Abstract
The present study contributes to the existing literature on higher education in post-conflict contexts. It seeks to investigate the extent to which the University of Rwanda (UR) undergraduate students at National Police College (NPC) are conversant with major components of study skills mainly time management, note taking, reading, writing, test preparation, and test taking skills. The present study follows a cross-sectional design and was conducted among 398 students. Results show that overall students are moderately conversant with concerned study skills. It is also found that in all programs of study (Professional Police Studies—PPS, Law, and Computer Science with the option of Information Security) students fare better in time management but have difficulties in test preparation skills. The study recommends that educational policy makers and university managers should develop adequate strategies for improving students’ skills at all levels. We argue that continued monitoring and reinforcement of students’ study skills is critical to the success of higher education in Rwanda.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
