Impact Of Learning Strategies Research Articles

The Impact of Learning Strategies on English as a Foreign Language Learners’ Reading Comprehension Skills Development

The Impact of Learning Strategies on English as a Foreign Language Learners’ Reading Comprehension Skills Development

The Impact of Learning Strategies (Values Clarification Technique and Social Science Inquiry) and Students' Cognitive Style on Tolerance

Citizenship Education requires learning strategies to be developed, namely Values Clarification Technique (VCT) and social science inquiry. Another factor that has an impact on learning effectiveness is the cognitive style which consists of field dependence (FD) and field independence (FI). The research aims: first, to find out the differences in the acquisition of tolerant values with the application of values clarification learning strategies and social science inquiry; Second, knowing the difference in the value of tolerance for those who have FD and FI; And third, knowing the interaction between the application of learning strategies and cognitive styles in the development of tolerance. Experimental research with a quasi-experimental design. The research subjects were undergraduate level students who were taking Civics courses. Four classes were selected as samples using a cluster sampling, with a total of 149 students who became respondents. Cognitive style test and tolerance test as instruments. Data analysis using MANOVA. Conclusion: first, there is a significant difference in the tolerant attitudes of students between classes that implement VCT and social science inquiry learning activities. The class that applied the VCT strategy got a posttest average tolerance attitude higher than the social science inquiry class; Second, there is no difference in the tolerant attitude of students who have a significant cognitive style; And third, there is interaction between learning strategies and cognitive styles in the development of tolerance. Overall, this research contributes to increasing tolerant attitudes which end at the academic level and attitudes of students.
 
 Keywords: learning strategies, cognitive style, tolerance

Learning strategy impacts medical diagnostic reasoning in early learners

Relating learned information to similar yet new scenarios, transfer of learning, is a key characteristic of expert reasoning in many fields including medicine. Psychological research indicates that transfer of learning is enhanced via active retrieval strategies. For diagnostic reasoning, this finding suggests that actively retrieving diagnostic information about patient cases could improve the ability to engage in transfer of learning to later diagnostic decisions. To test this hypothesis, we conducted an experiment in which two groups of undergraduate student participants learned symptom lists of simplified psychiatric diagnoses (e.g., Schizophrenia; Mania). Next, one group received written patient cases and actively retrieved the cases from memory and the other group read these written cases twice, engaging in a passive rehearsal learning strategy. Both groups then diagnosed test cases that had two equally valid diagnoses—one supported by “familiar” symptoms described in learned patient cases, and one by novel symptom descriptions. While all participants were more likely to assign higher diagnostic probability to those supported by the familiar symptoms, this effect was significantly larger for participants that engaged in active retrieval compared to passive rehearsal. There were also significant differences in performance across the given diagnoses, potentially due to differences in established knowledge of the disorders. To test this prediction, Experiment 2 compared performance on the described experiment between a participant group that received the standard diagnostic labels to a group that received fictional diagnostic labels, nonsense words designed to remove prior knowledge with each diagnosis. As predicted, there was no effect of diagnosis on task performance for the fictional label group. These results provide new insight on the impact of learning strategy and prior knowledge in fostering transfer of learning, potentially contributing to expert development in medicine.

The impact of learning strategies on the academic achievement of university students in Saudi Arabia

PurposeThis study aimed to investigate the learning strategies adopted by Saudi university students and explore the differences in the use of learning strategies due to gender and academic achievement.Design/methodology/approachThe study utilized a cross-sectional descriptive analytic approach and adopted the brief “ACRA-C” learning strategies scale. The study sample consisted of 365 students enrolled at a Saudi university selected using the random clustering technique.FindingsThe study revealed that microstrategies and study habits are the most preferred strategies by Saudi university students. Statistically significant differences in the use of learning strategies were found between male and female students in favor of the female students. The study also found that learning strategies are a significant predictor of students' academic achievement.Research limitations/implicationsThe study was limited to one college in one Saudi university. Future studies should use larger samples from different colleges and universities in Saudi Arabia and incorporate a variety of measures of academic achievement, such as students' grades in specific courses rather than the overall grade average.Originality/valueWhile there are a number of studies that investigated the use of learning strategies by students, there is a lack of such research in the higher education context of Saudi Arabia. Hence, the current study contributes to closing this gap in the literature by looking at the use of learning strategies by university students in Saudi Arabia and the relationship between strategy use, gender and academic achievement.

The Impact of the Learning Learning Strategy on the Acquisition of Mathematical Concepts in Measurement and Evaluation in Students of the Faculty of Education / Ibn Rushd for Human Sciences

   The present study aimed at :   The Impact of the Learning Strategy in the Acquisition of Mathematical Concepts in Measurement and Evaluation in Students of the Faculty of Education / Ibn Rushd for Human Sciences To achieve the research objective, the following zero hypotheses were formulated: 1- There are no statistically significant differences at the level of significance (0.05) between the average score of the students of the experimental group who study according to the strategy of the learning process, and the average score of the students of the control group who study according to the usual method of acquiring mathematical concepts. 2- There are no statistically significant differences at the level of (0,05) between the average of the students of the experimental group who are studying according to the strategy of the learning process and the average score of the students of the control group who study according to the usual method of acquiring mathematical concepts.   The current research sample is 80 students, 40 students, 40 students, 2018-2019, English / Faculty of Education, Ibn Rushd School of Humanities, Baghdad University    To achieve the research objective, the researcher conducted the following - The construction of a post-writing achievement test consisting of (20) test paragraphs and after verifying the validity of the test and its stability and conducting the necessary statistical analysis.    The researchers used a set of statistical tools, including Pearson correlation coefficient, square Kaye, the equation of the effectiveness of the wrong alternatives, and the testing of the two independent samples.      After processing the data statistically, the results were as follows: There are statistically significant differences in the post-achievement test for the experimental group and at the level of significance (0,05).     In the light of the results, the researchers recommended a number of recommendations and proposals.

The Impact of Learning Strategy of Problem Solving and Discovery towards Learning Outcomes Reviewed from Students Learning Motivation

The research aims at examining: (1) the impact of Problem Solving Strategy and Discovery Learning Strategy on mathematics learning outcomes, (2) the impact of learning motivation on mathematics learning outcomes, (3) the interaction between learning strategies seen from the learning motivation on mathematics learning outcomes. Type of the research is quantitative with a quasi-experimental design. The population of the research is all of the 7th-grade-students at one of state middle school at Surakarta Central Java, Indonesia. A total of 57 students from two different classes were involved in the study, assigned as experimental group and control group. They were selected through cluster random sampling technique. The group which was assigned as the experimental group was instructed through a problem-solving strategy whereas the other group was discovery learning. Data collection techniques used the method of test, questionnaire, and documentation. The technique of data analysis was the two-way analysis of variance. From the analysis, it was concluded that: (1) there are impacts of Problem Solving learning strategy and Discovery Learning on mathematics learning outcomes, (2) there are impacts of student learning motivation on mathematics learning outcomes, (3) there is no interaction between learning strategies and learning motivation on mathematics learning outcomes.

The Impact of Learning Strategy by Playing on Multiple Intelligences in Accordance with the Development of Some Basic Football Skills for Students

The Impact of Learning Strategy by Playing on Multiple Intelligences in Accordance with the Development of Some Basic Football Skills for Students

The Impact of Learning Strategies and Future Orientation on Academic Success: The Moderating Role of Academic Self-Efficacy among Italian Undergraduate Students

Promoting academic success among undergraduate students is crucial for tackling the need to foster employability competencies. Low levels of academic attainment in higher education, along with the increasing number of persons participating in tertiary education, represent crucial trends, which need to be studied in order to develop efficient retention practices. The current study aimed to investigate the relationship between relevant factors that can foster academic success: learning strategies, future orientation, and academic self-efficacy. To this purpose, a longitudinal study was performed on a sample of N = 87 undergraduate students from one of the largest Italian universities (63.4% males, 74.2% enrolled in the first year). Participants filled in an online questionnaire at two different time points, with a time lag of 12 months. Results of a moderated mediation model indicated that the relationship between learning strategies at Time 1 (T1) and Grade Point Average (GPA) at Time 2 (T2) was mediated by students’ future orientation. Moreover, this association was moderated by T1 academic self-efficacy. These results suggest that learning strategies positively influence GPA through an enhanced future orientation, in particular when students report high or medium levels of self-efficacy. The current findings invite a thorough review of training interventions for improving academic achievement.

The Impact of Learning Strategies and Learning Style on English Writing Performance in Korea

The Impact of Learning Strategies and Learning Style on English Writing Performance in Korea

Learning strategies applied by the students in writing English text

<p>This study is aimed at verifying the finding of a study on what learning strategies applied by the students in writing text and the impact of learning strategies toward the students’ writing score. This is a qualitative descriptive study, and it is conducted at Communication Science Department of the Muhammadiyah University of Ponorogo. The instruments used to collect the data were observation, documentations, and questionnaire. After analyzing the data, it is found that the learning strategies used by the students in writing English text are metacognitive strategies, compensation strategies, cognitive strategies, affective strategies, memory strategies, and social strategies. The students use learning strategies in moderate level which means they sometimes use these learning strategies. Moreover, learning strategies influence the students’ writing score; the students who get good score use metacognitive strategies and the students who get fair score use affective strategies.</p>

Exploring for Impact of Learning Strategies on Participation Level in Online Collaborative Learning Process

Exploring for Impact of Learning Strategies on Participation Level in Online Collaborative Learning Process

The Impact of Learning Strategies (Between Thematic and Conventional) and Cognitive Style on Learning Achievement of Third Graders Primary School

Pengaruh Strategi Pembelajaran (Tematik Versus Konvensional) dan Gaya Kognitif terhadap Prestasi Belajar Siswa Kelas III Sekolah Dasar Abstract : The objective of this study is to find out the main effect and interaction effect of variables toward the learning achievement of the third grades. Using quasy experiment, the results of the study shows: (1) there are differences in the learning achievement between the groups of the third grade students treated using thematic instructional strategies and the ones treated using conventional instructional strategies, (2) there are no differences in the learning achievement between the groups of the third grade students with the independent cognitive styles and the ones with the dependent cognitive styles, (3) there is no interaction between instructional strategies and cognitive styles on the learning achievement of the third grade elementary school students. Key Words : tematic instructional, conventional instructional, cognitive learning style, student achievement Abstrak : Tujuan penelitian ini adalah untuk mengetahui pengaruh strategi pembelajaran (tematik versus konvensional) dan gaya kognitif terhadap prestasi belajar, dan pengaruh interaksi antara strategi pembelajaran dan gaya kognitif terhadap prestasi belajar siswa kelas 3 Sekolah Dasar. Dengan menggunakan desain penelitian eksperimen semu, simpulan penelitian ini adalah: (1) terdapat perbedaan pengaruh strategi pembelajaran terhadap prestasi belajar siswa, (2) tidak ada perbedaan prestasi belajar siswa yang memiliki gaya kognitif yang berbeda, (3) tidak terdapat interaksi antara strategi pembelajaran dan gaya kognitif terhadap prestasi belajar siswa. Kata kunci : pembelajaran tematik, pembelajaran konvensional, gaya kognitif, prestasi belajar

Evaluating Classroom Time through Systematic Analysis and Student Feedback

The purpose of this action research was to examine the use of class time through classroom observation and student feedback. Students’, the teacher’s, and whole class activities during class were categorized every two minutes. Students also were given preand post-course surveys to assess perceptions on lecture time, impact of learning strategies, and enjoyment of learning strategies. Results indicated students spent the majority of class time actively engaged in their learning instead of passively listening to lectures. However, their views of the optimal amount of lecture time did not change. Even though students overwhelmingly enjoyed engaging learning activities and found them helpful, they still believed teachers should lecture more than 60% of the time, even though the teacher in this course only lectured 30% of the time. Evaluating the way class time was spent was very useful to the teacher for course assessment and planning.

The impact of learning strategies and learning styles on the feeling of success or failure in foreign language learning

L’etude presentee dans cette note de recherche tend a comprendre et decrire les relations entre les strategies et styles d’apprentissage et le sentiment de reussite ou d’echec dans l’apprentissage d’une langue etrangere parmi des etudiants francais du secteur LANSAD. Un questionnaire portant sur les strategies et styles d’apprentissage a ete concu et administre. 128 etudiants francais ont repondu a cette enquete. Leurs reponses ont ete analysees au moyen de tests statistiques a l’aide du logiciel SPSS (Statistical Package for the Social Sciences). Les resultats de cette etude montrent que certaines strategies comme les contacts avec des locuteurs natifs, et certains styles, comme la preference auditive dans l’entrainement de la comprehension orale, sont en correlation positive avec la perception de la reussite de l’apprentissage de la langue.

The Effect of E-Content Based on Each Domain of Multiple Intelligences on Learning in Blended-Learning

This study aimed to show the impact of learning strategies based on each multiple intelligences domain(analytical, introspective and interactive) on learning in blended learning.Thirty third-year computer science students in vocational high schools in Isfahan were randomly assigned to experimental and control groups (15 in each). The previous semester Average scores and multiple intelligences profiles were measured and were similar in both groups. Two groups were trained in 4 sessions (each 70 minutes) in the way of blended learning. In addition, the experimentalgroup used an electronic content based on multiple intelligences. The Pre-test and the post-test (before and after training) were the same in both groups. The Data were analyzed using SPSS-19 software by Chi-square test and independent samples ttest. The independent samples t-test on addend scores meaningfully shows more learning achievements for students who used E-Content based on multiple intelligences in introspective domain (P=0.014).

Sarah and Amber: A Tale of Two Third-Year Spanish Students

ABSTRACT: This qualitative study focused on the learning experiences of two intermediate-level students enrolled in a third-year, college-level Spanish composition and conversation course. Writing samples, postcourse surveys, and student interviews provided insights into the impact of learning strategies and authentic texts on the development of second language writing skills. Implications for instructional practice are discussed.