EXPLORING THE STUDENTS’ MOST AND LEAST PREFERRED LEARNING STRATEGIES FROM THE UNIVERSITY OF LORALAI, BALOCHISTAN PERSPECTIVE

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The study explored the most and least preferred learning strategies from the preservice teachers who were enrolled in the Department of Education. The study employed the quantitative research method in which the descriptive research design was used to explore the learning strategies. The sample consisted of 157 preservice teachers (M=101, F=56) from the Department of Education, University of Loralai, selected through the simple random sampling technique. The ACRA-C learning strategies scale of 17 items (brief version) developed by Jiménez et al. (2018) was used for the data collection. The scale had three dimensions i.e., micro learning strategies (05 items, Cronbach’s Alpha=0.83), keys for memory and metacognition learning strategies (05 items, Cronbach's Alpha=0.65), and emotional-social support learning strategies (07 items, Cronbach’s Alpha=0.61). The total Cronbach’s Alpha reliability coefficient of the complete scale was 0.84 achieved from the pilot study of 09 participants. Several researchers in different contexts and cultures (e.g., Almoslamani, 2022; Jiménez et al. 2018) already established the validity of the scale through factors analysis therefore; the current researchers did seek the validity of the scale. Findings revealed that overall all the participants were in favor of all three learning strategies to use them always for lecture learning because the overall mean score 3.27. It meant that the respondents were always engaged in all three learning strategies. Findings further revealed that of the three learning strategies, the emotional-social support learning strategy (Highest mean score=3.44, Rank=1) was mostly preferred and was always used while the micro learning strategy (Lowest mean score=3.12, Rank=3) was the least preferred and was often used for learning of the lesson. Results were discussed and recommendations were given in light of past literature. Keywords: Learning Strategies, preservice teachers, metacognition learning strategies, emotional-social support learning strategies.