scholarly journals The Influence of Gender and Interest on the Use of Learning Strategies in Biology Lessons

2022 ◽  
Vol 11 (1) ◽  
pp. 587-597
Author(s):  
Ricarda Corinna ◽  
Svea Isabel ◽  
Matthias Wilde*
Keyword(s):  
Academic Success ◽  
Learning Strategies ◽  
Gender Gap ◽  
Time Management ◽  
Learning Strategy ◽  
Study Data ◽  
Analysis Of Covariance ◽  
Teacher Behaviour ◽  
Learning Strategy Use ◽  
Tenth Grade

<p style="text-align: justify;">For biology students, the diversity, complexity, and abundance of content in this field yield a heavy study load. Hence, appropriate learning strategies are key in supporting learners’ academic success. In biology, the factors gender and interest hold a unique position within the natural sciences, as there is an academic imbalance to the disadvantage of male students. In the present study, we examined the influence of gender and interest as well as its interdependences on the students’ use of learning strategies for biology learning. A total of 180 seventh through tenth grade students (Mage=14.47; SD=1.35; 60% female) from four general-track secondary schools located in Germany participated in this study. Data on the students’ level of interest and the use of learning strategies in biology lessons were collected. We used multivariate analysis of covariance with the students’ age as the covariate to analyse our data. Results revealed a significant effect of gender on the students’ use of the learning strategies rehearsal, organisation, effort, and time management. With regard to elaboration and effort, the effects of interest were found to be significant. The gender gap regarding learning strategy use was narrower for students with high levels of interest. These findings might have implications for beneficial teacher behaviour in biology.</p>

scholarly journals Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Gert Vanthournout ◽  
David Gijbels ◽  
Liesje Coertjens ◽  
Vincent Donche ◽  
Peter Van Petegem
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Learning Strategies ◽  
Academic Motivation ◽  
Learning Strategy ◽  
Self Regulation ◽  
First Year ◽  
Freshmen Students ◽  
Academic Motivation Scale ◽  
Learning Strategy Use

The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regulation questionnaire and the academic motivation scale. Gender and students' prior education were incorporated as control variables. Logistic regression analyses and general linear modelling were applied to predict persistence and academic success, respectively. In each case a stepwise approach in data analysis was used. Results on persistence indicate that lack of regulation and amotivation at the start of the year are significant predictors. For academic success, results showed that relating and structuring, lack of regulation, and lack of motivation at the end of the year are meaningful predictors. Overall, our study demonstrates that learning strategies and motivation have a moderate explanatory value regarding academic success and persistence, and that these effects remain even after controlling for the influence of background variables.

scholarly journals SPIRITUAL INTELLEGENCE

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Ramdani R
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Analysis Of Covariance ◽  
Learning Goals ◽  
Ministry Of Education ◽  
Mathematical Concepts ◽  
Test Analysis ◽  
Initial Learning ◽  
Class Viii ◽  
Written Test

The ability of understanding mathematical concepts and was a math learning goals stated by the Ministry of Education, and was a very important aspect in learning mathematics. Lack of understanding of mathematical concepts students will affect the quality of student learning that result in low student achievement in school, it was also happening in SMP N Lembah Gumanti. Think Talk Write learning strategies was one alternative to improve the liveliness and creativity of students in learning.This research is a Quasi Experiment. The population in this study were students of SMP N Lembah Gumanti District. The samples in this study were students of class VIII 1 SMP N 3 Lembah Gumanti as experimental class and VIII 2 grade students as a class randomly selected controls. Instrument used was a written test. The data obtained were analyzed using ANCOVA test (analysis of Covariance).The results showed that the ability of understanding the overall concept and capable students who are taught by low initial learning strategy TTW higher than students taught with conventional learning.

scholarly journals Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students

2018 ◽  
Vol 9 (4) ◽  
pp. 59
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Language Learning Strategies ◽  
School Students ◽  
Proficiency Level ◽  
Learning Strategy Use

To learn English language, there are some language-learning strategies, which learners need to be familiar with. Thus, the purpose of this study is to investigate the language learning strategies used among Iraqi sixth-grade preparatory students, and how could gender and proficiency level effect on using language-learning strategies. To analyze the collected data, SPSS software version 20 included Independent sample T-Test Besides, one-way ANOVA and Tukey HSD have been used. A total of 210 sixth-grade preparatory students were chosen randomly from four-different secondary schools for the academic year 2016-2017 at al-Karkh side of Baghdad city. The study sample consisted of (105 females and 105 males). The findings revealed that EFL learners have shown medium use of language learning strategies, besides, no statistically significant differences between male and female students in the frequency of using LLSs. the findings also showed Cognitive and memory strategies were the most frequent used categories comparing to the compensation strategies that scored the least frequent category. As for language proficiency, the result showed that students with high proficiency used all six categories of learning strategies more than medium and low-proficiency students.

scholarly journals VOCABULARY LEARNING STRATEGY USE AMONG EFL UNIVERSITY STUDENTS IN VIETNAM

2018 ◽  
Vol 127 (6B) ◽  
pp. 19
Author(s):  
Lê Thị Tuyết Hạnh
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Learning Strategy Use ◽  
Second Year

<p><em>Abstract:</em> This study examined the use of vocabulary learning strategies (VLS) among EFL university students in Vietnam. The research involved 213 EFL university students, 61 second year students and 152 third year students at Vinh University. The study used mixed methods, including Schmitt (1997)’s VLS questionnaire, learners’ diaries and interviews. Results indicated that cognitive strategies were the most frequently used and social strategies, which are used to consolidate new words, are the least frequently used ones. The data from diaries and interviews also showed that there is a lack of organized practice of vocabulary learning among the participants. Some pedagogical implications are discussed and suggested for English vocabulary teaching</p><p>Key words: vocabulary learning strategies, vocabulary learning, EFL university students</p>

scholarly journals Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

2020 ◽  
Vol 17 (1) ◽  
pp. 41-70
Author(s):  
Cemil Gökhan Karacan ◽  
Kenan Dikilitaş
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Bilingual Students ◽  
Vocabulary Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

Learning Strategies That Help Students SOAR to Success

2020 ◽  
Author(s):  
Kenneth A. Kiewra ◽  
Linlin Luo ◽  
Junrong Lu ◽  
Tiphaine Colliot
Keyword(s):  
Academic Success ◽  
Learning Strategies ◽  
Graphic Organizers ◽  
Learning Strategy ◽  
Empirical Studies ◽  
Strategy Research ◽  
Academic Tasks ◽  
Strategy System ◽  
Processing Theory ◽  
History Of

Students are expected to know how to learn but rarely are taught the learning strategies needed for academic success. There is a long history of learning strategy research that has uncovered many effective and independent strategies students can use to facilitate learning and boost achievement. Unfortunately, researchers have been less successful in devising and promoting integrated and uncomplicated study systems students can employ. A prescriptive strategy system, SOAR, combines four simple and empirically proven strategies that can be readily employed by students for various academic tasks. SOAR is an acronym for the system’s four integrated components: Select, Organize, Associate, and Regulate. Briefly, select refers to selecting and noting key lesson ideas. Organize refers to representing selected information using graphic organizers such as matrices and illustrations. Associate refers to connecting selected ideas to one another and to previous knowledge. Regulate refers to monitoring and assessing one’s own learning. SOAR is based on information-processing theory and is supported by research. Five empirical studies have investigated SOAR strategies compared to students’ preferred strategies or to another strategy system (SQ3R) and found SOAR to be more effective for aiding learning and comparative writing. Specific means for how to employ each SOAR strategy are described such as recording longhand notes and revising them for select, creating appropriate graphic organizers for organize, generating examples and using mnemonics for associate, and using distributed retrieval and error analysis for regulation. Although research on SOAR is just emerging as of 2019, it appears an effective and simple means for directing students in how to learn and study.

scholarly journals The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a Difference?

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Debra L Dawson ◽  
Ken N. Meadows ◽  
Tom Haffie
Keyword(s):  
Nous Avons ◽  
Learning Strategies ◽  
Performance Feedback ◽  
Help Seeking ◽  
Learning Strategy ◽  
Strategy Use ◽  
Course Performance ◽  
Learning Strategy Use ◽  
Seeking Behavior ◽  
The Relationship

Two studies were performed to investigate the impact of students’ clicker performance feedback on their help-seeking behaviour and use of other learning strategies. In study 1, we investigated the relationship between students’ clicker performance, self-efficacy, help-seeking behavior, and academic achievement. We found that there was a significant positive correlation between their clicker performance and their course grades, and help-seeking behavior was negatively and significantly related to clicker and course performance but only for participants with high self-efficacy. In study 2, we expanded our focus to determine if participants modified a number of learning strategies as a result of receiving clicker performance feedback as well as attempting to replicate the clicker-course performance relationship found in study 1. Although participants reported an increase in their use of various learning strategies as a result of using the clickers, changes in learning strategy use was not significantly related to clicker or term test performance. The relationship between clicker and course performance was replicated. The results suggest that clicker-based feedback alone may not be sufficient to lead to a successful change in learning strategy use and that students may need more specific instruction on self-regulation and effective learning strategy use in order to improve their learning. Deux études ont évalué l’impact de la rétroaction sur la performance des étudiants indiquée par télévoteur sur leur comportement de recherche d’aide et sur les autres stratégies d’apprentissage utilisées. Dans la première étude, les chercheurs se sont penchés sur la relation entre la performance indiquée par télévoteur, le sentiment d’auto-efficacité, la recherche d’aide et la réussite scolaire. Nous avons trouvé une corrélation positive significative entre la performance indiquée par télévoteur et les notes de cours. De plus, nous avons également découvert un lien négatif significatif entre le comportement en matière de recherche d’aide, le télévoteur et la performance dans le cours, mais uniquement chez les participants ayant un sentiment d’auto-efficacité élevé. Dans la deuxième étude, nous avons élargi notre approche pour déterminer si les participants avaient modifié plusieurs stratégies d’apprentissage après avoir obtenu une rétroaction sur leur performance par télévoteur. Nous avons de plus tenté de répliquer la relation entre le télévoteur et la performance dans cours découverte lors de la première étude. Bien que les participants aient déclaré avoir utilisé davantage de stratégies d’apprentissage après avoir utilisé le télévoteur, nous n’avons pas trouvé de lien significatif entre les changements relatifs à ces stratégies et le télévoteur ou le test de performance de mi-semestre. Nous avons répliqué le lien entre le télévoteur et la performance dans le cours. Les résultats suggèrent que la rétroaction offerte par le télévoteur n’est pas suffisante en soi pour entraîner un changement fructueux en matière de stratégies d’apprentissage et que les étudiants ont besoin d’instructions plus spécifiques sur l’autorégulation et sur les stratégies d’apprentissage efficaces pour mieux apprendre.

scholarly journals Self-regulated learning in nursing: A study from a health education course

2017 ◽  
Vol 14 (4) ◽  
pp. 3830 ◽  
Author(s):  
Ayla Keçeci
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Self Regulation ◽  
Study Data ◽  
State University ◽  
Extrinsic Factors ◽  
Self Regulated Learning ◽  
Regulated Learning

Background: Self-regulation related to cognition and behaviour is an important factor in learning and academic achievement. Self-regulated learning is defined as the process of learning in which students activate and develop their own cognition, motivation and behaviour through self-regulatory processes.Objectives: The aim of this study was to determine the self-regulation skills of nursing students on a health education course in a state university in Turkey.Methods: The study sample consisted of 110 students who attended the class on the day of the survey and agreed to participate in the study. Data were collected with the Turkish version of the ‘Motivated Strategies for Learning Questionnaire’, which was adapted by Büyüköztürk et al. (2004). Data were analyzed using descriptive statistics such as frequency, percentage and mean, as well as the Mann–Whitney U test, t-test and analysis of variance (ANOVA).Results: The results showed that the participants were motivated by external factors, using the elaboration strategy more frequently than other learning strategies. Second- and third-year students had various motivational levels and preferred different types of learning strategies, and those students who had more positive perceptions of the school, the course and the instructor evinced higher levels of internal responsibility and benefited from learning strategies more frequently.Conclusion: Nursing students were found to be predominantly motivated by extrinsic factors and preferred the elaboration learning strategy.

scholarly journals Age, Language Difference and Proficiency as Determinant Factors in Learning Strategy Use

Lenguaje ◽  
2021 ◽  
Vol 49 (1) ◽  
pp. 165-197
Author(s):  
Feryal Cubukcu ◽  
Murat Bayalas
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Influential Factors ◽  
School Students ◽  
Language Difference ◽  
Comprehension Task ◽  
Foreign Language Proficiency ◽  
Learning Strategy Use

This study examines how language difference, age, and proficiency are related to the choice and use of learning strategies by students completing a reading comprehension task. The aim of this study is to determine the learning strategies employed by two groups of students of different ages and with different foreign language proficiency levels. Participants of the study were 94 university students and 105 secondary school students. Participants were given a reading comprehension task in their native language, Turkish, and another in English, with the learning strategies they employed in the two languages categorized according to the Learning Strategies Determining Scale. It was observed that language difference, age and proficiency were influential factors in determining which learning strategies individuals used.

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