Effects of the Pomodoro Technique and Self-Directed Study Breaks on College Students’ Immediate Post-Test Performance

This study examines the effectiveness of the Pomodoro Technique compared to self-directed breaks in improving college students’ immediate learning outcomes in the subject Understanding the Self. A within-subjects quasi-experimental design without counterbalancing was used with 30 college students from the University of Perpetual Help System DALTA–Molino Campus, each completing two study sessions under different break conditions. In one session, students followed the Pomodoro Technique, studying for 25 minutes followed by a 5-minute break, while in the other session, they used self-directed breaks based on their own preferences. After each session, students completed an identical content-based post-test. Descriptive statistics and a paired samples t-test were used to compare post-test scores across conditions. Results showed that students obtained moderate scores under the Pomodoro condition (M = 16.87, SD = 4.42) and high scores under the self-directed break condition (M = 20.67, SD = 5.00). The difference was statistically significant, t(29) = -4.06, p < .001, with a moderate to large effect size (Cohen’s d = -0.74), favoring self-directed breaks. These findings provide preliminary evidence that, in this context, flexible, self-regulated break-taking may better support immediate post-test performance than strictly timed intervals, highlighting learner autonomy as an important factor in effective higher education study practices. By exploring how specific study strategies influence short-term learning outcomes in a Filipino university setting, the study contributes locally relevant evidence that can inform learner-centered time-management support and study-skills programs in higher education. In this way, the findings align with the aims of Sustainable Development Goal 4 on quality education, particularly its emphasis on improving learning environments and supporting students’ ability to succeed in tertiary education.