lecturer better. His first semester was an array of Cs with

no pass or distinction. His parents were not very happy because they have lost their genius,

not knowing they never had a genius. The only pressure from the parents is for him to

improve.

Kevin has now placed himself in a comfortable zone since economics is almost

second nature to him. He has interest in Economics; he is at peace following his interests.

How did he develop interest in economics? It must be from his past experience in high

school. It could be he had an interesting economics teacher or that he found the instability

of international markets amazing. What matters is at the end of his high school, his interest

is in economics and he is studying it. How should a prospective student and an already

enrolled student go about creating an environment friendly to their interest and their

studied course?

2.4 The prospective Student

A prospective student has the most power, in terms of flexibility, when it comes to

having satisfaction in his course. The power lies in the fact that the student has to choose

his area of study. The student could choose any area of INTEREST to him. His case is similar

to a carpenter who measures the wood length twice before finally cutting once; careful

preparation and efficient execution. The prospective student should make sure he has

identified his field of interest before applying.

2.4.1 Criteria for Identifying Interest

The single most effective criterion for identifying interest, simply put, is the

subjective recognisance of “interest”. Although, there are objective criteria which help stir

our decision in the right direction. To know when you have interest in a particular subject... I

don’t need to tell you how because, trust me, YOU WILL KNOW. It could be that subject you

don’t mind being in the class and listening attentively throughout a period. It could be that

subject you go out of your school notes to read about. It could be that subject you don’t feel

sleepy during its class. It could be that subject you feel confident in whenever the subject is

being discussed outside school. It could be that subject which you don’t run away from a

place where people start discussing it. It could be that subject that someone can make a

joke out of, and you will actually understand. It could be that subject that when someone


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talks gibberish about, you know the person is wrong. It could be many things but the feeling

(yes it’s a feeling) will be familiar once you feel it. Most of all, it is a feeling filled with

curiosity about that subject; the hunger to learn more.

On the alternate path to identifying interest objectively, the prospective student

should observe a few things. The most reliable of these is the score a person achieves in a

subject. Chances are u will perform well in the university in courses you scored high while in

high school. If you always scored distinctions in physics, chances are you will make a good

physicist or mechanical engineer. A weaker criterion is position in a course. If your high

school grade students and positions them according to each subject, chances are that those

who make the top three in a subject can take a course on it in university. Subject positioning

is weak because it depends on the average of the class. The higher the average is, the

stronger subject positioning becomes as a criterion. Another objective criterion is class

grading. The students who always come out at the top 5 of their class generally have a

better chance applying to and surviving any university course than the rest.

2.4.2 Rejection or Redirection

You must be curious as to what if the prospective student does not get in to the

course he applied for. Most universities reject the application to the universities, which i

think is the best thing for the prospective student. But a lot of Nigerian universities, instead,

will reject the application but still offer the student a different course than he applied for.

The student has been redirected. The student can decide to keep his options open and keep

being a powerful prospective student, by rejecting the offer. Or the student may decide to

risk being an enrolled student in an uninterested course, by accepting the offer. On the

other hand, if the student is rejected from the university, it should not be viewed as a bad

thing. It only means the university has decided to keep you powerful by forcing you to be a

prospective student. To accept this easily, the student must be able to underestimate the

pressures that are making him want to get in to university early. In the long run, it is better

waiting for your course of choice once you understand the hazardous, fickle and

treacherous world of being an uninterested enrolled student.

2.5 The Enrolled Student

Two types of powers a student has at his disposal; Power of choice and Power of

manipulation. Power of choice is the ability to decide which course you take. Power of

manipulation is the ability to manoeuvre your way around a situation where you don’t have

power of choice, so you can make the best of it. The prospective student displays power of

choice. An enrolled student has lost his power of choice, simply by enrolling. He will have to

work on his power of manipulation.

If you are an enrolled student that fits the description above (stuck in a course you

are not interested), quit now and posses the power of choice again. There is no better way


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than the right way. Quitting may seem a bold move, but better be bold now than regretful

when old.

The power of manipulation, as the name suggests, requires living at the edge. This is

akin to a carpenter who measures once and cuts many times. The first cut the carpenter

makes is not accurate; either shorter or longer. If it is shorter, the carpenter will have to get

a new plank to cut, or make a very messy job he will end up not selling. If it is longer, the

carpenter will have to cut it again to make it measure accurately. In either case, the

carpenter either wastes a good plank (because he cut too short) and must buy a new one, or

the carpenter wastes precious time (because he cut too long) redoing what should have

been done the first time. This is the reality of an enrolled student; the student will either

change course, or the student may have to spend more time than his mates completing his

course.

Of this category of enrolled students, there are some who come out with good

results even though they don’t like the course. The moment result scores becomes the

primary criteria in determining one’s success, that is the start of a pursuit in a vicious cycle;

the pursuit of marks. Result is a strong objective criterion but cannot account for the

interest of that student in that course. Interest is the father of creativity and innovation.

Therefore good results without interest in the beginning, is just well... Good result. If you

have been looking for an explanation why some second class graduates are more productive

than first class graduates, you just got your answer. After all, degree classes are only marks.

As have been established earlier, if today’s experience determine tomorrow’s

interests. The experiences that can instantly induce interest in a person will be discussed

from here on. “Instantly” here refers to a month or two. These actions are for both the

prospective student and enrolled student to perform. The enrolled student has a higher

need to perform them. And if as a prospective student, you were able get admission in to

your course of interest, I am sure you are already doing some (or all) of these on your own.

What is a better way to develop interest than to imitate the actions of those with interest.

Understanding these is discussed in the following issues.


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3.0 Issue 2: Reading before Class

The mind is sometimes clear before entering a class, most of the time it is

preoccupied. The goal here is to be able to enter a class with a mind filled with questions. A

mind filled with questions is the curious mind. The curious mind is the wheel that drives

interest. The curious mind doesn’t lose concentration in class because it has unfinished

business (questions) to settle with the lecturer.

Going to a class with a clear mind is not that bad, the problem is that a person’s

concentration becomes totally under the control of factors such as: how well did a person

rest last night, how comfortable is a person, how energetic the lecturer is etc. There are

cases when all these factors fall right in accordance to the student’s specifications, and the

student is able to give full concentration. However the point of reading all this is for the

student to be able to take control of the situation. In this case, coming with a mind filled

with questions makes the students concentration dependent on only one factor; curiosity.

When there are questions in mind, all the other aforementioned factors become

insignificant. The student will concentrate automatically, at least until the questions are

answered.

On the other hand, going to class with a preoccupied mind is more damaging

because it distracts the student. This is when the student often finds himself elsewhere in

his mind, then occasionally comes back. A preoccupied mind is also more dangerous

because it is also susceptible to the factors (mentioned in the above paragraph) that affect

the concentration of a clear mind. There is one exception though, the only preoccupied

mind that concentrates automatically is the mind preoccupied with questions on the topic

being studied. Students are given syllabus at the start of the semester for a reason. Here the

student should read the material he has been given on the topic for the next class. The hard

part is starting, don’t mind the procrastination, your mind will always find an excuse not to

start.

Find time, whenever and wherever is convenient for you, and begin. Some students

(personally know one) may decide to read the whole syllabus of a semester before the

semesters begins or early in the semester. That is not the most effective methods, first

because it is bulky and might discourage a student, and secondly the student will be asking

the wrong questions most of the time. The wrong question is any question not particularly

relevant to the topic of the day; a student may be asking questions which belong in the next

class. A more effective alternative is reading all the topics for the coming week during

weekends. Personally I think weekends should be used for lengthy assignments, other

readings, or relaxation (anything fun), not for studying school materials. The most effective

method is reading daily. Yes I know you are already thinking of dropping this book because

of DAILY?!! What am I thinking right? I really mean daily but it is not hard work, let me show

you how it is done.


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What if I told you that you can study all the topics you will treat tomorrow in 30-60

minutes? I have been using the word ‘study’ too often and that is why you are thinking it a

demanding task. I am actually referring to ‘scanning’. Scanning is when you briefly go

through a text without the intention of fully understanding it but with the intention of

picking out as many ideas or phrases that stand out. These ideas and phrases that stand out

are things you will now like to know more about. These ideas and phrases become the

subjects of your questions. Now you have an idea. Your mission now becomes going to the

class the next day, listening until your questions have been answered. Ask questions for

those not answered. Simple as that.

Remember it will usually take more than a class to complete a single topic. If you can

scan through only half of the topic, fine. If you can scan through the entire topic in one

sitting, better. The golden rule is that make sure you start from the beginning of where the

next class will start. It is a good practice if you can revise the last parts of the previous class

before beginning your scan. This way, all grounds are covered.


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4.0 Issue 3: Being on Time

It is said that time is money, that is for a businessman to decide. In a similar manner

time is knowledge, in the case of a student. The more time spent in pursuit of knowledge

the more knowledge becomes available. This could be the time a student spends studying,

the time a student spends doing assignments, the time a student spends doing research etc.

The most important application of time relevant to this discussion is the time a student

comes to class.

The first few minutes of a class usually lay down the scope, basic ideas and

expectations of that particular class. It is also critical because this is the time the lecturer

makes clear the link (connection) between the previous topic and the new topic, if a new

topic is started. The critical time of any class I have estimated to be the initial 15 minutes.

Missing the first 5 minutes of a class is better than missing the first 10 minutes. Likewise

coming before it starts is better than missing the first 5 minutes. Every second within this

crucial time is significant and can make the difference between understanding that class or

not. However there is no much significance between missing the first 30 minutes and

missing the first 40 minutes, or even an hour. Once the student misses the initial critical

time, chances are the student will be unclear about the discussion going on, and must study

that class at his personal time.

The only help to the student will be if the student “Read before Clas”’ and has an

idea of what is being discussed. Hence by adhering to one rule, it becomes easier for the

student to make up for the lack of adhering to others.


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5.0 Issue 4: Prerequisite Topics

Why don’t students ask questions in class when they obviosuly don’t understand the

topic? It could be lack of confidence, stage fright, lack of speech skills, fear of being

perceived as a nerd, fear of being put on the spot etc. But don’t we all know someone (if not

ourselves) that has considerable confidence, no stage fright and can talk as loud as any

other, who does not understand and still refuses to ask a question? This is a mysterious

question.

The answer is that the student doesn’t know HOW to ask the question, without

sounding very stupid. To put it another way, the student doesn’t know WHAT to ask.

Lecturers teach students about a chain of concepts each linking to the other. An example for

physics students is learning about distance, then time, then speed, then acceleration, then

force, and so on. In every class, the latest chain changes; if the last class was on time, next

class will be on speed. Questions are asked to clarify concepts that are not clear, especially

the ones relevant to that class. Questions can be asked about previous classes but not every

lecturer will be willing to attend to that. Unless it is actually a smart question, and not

something so basic that you would have understood if only you were attentive the last class.

Imagine a student asking a lecturer, who is teaching the topic “acceleration”, the

question “what is distance?” At best the lecturer will ask the student to refer to previous

class notes. In the same class, another student may ask the question “will moving in a

circular distance affect the linear acceleration of a car?” The lecturer will gladly answer this

student. Both questions concern distance but the former is attributed to an inattentive

student while the latter is attributed to an attentive student. It will be safe to assume that

the former student also doesn’t know the answer to the question the latter asked. The

main difference becomes that the former student doesn’t know what to ask while the latter

knows exactly what to ask. Consequently, the former student doesn’t understand the latter

student’s question, while the latter not only understands the question of the former but

probably knows the answer to it.

A student that is aware of the topic that was discussed in the previous class will be

able to follow the discussion as well as ask ‘smart’ questions. The student should have in

mind that all classes are prerequisites to the next class. The student will be able to

effortlessly make sense of the classes, as well as construct sensible questions to help clarify

unclear parts.


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6.0 Issue 5: Consistency not Compensation

Consistency means regularity, uniformity and stability in carrying out one’s

endeavours. Compensation means payback for what was lacking in one’s endeavours. The

student must be consistent in studying, reading or any of the methods the students will like

to adopt among the ones stated so far. To be consistent in anything requires good discipline.

The student must be able to commit the mind to whatever needs consistency. Why do

students study for an exam, understand it, pass it then forget what they understood after a

semester or two? This is because the students use the method of Compensation instead of

Consistency, in their studying.

Consistency in studying means reading for a certain amount of time every day. If the

student decides on 30 minutes on weekdays, then the student must make sure studying is

done for 30 minutes every weekday, not exceedingly more or scantily less. This means the

student may study for 25 minutes or 35 minutes some days. Compensation in studying

refers to pilling up studying times and deciding to cover it at one sitting. If the same student

mentioned were to miss studying the whole weekdays, to compensate, the student will

study for 2hrs 30mins (30 minutes multiplied by 5 weekdays) on a weekend. Compensation

method seems logical and that is why it is tempting to trust in it. Compensation method is

not bad, actually helpful in some cases but consistency method offers much more.

Compensation is for short term while consistency is for long term.

Consistency offers more fruit than the cumulative time spent in studying, which can

be achieved using compensation method. Consistency is constancy. Consistency is easy-

studying and time effective. It does not require the student to allot lengthy time for

studying, short times are set. The effect is an almost 100% efficiency because the student’s

concentration is present while studying. There is no excess demand on the mind for

concentration. Consistency is time management. Since a predetermined time has been set

for studying, other activities fall in to plan (schedule) because the student knows when

studying starts and finishes for the day. Consistency is preparation for engagement. A

consistent student will be able to answer at least more than half of a quiz (or test) if given

inadvertently in class. Likewise a student will be able to defend himself when met with a

question outside of school environment. Consistency is long term memory. Long term

memories are created from frequency (consistency in studying) not intensity (compensation

in studying). Therefore most of what a student learns while indulging in consistency will

most likely be in the student’s memory for most of the student’s life. That is unlike

compensation in studying for exams where the student forgets what was understood a

semester or two afterwards.

If the student requires to study more than the time set for consistent studying, the

time allotted for consistent studying should not be altered. It should remain as it is, only

then it is consistent. A separate time should be allotted for any extra studying. An example

is during exam times (if you are consistent with studying you won’t need more than two


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hours to study for any exam.), assuming a student needs 5hrs to study. The student already

has a consistent studying time of 30mins a day. What the student should do is to do the 5hrs

studying such that the student must be finished before the 30mins for the consistent

studying. Or the student should start the 5hrs studying after the 30mins set for the

consistent studying is elapsed.


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7.0 Issue 6: Immediate Execution

Procrastination can easily poison a student’s mind with promises of tomorrow. But it

seems “tomorrow” hardly ever comes. This is a contributing reason why students fail to do

assignments. When a student fails to do an assignment given that is due in a day, that

student displays lack of seriousness. But when a student fails to do an assignment that is

due in a month until the month elapses, most often than not, that is procrastination.

It makes a person wonder why an assignment could be given out a month or

semester ago, and still unfinished a week before submission date. No the actual question is

why is an assignment given out a month ago, and not started a week before submission

date? The answer: Procrastination. The student thinks he has abundant time to engage in

the assignment because the minds of most students work with deadlines. The student

should know that time can never be abundant. Dead-lines are lines for the dead (in mind)

not the living-lines for a promising student. The student within the living lines should make

sure assignments are completed as early as possible, without rush.

Let it not be until tomorrow what you can start now. “Start” is the key word. The

moment an assignment is started, one of the hard parts is done. Starting an assignment

doesn’t necessarily mean taking out a sheet (or a computer) to start writing what will be

marked. Starting an assignment could be as subtle as thoughts, as light as ideas or as vivid as

imaginations. One key principle to apply right after any of the mentioned starting points, is

to make a written note of it. Some students have excellent memory and may decide to

make mental notes but I advice making a paper note. Mental notes to some are just another

form of procrastination. Make sure the moment an idea, thought or imagination appears,

the student writes it down (in a paper, or phone, or PDA, anything available). Memory is

bound to forget it soon.

For students in technical areas, like engineering, where lab reports are plenty,

making an outline of the report should be considered as a start. Outline is the flow of the

report not the format, while format is the structure of the report. The format given by a

lecturer is not really a start because it is a given. If a format is not given and the student

creates a format, then that is a start.

For example, a student is given a lab report (or any assignment) due in two weeks,

the student starts taking notes and making an outline for the report while in (or

immediately after) the lab. Once the notes and outline are recorded (in a sheet, PDA etc),

the student has already started. The student then starts typing some of the report later that

night while the lab events are still fresh in the mind. The student repeats that for the next

two nights and the student has completed the report. All that is left now is correction and

editing. The student leaves editing until week end, which takes him just about 30mins.

Voila! All done, a week before submission date. The student can now submit, or while

waiting for submission date, can carry on with normal routine and other assignments.


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8.0 Issue 7: Submission of Assignments

The previous issue, especially the example above, illustrates the advantage of

completing assignments early. The previous point emphasizes the early start of an

assignment while this point emphasizes its early completion. The two work hand in hand

most of the time but at the same time, a student may decide to adopt the previous and

leave this point, or vice versa, and the student will still find it rewarding. Although adopting

both is most rewarding. Starting early and completing early are not as intertwined as we

may be led to think.

Since the last section already discussed the need to refuse procrastination and start

assignments early, this section will look in to completing assignments. For this point to stand

independent of the last one, let us assume a student has started the assignment

disregarding whether it was early or not early. Even for students who start assignments

early, sometimes completion is not until the last moments. Early completion gives the

student a closure with that assignment and the student can concentrate on other

assignments. The student can give them full attention, focus and resources like time and

brain power, in to solving them. Therefore a student should try to take a single assignment

at anytime, concentrate on it and finish it in good time.

Multiple assignments can be started by thoughts, ideas or imaginations that come to

the student. But the student should concentrate on only one at a time. This by no means

suggests that the student should ignore such inspirations. Actually the student should make

sure all notes are written down for any of these inspirations. But the student should not pick

up a pen and sheet (or computer) to start writing that part of the assignment that will be

marked, without being ready to see it through. This refers to the actual assignment, which is

the same one that will be submitted. This excludes thoughts and ideas which will not be

submitted, although as was discussed earlier they signify the start of any assignment.

The result of not completing in time is that a student submits an assignment that has

been rushed, regardless of early start or late start. There will undoubtedly be many mistakes

from spelling mistakes to incorrect conveying of ideas. Time is precious when you don’t

have it, but when you have it, time can make your work (assignment) precious.


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9.0 Issue 8: Excessive Sleep

Without presenting any scientific research, it must be apparent, even intuitive, that

sleep and laziness are related. The relation is such that if one is in excess, the other also

becomes present in excess. If, however, one is in adequate proportion, the other will appear

reasonable. Therefore anything, like excess food intake, that may lead to sleepiness will

ultimately induce laziness. Likewise anything that may induce laziness will ultimately cause

sleepiness.

The adequate amount of sleep may be hard to decide in terms of hours. Ideally,

medical research suggests 6hrs to 8hrs minimum sleep for maximum rest in every 24 hours.

It is safe to assume there is a threshold that represents the maximum rest for any person, in

hours. For some, the threshold is 8 hours, some 6 hours and some even 5 hours. The

scientific research should not be merely disposed off but the student should know that the

human body is capable of being trained to sleep (and have good rest) for less than 5 hours.

The hours should not be too little. Even as a student tries to reduce their sleeping time, it

should be kept in mind that the body has its limit. The problem of excessive sleep begins

manifesting itself when a student transcends that threshold.

A question must be raised as to why “excessive sleeping” when most of the time

students don’t get to have “enough” sleep in 24 hours anyway. Students get busy, not

necessarily with academic stuffs, and end up not having enough rest. So shouldn’t this

section be trying to address that and encourage students to rest more and less of

unnecessary endeavours? True but actually this is where it starts, and ends in excessive

sleep. In keeping with the principle of cause and effect, excessive sleep is the ultimate cause

of laziness and here is how: late night endeavours cause inadequate sleep, inadequate sleep

causes tiredness, tiredness brings about the need for more sleep, the need for more sleep

causes excess sleep.

Along the chain: tiredness is a form of laziness, the need for more sleep may cause a

student to sleep at a time that could be used for something else (not necessarily academic).

And finally, the most harmful part is when the student’s mind justifies excess sleep after

waking up by saying, “the student needed the sleep, the student was tired anyway” and so it

is justified. If this justification happens once in a while, then ok but when this keeps

happening like every week, or twice a week, that is unhealthy.

Here are some of the effects of excess sleep. It may make the student miss a class

especially morning classes, if the student decides to payback the missed sleep at night. If the

student decides to sleep in the afternoon, the student may miss afternoon or evening

classes. Excessive sleep is almost addictive and it makes the student lazy. This laziness will

be present in most of the student’s affairs and it may not be noticeable at first until the

student reflects or is told by another.


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An easy test to gauge level of laziness is to stop and think at how difficult simple

tasks are becoming, or how difficult it is to carry out activities that were formerly easy to

execute. Thirdly, if a student is lazy, according to the cause and effect chain, it means the

student must have passed a stage of little sleep and lack of concentration. The student’s

affairs during this time will also be affected badly. Assuming the student does manage to

make it to classes, the student becomes sleepy and unable to concentrate. If the reason is

because the student is not getting enough sleep, then it makes sense. But if the student

sleeps excessively, and consequently can’t concentrate in class (which is an effect of excess

sleep), then it becomes a habit that will appear in every class.

Sleeping should be kept healthy simple by avoiding any of the aforementioned

causes of an unhealthy sleep. If a student is finds it difficult to wake up in the morning, the

student should wake up nonetheless even if it is an hour short of the normal sleeping time.

The student may payback the hour as siesta. Siesta is quite an important tool in this case.

For example, if the student normally sleeps for 6 hours, and the student only gets 4 hours of

sleep, then the student can create a break of 2 hours within the day to perform siesta.

Remember the sleep is per 24 hours, in the end the student has slept for the required 6

hours in 24 hours. The siesta should be taken as rest not as a full blown sleep. As for those,

whom i am aware of, that are not able to sleep in the afternoon due to habit, then it

becomes imperative for them to sleep early and have the rest they deserve for the next 24

hours to come.

There are few excuses to staying up late as there are few excuses for doing anything

wrongly. It may be easy for the student to engage in a healthier sleep if the student weighs

their priorities. There will always be preference to studying, be it secular or religious, over

other matters. If a student is convinced of this preference, then it shouldn’t be hard to

adapt to a healthy sleep habit. A student with right amount of rest will find many

endeavours easy (not only studying), as will also find adopting the points described in this

book.


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10.0 Conclusion

A short conclusion made for a short book. The difference between “a student’s

interest in” and “in the interest of the student” should be understood by now. Otherwise

read Issue 1 again. The importance of having interest in your field of study cannot be

emphasized enough because it is the foundation of any successful studying. If interest is

strong, you will most likely succeed, if interest is weak, your entire study could collapse after

much has been built.

This does not mean you should blindly turn down any suggestion given by those who

are looking out for options in your interest. The most active agents here are parents or

guardians. You should try and make them understand why it is vital for you to select your

area of interest. I’m sure most of them will understand but if it proves difficult, simply hand

them a copy of this book and let them read the section on Issue 1.

If you have read the book past the first Issue, the most common theme is study a

little before class and a little after. Appealing changes will start appearing to your

understanding, and that is about where studying should give room for reading. Pick a field

you are interested in, it could be sports, history, psychology, architecture, information

technology etc, and get a book on that. There is plenty information on the internet but a

printed copy of a reading material is safer for your eyes.

Once you get the hang of the methods illustrated in this book, it will do you good to

adopt it to other aspects of your life. The discipline will easily complement your religious

practice, maybe your sports. I may have to write another book on those two topics. It may

seem as if I am asking you to be too serious, but by the time you start adopting this method

in studying without hassle, you can extend it to other endeavours almost automatically.


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Contact:

Bilal Bugaje

Telephone Num: +234 706 782 4353

Email Address: [email protected]

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