You’ve no doubt heard the advice: for every hour you spend in class, plan to study 2–3 hours outside of it. It’s one of those pieces of advice that shows up in college success talks, orientation slides, and even remains on some current syllabi. And, while it’s meant to be helpful, I’ve never known a student to follow it and this one-size-fits all approach has never been particularly helpful.
What this piece of advice does get right is that most college coursework takes extra time and attention, you are responsible for much of your learning, and you will likely spend more time learning outside of class than in class (which can be a significant difference from high school). But, how much time you actually “study” outside of class? That depends on a bunch of factors, including the nature of the course, your background knowledge, your study habits, and what else is happening in your world. Once you consider a number of variables for yourself, you will start to get a better understanding of how much time it takes to succeed, commit to productive learning activities, and “lock in” when it works for you.
Course Differences Matter
A chemistry lab and a philosophy seminar are structured very differently. STEM or lab-based courses typically involve weekly problem sets, lab reports, and cumulative content, requiring consistent and time-intensive study. On the other hand, liberal arts or discussion/paper-based courses might have heavy reading loads or long-term writing assignments, with weekly study needs that are more variable.
Prior Knowledge and Academic Skills
If you’re revisiting material you saw in high school (say, in AP or IB courses), you may need less time to grasp the concepts. But, if the content is brand new or you feel under-prepared in certain areas, you’ll likely need more time to keep up. Academic skills like note-taking, reading comprehension, and writing efficiency also influence “study time.”
How You Study Makes a Difference
Not all study strategies are created equal. Active learning techniques—like teaching the material to someone else, using flashcards, solving practice problems, or creating mind maps—take more time upfront but lead to better understanding, long-term retention. Passive strategies (like re-reading notes or watching lecture recordings again) are likely quicker, but aren’t terribly effective at helping you retrieve and synthesize information.
Neurodiversity and Mental Health
Everyone learns differently. If you’re neurodivergent or navigating mental health challenges, you might need more time or different strategies to be successful. This is not a flaw—it’s a variation in how brains work. Explore campus resources for accommodations that can support your learning and reduce stress, as well as provide appropriate testing situations.
Life Outside the Classroom
Your time and energy aren’t unlimited. Jobs, family responsibilities, extracurricular activities, and commuting all affect how much time and focus you can give to academics. The key is to be realistic about your obligations, priorities, and weekly schedule, and plan your study time accordingly.
Getting into Academic Shape
The beginning of the semester often feels like the calm before the storm. You’re getting into “academic shape,” and figuring out your routines, what your professors expect, and how long assignments actually take. Hopefully you move through this “adjustment period” and understand how to be most efficient and effective with your study time just as your workload picks up several weeks in to the semester.
Semester Pacing and Break Creep
Not all weeks are created equal. Midterms, papers, and finals create peak periods of academic demand. Other weeks might feel lighter. Use those quieter weeks to get ahead, learn difficulty material, or start on longer-term projects. This proactive approach can reduce time demands during heavy weeks. Also, try not to let up before the “breaks” in your semester. While hopefully faculty respect official breaks and do not assign work, do yourself a favor and work up until break begins and jump back in as soon as classes resume following each break.
Final Thought: Make Your Own Rules
Success in college is dependent on many factors. It has a lot to do with managing your energy, developing effective strategies, and aligning your schedule with your priorities. Consider tracking how much time different types of work take and reflect on what learning and study strategies work best. Then, build schedules and routines that work for you. Forget the “Study Rule,” stay curious, stay flexible, and seek support to figure out what works best for you..then, be sure to put in whatever time necessary!
***An earlier blog post, “First Year of College is Not Grade 13” alerts students to several significant differences between high school and college and offers guidance to assist students with their transition.
About
Beth A. Howland is a higher education consultant and college student success coach based in Ithaca, NY. She is the founder of College Navigators, LLC. Check out all of Beth’s previous posts about college student success. Follow her on Facebook and Instagram.
