Learning Strategies Scale Research Articles

The Level of Practice by Students of the College of Education at the University of Hail for Self-Regulated Learning Strategies and its Relationship to Their Academic Achievement Motivation

The current study aimed to identify the level of students’ practice of self-regulated learning strategies, their level of motivation for academic achievement, and whether there is a correlation between self-regulated learning strategies and motivation for students’ academic achievement, at the University of Hail. The study sample consisted of (836) male and female students from the College of Education at the University of Hail; They were selected randomly. To achieve the objectives of the study, a scale of self-regulated learning strategies was developed, and the Hazen, Sobhi and Shaheen scale (2014) was used to measure the students' academic achievement motivation. The results of the study revealed that the level of students’ practice of self-regulated learning strategies at the University of Hail was at a high level, and statistically significant at the significance level (α = 0.05). The level of motivation for academic achievement was at an average level. There was also a positive correlation between the self-regulated learning strategies and the motivation for academic achievement among students, where the correlation coefficient reached (760). In light of the results of the study, the study recommended building training programs aimed at training university students to practice self-regulated learning strategies, and other programs that would lead to raising the level of academic achievement.

The Level of Practice by Students of the College of Education at the University of Hail for Self-Regulated Learning Strategies and its Relationship to Their Academic Achievement Motivation

The current study aimed to identify the level of students’ practice of self-regulated learning strategies, their level of motivation for academic achievement, and whether there is a correlation between self-regulated learning strategies and motivation for students’ academic achievement, at the University of Hail. The study sample consisted of (836) male and female students from the College of Education at the University of Hail; They were selected randomly. To achieve the objectives of the study, a scale of self-regulated learning strategies was developed, and the Hazen, Sobhi and Shaheen scale (2014) was used to measure the students' academic achievement motivation. The results of the study revealed that the level of students’ practice of self-regulated learning strategies at the University of Hail was at a high level, and statistically significant at the significance level (α = 0.05). The level of motivation for academic achievement was at an average level. There was also a positive correlation between the self-regulated learning strategies and the motivation for academic achievement among students, where the correlation coefficient reached (760). In light of the results of the study, the study recommended building training programs aimed at training university students to practice self-regulated learning strategies, and other programs that would lead to raising the level of academic achievement.

Cognitive Development, Learning Strategies and Academic Performance in The First Stage of University Education

Undergraduate training continues to be a challenge to train entrepreneurial specialists with research-oriented attitudes. Depending on the level of func-tional development of the brain, the level of learning will be different in re-lation to chronological age. The ACRA learning strategies scales (Román & Gallego, 2001) allow verifying the frequency, type of strategy and specific technique used by students, the coding strategies being the most important for effective performance throughout life; although there is an abbreviated and validated version of this scale applicable only at the university level by De la Fuente and Justicia (2003); In the study, the 2001 version of Román & Gallego is applied to analyze, according to age, the correspondence between the learning strategies used by the students with their academic performance, as well as to verify if there is a difference by gender, during a period of three years . Technical sheets and final grades of the students were also ap-plied; a multiple linear regression analysis; it is a mixed type investigation. It is observed that the Coding strategies are not used very frequently. In Aca-demic Performance (AR), only 7.85% of the students obtained a final score of 14 or more, the use score coinciding with scales that measure the same learning strategies. The type of strategies and the age (18-19 years) registered influence the RA and only the Acquisition strategies show a slight relation-ship with the RA. There is no gender relationship.

Influences of Flipped Teaching in Electronics Courses on Students' Learning Effectiveness and Strategies.

The potential influence of the COVID-19 pandemic has changed the status of school education and further accelerated the revolution of regular teaching method. This study compared the learning effectiveness and learning strategies of vocational high school students in flipped teaching and traditional teaching modes. By adopting flipped teaching on an electronics course throughout the entire academic year, this study aimed to explore the effect of learning strategies of the students under flipped teaching. The subjects of this study were 85 sophomore students majoring in Electrical Engineering. This study randomly selected one class as the control group (n = 43), and adopted the regular teaching method while another class was selected as the experimental group (n = 42), and employed the flipped teaching method. This study used the “Learning strategy scale of students in vocational high schools” as the instrument. The students’ scores of the Testing Center for Technological and Vocational Education Test were used to evaluate their learning effectiveness. The results of this study indicate that students under the flipped teaching model made remarkable progress in the electronics course and the learning outcomes remained significant after a long period of time. Moreover, they made notable changes in their learning strategies, including “learning motivation”, “reading and exams”, “self-testing”, and “problem solving strategies”.

An Analysis of Relevant Studies on Language Learning Strategies in Teaching Turkish as a Foreign Language

It is clear that language learning strategies play very important roles in the understanding of language learning processes, as well as in the skills students develop in learning a foreign or second language. In this study, studies on language learning strategies in teaching Turkish to foreigners were examined. In this context, content analyses of 24 studies published by 2021 were carried out. While scanning design was used in most of the reviewed studies, the Oxford Language Learning Strategies Scale (1990) was used as a measurement tool. As a result of the studies, it was found that women from foreign students who learn Turkish as a foreign language use language learning strategies more effectively than men, and the use of language learning strategies remains as age increases. As a result of the research, the lecturers were advised to guide students’ language learning strategies and to use their language learning strategies in lessons. Regarding the use of language learning strategies, it has been recommended to researchers at different language levels and to conduct research with larger populations.

Examining Self-Regulated Learning Strategy Model: A Measurement Invariance Analysis of MSLQ-CAL among College Students in China

This study examined psychometric properties and measurement invariance of the Motivated Strategies for Learning Questionnaire for Chinese adult learners, learning strategy scale (MSLQ-CAL-LS). Data were collected from 2499 college students from 15 Chinese universities. Results from factor analysis suggested satisfactory psychometric properties of MSLQ-CAL-LS. We further identified strong evidence to support the configural, metric, scalar and strict invariance across the gender groups, confirming the appropriate use of MSLQ-CAL-LS that can accurately capture the construct of self-regulated learning (SRL) strategies among both female and male Chinese adult learners. This study provides one step forward to measure SRL outside the Western context. Recommendations for future research are discussed.

Psychometric Properties of Cognitive and Metacognitive Learning Strategies Scale Among Chinese Senior Secondary School Students

This study aimed to investigate the validity of the Cognitive and Metacognitive Learning Strategies Scale (CMLSC) for mathematics learning in Chinese context. Exploratory and confirmatory factor analysis, reliability analysis, measurement invariance across gender groups, and criterion-related validity were conducted on 698 Chinese senior secondary school students. Results supported that the adapted CMLSC was reliable and valid. A bifactor model with one general and four specific factors (i.e., rehearsal, elaboration and organization, critical thinking, and metacognitive self-regulation) was found. Residual invariance across gender groups was also achieved. This adapted CMLSC is expected better to understand students’ mathematics learning strategies in Chinese culture.

Analysis of language learning strategies and stereotypical thoughts of preparatory school students

This study identifies the usage of language learning strategies and stereotypical thoughts on foreign languages regarding gender and language marks. It is designed in both correlation model and descriptive comparative model. The research sample is composed of 184 preparatory school students studying at a state university. Two questionnaires are used in the collection of data: Oxford's Language Learning Strategies Scale (1990) and Ünal's (2015) Stereotypical Thoughts towards Foreign Language Scale. The findings show that the use of language learning strategies is moderate and metacognitive strategies are the most widely used ones. The strategies that are used more are indirect ones while cognitive strategies are the least frequently employed ones. Additionally, while female students use indirect strategies more than males, the use of direct strategies does not differ significantly according to gender. Also, in terms of foreign language scores, it is found out that students with higher marks tend to use indirect strategies more. The findings also indicate that stereotypical thoughts towards foreign languages are moderate. The highest mean scores are indicated by regret and collectivity when compared to the other categories. In terms of gender, the stereotypical thoughts of students differ significantly in favor of female students in categories as regret and collectivity. Regarding language scores,   the level of stereotypical thoughts towards foreign language is high for unsuccessful students while successful ones tend to have less stereotypical thoughts. Finally, there is a mild and inverse relationship between the use of language learning strategies and stereotypical thoughts towards languages.

The Degree of Applying Active Learning Strategies – Field Study on English Language Teachers in Deir Alla Educational Directorate - Jordan– : درجة توظيف استراتيجيات التعلم النشط – دراسة ميدانية على معلمي اللغة الإنجليزية في تربية لواء دير علا– الأردن –

This study aimed to reveal the degree of applying active learning strategies among English language teachers from the points of view of basic stage students in Deir Alla educational directorate. To collect the data, Active Learning Strategy scale was applied among English language teachers consisting of (41) items. The study sample consisted of (244) basic stage students in (7th, 8th, 9th) grade. The results of the study showed that the degree of applying active learning strategies among English language teachers from the points of view of basic stage students was (3.72) with relative importance of (74.4%). The results showed significant statistical differences were found in degree of applying active learning strategies due to the effect of gender variable in favor of females, but there was no statistically significant difference attributable to the effect of the grade level, Finally, the results of the study showed that there were statistically significant differences attributed to the effect of the interaction between gender and grade level was found.

Vocabulary Learning Strategies of Turkish EFL Learners: A Focus on Gender

This study aimed to (a) identify vocabulary learning strategies (VLSs) employed by Turkish EFL learners; (b) determine whether the use of VLSs varies by gender. To achieve these aims, the vocabulary learning strategies scale developed by Kocaman and Kizilkaya Cumaoglu (2014) was administered to preparatory school students (n=209) at a state university in Turkey. Descriptive statistics (means, standard deviations) and an independent-samples t-test were used for statistical analyses. The results revealed that the frequency of VLS use was at a medium level. In addition, analysis of the sub-dimensions of the scale showed that memory, cognitive, compensation, and social strategies were used at a medium frequency level, while metacognitive and affective strategies were used at a high frequency. When VLS use was analyzed with respect to gender, a significant difference was seen between males and females, with female students having a higher total mean score than male students. Also, female students reported more use of memory, cognitive, compensation, metacognitive, and affective strategies; however, no statistically significant gender difference was found regarding the frequency of the use of social strategies.

The Effects of Cognitive-metacognitive Strategies Training and Positive Psychology Training on Academic Self-efficacy, Academic Burnout, and Learning Strategies

Objective: The present research aimed to explore the effects of cognitive-metacognitive strategies and positive psychology training skills on academic self-efficacy, academic burnout, and learning strategies. Methods: This was a quasi-experimental with an unequal control group design. The statistical population included students in Arak City, Iran, in the academic year 2019-2020. Accordingly, 45 of whom were selected using the convenience sampling method and randomly divided into 3 experimental and control groups (n=15/group). The study participants completed the Academic Self-Efficacy Scale, Bresso et al.’s (1997) Burnout Questionnaire, and the Learning Strategies Scale. The study hypotheses were tested by Multivariate Analysis of Covariance (MANCOVA) and One-way Analysis of Variance (ANOVA). Results: The present study data indicated that concerning self-efficacy and academic burnout, teaching cognitive-metacognitive strategies was more effective than positive psychology training (P<0.01). Conclusion: The present research results that teaching cognitive-metacognitive strategies and positive psychology promoted academic self-efficacy and learning strategies and reduced academic burnout.

Assessment of learning strategies with the ACRA and the Brief-ACRA scales: Competitive models, measurement invariance, and prediction of academic achievement in secondary elementary students from the Dominican Republic

Learning strategies have been widely studied, and they have been related to academic achievement in several studies. Among the measurement instruments developed, the 44-item version of the Learning Strategies Scale (ACRA) is, by far, one of the most widely used questionnaires in the Spanish speaking context. This instrument has been recently shortened to a 17-item version. Neither the 44-item nor the 17-item version have been tested in the Dominican Republic. The aim of this study is to study the psychometric properties of the 44-item and 17-item versions of the ACRA. Participants were 1712 Dominican secondary school students. Both structures of the ACRA were tested via CFA; alpha and CRI Index were calculated for internal consistency; and, to obtain evidence of the relations with other variables, two models of academic achievement prediction were tested. Results pointed adequate internal structure of both versions, but higher consistency estimates for the former. Both versions of the scale were invariant across gender and age, and no latent mean differences were found. In the prediction model of the 44-item, cognitive strategies was the only significant predictor of achievement; in the 17-item ACRA, it was emotional-social support. These predictive models were, again, invariant across gender and age. Taking into account these results, the 44-item version has shown better properties to asses LS in the Dominican Republic. However, when our aim is to predict academic achievement, a mixed version of the 44- and the 17-item versions could be used.

Comparison of “Course Study and Learning Strategies” Used by 9th and 12th Grade Students in Anatolian and Science High Schools

The main aim of this study is to comparatively examine the “Studying and Learning Strategies” used by the students of Science and Anatolian High Schools, which are the general secondary instruction level in the Turkish Educational System, at Adana province example in Turkey. The study is a descriptive study, a relational survey model. The population of the study is 9th and 12th grade students who are studying in Anatolian and Science High Schools in the city center of Adana. This study group of this research is consisted of 393 students in 9th and 12th grades who were studying at Adana Science High School and Seyhan İMKB Anatolian High School in the spring term of the 2019-2020 academic year. As a data collection tool, the “Study and Learning Strategies Scale for High School Students” developed by Kutlu, Yapıcı and Korkmaz (2015), consisting of 46 items and five sub-dimensions, was used. As a result of the study, when the “Study and Learning Strategies” of the students are examined according to school types; It has been determined that there is a significant difference in the sub-dimensions of “Repetition” and “Enjoying Learning”. It has been observed that there is a significant difference between male and female students in “Repetition” and “Self-Confidence” sub-dimensions according to the gender of the students. There is no significant difference between the levels of 9th and 12th grade students studying at Science and Anatolian High Schools according to their grade levels.

Profiling Chinese EFL students' technology-based self-regulated English learning strategies.

This article reports the development and validation of an instrument, the Technology-Based Self-Regulated English Learning Strategies Scale (TSELSS), in terms of its multifaceted structure of self-directed use of technology in English learning among Chinese university EFL students. TSELSS was developed through a three-phase process, focusing on the domain of self-regulated English learning in technology-assisted conditions. The first phase involved the generation of an item pool, the second a pilot study (N = 164) aimed at identifying the factor structure of TSELSS using exploratory factor analysis, and the third an examination of the psychometric properties of the revised TSELSS using confirmatory factor analysis with another independent sample of students (N = 525). Furthermore, the concurrent validity of TSELSS was investigated through correlations with students’ English language self-efficacy and English learning outcomes. The final version of the scale is made up of five types of technology-based self-regulated English learning strategies: motivational regulation strategies, goal setting and learning evaluation, social strategies, technology-based English song and movie learning, and technology-based vocabulary learning. The TSELSS can be used as an evaluation tool to appraise EFL students’ technology-based self-regulated English learning experience, and as a research tool to investigate more associations between technology-based self-regulated strategic English learning and other contextual and learner individual factors.

SUSTAINING ARABIC LANGUAGE LEARNING STRATEGIES THROUGH EFFECTIVE TEACHING AND MOTIVATION

Arabic language is a challenging subject yet worth to learn it. As for non-Arab students, it is difficult for them to learn Arabic language without support such as self-determination and effective instruction especially those who are not a native speaker. The study aimed to determine the way to sustain Arabic language learning among secondary school students through motivation and teaching effectiveness. A simple model consisted teaching effectiveness, motivational beliefs and self-regulated learning also shown to explained the result. This study uses quantitative design through survey method. A total of 542 non-Arab students from several secondary schools in Malaysia were selected using stratified random sampling techniques. Students’ Evaluation of Teaching Effectiveness Rating Scale (SETERS) and Motivational Strategies for Learning Questionnaire (MSLQ) through Motivational Beliefs Scale and Self-Regulated Learning Strategies Scale were used as an instruments. A multiple and hierarchical regression was conducted for data analysis. Furthermore, a structural equation model also derived to strengthen the result by showing an indexes fitting the model. The findings showed that teaching effectiveness and motivational beliefs significantly influence self-regulated learning in Arabic language learning. The best predictor for self-regulated learning is the intrinsic value, test anxiety, self-efficacy and teachers’ delivery of subject information. The findings also show how self-regulated learning can improve and empower the Arabic language learning in Malaysia. This study has indicated an important implication for teachers to improvising teaching methods and for students to motivate them-self in order to catalyze self-regulated learning to improve Arabic language performance.

Gamificación como técnica didáctica en el aprendizaje de las Ciencias Naturales

Hacer de la educación una actividad lúdica que motive al estudiante a construir su propio aprendizaje es un reto para la comunidad educativa, sin embargo, la gamificación es una nueva técnica que en el contexto educativo mejora el aprendizaje significativo en cualquier campo del conocimiento. Por consiguiente, el presente trabajo de investigación demuestra los beneficios teóricos de la gamificación en un proceso real de aprendizaje, el objetivo es medir el logro de aprendizaje en Ciencias Naturales de los jóvenes de noveno año de la “Escuela de Educación Básica Naciones Unidas”; antes y después de la utilización de herramientas Kahoot y Plickers como parte de la gamificación, para lo cual se aplicó la Escala de Estrategias de Aprendizaje ACRA calificada en escala de Likert. Mediante análisis estadísticos se determinó que existe un considerable aumento de las estrategias de aprendizaje de los estudiantes en Ciencias Naturales, así al inicio la media global de la prueba fue de 2,3 puntos y al finalizar el programa de 6 semanas el puntaje global fue de 3,5 de una escala de 4; además mediante la prueba T-student se puede concluir que la gamificación si influye positivamente en el proceso de aprendizaje de los estudiantes de dicha institución educativa. Como conclusión, la gamificación es una técnica pedagógica innovadora que combina los elementos del juego para que el estudiante interioriza el conocimiento y viva el aprendizaje como una experiencia positiva y satisfactoria.

Evaluación de las estrategias de aprendizaje con las escalas ACRA y ACRA-Breve: Modelos competitivos, invarianza de medida, y predicción del rendimiento académico en estudiantes de secundaria de la República Dominicana

Learning strategies have been widely studied, and they have been related to academic achievement in several studies. Among the measurement instruments developed, the 44-item version of the Learning Strategies Scale (ACRA) is, by far, one of the most widely used questionnaires in the Spanish speaking context. This instrument has been recently shortened to a 17-item version. Neither the 44-item nor the 17-item version have been tested in the Dominican Republic. The aim of this study is to study the psychometric properties of the 44-item and 17-item versions of the ACRA. Participants were 1712 Dominican secondary school students. Both structures of the ACRA were tested via CFA; alpha and CRI Index were calculated for internal consistency; and, to obtain evidence of the relations with other variables, two models of academic achievement prediction were tested. Results pointed adequate internal structure of both versions, but higher consistency estimates for the former. Both versions of the scale were invariant across gender and age, and no latent mean differences were found. In the prediction model of the 44-item, cognitive strategies was the only significant predictor of achievement; in the 17-item ACRA, it was emotional-social support. These predictive models were, again, invariant across gender and age. Taking into account these results, the 44-item version has shown better properties to asses learning strategies in the Dominican Republic. However, when our aim is to predict academic achievement, a mixed version of the 44- and the 17-item versions could be used.

English

It does not seem to be possible to teach all the words needed by learners of Turkish as a foreign language in the target language just through classroom applications. Thus, students should be taught vocabulary learning strategies that will contribute to their independent learning and raise their awareness of vocabulary learning processes. In this regard, the purpose of the current study is to develop a scale to determine the vocabulary learning strategies used by learners of Turkish as a foreign language. The data of the current study were collected from a total of 507 students attending Turkish teaching centres in five different cities of Turkey. In the development of the scale, all stages of scale development process were followed and then the required reliability calculations were performed. On the basis of the scores obtained from the scale, exploratory and confirmatory factor analyses were conducted to test the construct validity of the scale. As a result of the factor analysis, it was found that the scale consists of four factors that are “learning process”, “technological material”, “psychological process” and “visual materials” and its Cronbach Alpha internal consistency value was calculated to be 0.86. After the completion of all the stages of scale development, a 23-item scale whose psychometric features had been examined was developed to be used to determine students’ vocabulary learning strategies.   Key words: Teaching Turkish as a foreign language, vocabulary learning strategies scale, vocabulary, word.   &nbsp

Relationship Between High School Students' Motivation Levels and Learning Strategies

This study aims to reveal high school students’ learning strategies and motivation levels, the relationship between their learning strategies and motivation levels and to determine if these two variables differ according to gender and grade at school. This study was conducted in correlational survey model. Besides, “Motivation and Learning Strategies Scale” (GOSO), which was adapted to Turkish by Büyüköztürk, Akgün, Karadeniz, Kiliç Çakmak and Demirel, was used in the study. Data of the study were collected from 251 high school students studying in Safranbolu district of Karabük province in Turkey in 2017-2018 school year. Results of the study reveal that students’ motivation levels and frequency of using learning strategies are slightly higher than average. According to the findings of the study, gender variable does not affect high school students’ motivation levels, but female students use learning strategies more than male students do. It was also found that students’ grades at school do not affect their motivation levels and frequency of using learning strategies. Lastly, findings of the study reveal that there is a meaningful relationship between students’ motivation levels and their learning strategies. In the light of the findings of the study it is recommended that online and digital applications be used in class in order to increase students’ motivation levels and develop their learning strategies.

Cognitive Flexibility Levels, Learning Approaches and Learning Strategies of The Medical Students

Purpose: This study aims to investigate university students’ cognitive flexibility level, learning approaches and strategies they use as well as the relations between these approaches and strategies.Instrument and Method: In this study, exploratory design mixed research method was applied. In the quantitative part of the study, students’ cognitive flexibility levels, learning approaches, and strategies they use were investigated and the relations among them were determined. In the qualitative part of the study, 12 student-centered interviews, of both semesters, were conducted with those who had high and low grades from cognitive flexibility, learning approaches and learning strategies scale. In the quantitative part of the study, 626 students of medical school from I. year to the VI and in the qualitative part, the 12 students who were in the focus group formed the study group. The data were collected via cognitive flexibility, learning approaches and learning strategies scale.Findings: In the study it was revealed that medical faculty students’ cognitive flexibility level was high; students had both deep and surface learning approaches while deep learning approaches were higher than surface ones to a certain extent, students benefited from each of socio-emotional, sense-making, repetition and attention learning strategies. Male students’ surface learning tendency is higher than that of the female. The female students use attention learning strategy more than the male ones do. The students that took part in the study claimed that the examinations did not measure their learning degree and forced them to towards “memorizing information”.Results: While using deep learning approach and surface learning approach at a high quantity may seem as a contradiction, focus group interviews have shown that education system gives some messages to students: “If you study deeply, it is not certain to pass; but if you memorize, it is clear: Success!”. When cognitive flexibility increases, the usage of socio-emotional learning strategy also increases. When deep learning approach increases, the use of socio-emotional learning strategy, sense-making learning strategy and repetition learning strategy increases.