Evaluating learning strategies in high school students (original) (raw)
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Human Research in Rehabilitation, 2017
The aim of this study was to determine the level of development of learning strategies in high school students with respect to the age of students and type of high school they attend. We tried to answer the question of whether the years spent in school educate students to strategic approach to learning. The study sample consisted of students of the first and third grade students from three high schools in Tuzla, which are: Gymnasium "Mesa Selimović", Secondary Commercial School and students of apprenticeships from the Mixed Secondary Technical School, a total of 731 students. Instruments used in this research are Scaler Learning Strategies (SUS) from 2009, by Nenad Suzić. The results showed that 85% of students while learning do not to use any strategy, and that first-grade students had a significantly higher level of development of learning strategies in relation to students of the third grade. This data is not encouraging and tells us that schools put little work into ed...
Comparison of learning strategies in successful and unsuccessful students
2007
I In nt tr ro od du uc ct ti io on n: : The main purpose of the present research was to compare learning strategies used by successful and unsuccessful students. M Ma at te er ri ia al l a an nd d m me et th ho od ds s: : Six hundred and five third-year students were randomly selected from all-girl high schools in Tehran based on their level of academic achievement. The students were enrolled in one of three groups: the Mathematics group (which included Math and Physics), the Experimental Sciences group (Biology and Chemistry), or the Humanities Group (Sociology and History). The very highest and lowest achieving students in each of these groups were compared (using t-tests and discriminant analysis) for their use of four learning strategies: Rehearsal, Elaboration, Organization, and Comprehension Monitoring. R Re es su ul lt ts s: : In each of the three groups, there were significant differences between the successful and unsuccessful students in the use of learning strategies. In all three groups, high achieving students relied more than low achieving students on Comprehension Monitoring, but there was no difference in the use of Rehearsal. There was a difference between groups in the use of Elaboration or Organization. In the Mathematics and the Humanities groups, high achieving students relied more than low achieving students on Elaboration, whereas in the Experimental Sciences group, high achieving students relied more on Organization. Moreover, discriminant analysis showed that the use of Elaboration by students in the Mathematics and Humanities groups and Comprehension Monitoring by students in the Experimental Science group contributed most to educational achievement. C Co on nc cl lu us si io on ns s: : Learning strategies make a difference for academic achievement. Therefore, we must familiarize ourselves with a variety of learning strategies, learn them and teach them to our students, and we should attempt to change the idea that students can discover strategies by themselves in order to help our children grow to their fullest potential and prosper. K Ke ey y w wo or rd ds s: : learning strategies, successful and unsuccessful students, academic achievement.
Autorregulação acadêmica e estratégias de aprendizagem avaliadas em estudantes do ensino fundamental
Psicologia Escolar e Educacional, 2019
The aims of this study were: 1) to identify the extent to which participating students resort to the use of strategies at the time of learning; 2) to verify if there was change of the values obtained between the first and second application of the scale; and 3) to analyze possible differences in the scores of the two applications considering the gender variable. Sixteen sixth grade students participated in the study. The data was collected through the Learning Strategies Assessment Scale for Elementary Education (EAVAP-EF). The results showed that students make unsatisfactory use of learning strategies at the time of the study, there was no statistically significant difference between the first and second application, the girls demonstrated that they make more use of learning strategies in relation to boys. The data had discussed in light of the literature and educational implications has extracted as well as suggestions for future research
RELIEVE: Revista Electrónica de Investigación y Evaluación Educativa, 2012
The aim of this paper was to analyze the evolution of learning strategies of two groups of students, excellent and average, from 11 degrees of the UPV (Valencia/Spain) in their freshman year. We used the CEVEAPEU questionnaire. The results confirmed the availability of better strategies of excellent students and also the existence of evolutionary patterns in which affective-emotional strategies decrease, such as value of the task or internal attributions, and that others increase, such as extrinsic motivation and external attributions. It seems that the student does not meet your expectations in the new context and professors have important responsibilities. Resumen El objetivo de este trabajo era analizar la evolución de las estrategias de aprendizaje de estudiantes excelentes y medios de 11 titulaciones de la UPV (Valencia), en su primer año. Los alumnos contestaron el cuestionario CEVEA-PEU en tres momentos. Los resultados constataron mejores estrategias en los estudiantes excelentes. También confirmaron patrones evolutivos en que estrategias afectivoemotivas relevantes disminuyen, como valor de la tarea o atribuciones internas, y se incrementan otras, como motivación extrínseca y atribuciones externas. Parece que el estudiante no satisface sus expectativas en el proceso de adaptación al nuevo contexto y ahí los profesores tienen responsabilidades ineludibles.
Methods used in the Educational Process: A Theoretical and Empirical Perspective
International Journal of Academic Research in Business and Social Sciences
In the context of an evolving and developing educational system based on a social reality, the diversification of the curriculum in higher education, and not only, required the introduction of new modern teaching and learning methods and techniques without renouncing at the most valuable classical ones. "The method" is defined as the path or working modality used by teachers and students in teaching interaction to achieve the proposed educational goal. Methods serve cognitive and formative goals of education. We will analyze with priority the methodology for teaching in the socio-humanistic disciplines. One classification of the methods used in the educational process was made by Dale and is known in the literature as "Dale's Cone of Experience". We can also find another similar classification under the form of an instrument named "The Learning Pyramid". We conducted a research using the opinion survey, based on a questionnaire using a representative sample of students from 3 specializations from University of Craiova: International Relations and European Studies, History and Sociology. Through this research we aimed to identify how students from the three specified specializations would classify of the audiovisual methods found in "Dale's Cone of Experience" and "Learning Pyramid", depending on the manner in which this methods influence their learning process.
STUDY ON THE TYPES OF ASSESSMENT IN THE LIGHT OF THE THEORY OF LEARNING STYLES (Atena Editora)
STUDY ON THE TYPES OF ASSESSMENT IN THE LIGHT OF THE THEORY OF LEARNING STYLES (Atena Editora), 2023
This article aimed to verify whether students actually achieve the best performance in the evaluation methodology that matches their learning style. Therefore, this style of each one was identified after condensing the information obtained through the interview and the test with the students of the 3rd year of high school at Colégio Estadual Edivaldo Boaventura, located in Brejões-BA, 276 km away from Salvador. Thus, this work proposed to discuss about evaluation and learning styles, punctuating and relating the interferences of one area in the other. This investigation brings both the conception and suggestions of several evaluative methodologies, such as Online test, oral, written, games, among others. In addition to different conceptions of learning styles, such as Gregorc (1979), Kolb (1984), Felder-Silverman (1988) and Neil Fleming (1992). The discussions on evaluation presented here were based on Jussara Holffmann's theory of Mediating Evaluation and Professor Cipriano Luckesi's Learning Evaluation. We also sought to understand how, based on the understanding that students and teachers have of learning styles, as well as the mechanisms to use their innate abilities in favor of acquiring knowledge, it would be possible to use them in assessments, achieving with it performs better. To follow this path, a didactic sequence with the theme Acid Rain was applied. Even though it was carried out in the area of chemistry, the results obtained in this study can help educators in any discipline, both in Elementary and High School.
No es de mi autoría. Es un artículo pertinente a la perspectiva de la interdisciplinariedad de las didácticas en la enseñanza.
Learning strategies: Tracing the term Estrategias de aprendizaje: Reflexiones sobre el término
Matices en Lenguas Extranjeras, 2010
Nowadays the term LS (learning strategies) is linked to ‘autonomous’ or ‘independent’ learning. Students who can manage their learning process on their own are able to make decisions in order to address directly what they want or need to learn. Also, LS are considered essential for a successful learning process: if learners know what actions to take in order to deal with learning tasks, they can go through easier and more satisfactory learning experiences (Oxford, 1990).
THE EFFECT OF THE RELATIONSHIP BETWEEN LEARNING AND TEACHING STRATEGIES ON ACADEMIC ACHIEVEMENT
2008
The purpose of this study is (1) to identify the strategies used by the students and the teachers in the School of Foreign Languages at Erciyes University, (2) to find out whether there is a difference between the strategies used by the two groups, (3) to investigate the effect of the students' gender, age and department on their strategy preferences, (4) to see the relationship between the language learning strategies of the learners and their academic success, and (5) to investigate the effect of the relationship between the language learning strategies of the students and language teaching strategies of teachers on the academic achievement of the students. A statistically significant difference was found among all types of strategies used by the learners and the teachers. While the relationship between the compensation strategy and the academic success of the students was statistically significant, the affective strategy was found to have a negative meaningful relation with the academic success of the students. No relationship was found between the other strategies and the learners' academic success. However, the mostly favoured strategies used by both the students and the teachers were metacognitive strategies and compensation strategies. At the end of the present study some recommendations for foreign language teachers to use these strategies effectively were made.
The purpose of this study is (1) to identify the strategies used by the students and the teachers in the School of Foreign Languages at Erciyes University, (2) to find out whether there is a difference between the strategies used by the two groups, (3) to investigate the effect of the students' gender, age and department on their strategy preferences, (4) to see the relationship between the language learning strategies of the learners and their academic success, and (5) to investigate the effect of the relationship between the language learning strategies of the students and language teaching strategies of teachers on the academic achievement of the students. A statistically significant difference was found among all types of strategies used by the learners and the teachers. While the relationship between the compensation strategy and the academic success of the students was statistically significant, the affective strategy was found to have a negative meaningful relation with the academic success of the students. No relationship was found between the other strategies and the learners' academic success. However, the mostly favoured strategies used by both the students and the teachers were metacognitive strategies and compensation strategies. At the end of the present study some recommendations for foreign language teachers to use these strategies effectively were made.