Abstract

Self-study skills play a crucial role in determining students’ learning outcomes in colleges and universities, particularly within credit-based education. This article presents findings on the self-study skills of 93 second- year students and 18 lecturers from the Faculty of Early Childhood Education at Dak Lak College of Education. The results indicate that although students recognize the importance of self-study, they devote only one to two hours per day to it. Their performance across five core skill areas - planning, reading, note-taking, reviewing, and self-assessment - ranges from “sometimes” to “frequently” but remains insufficiently systematic and proficient. A discrepancy is also evident between students’ self-evaluations, which indicate a good level, and lecturers’ assessments, which indicate an average level. Student motivation emerges as a decisive factor. Based on these findings, the study proposes six groups of pedagogical measures to improve students’ self-study skills.

Keywords: Credit-based self-study, Dak Lak College of Education, early childhood education, self-study skills, students.