Use Of Learning Strategies Research Articles

Individuals with anxiety and depression use atypical decision strategies in an uncertain world.

Previous studies on reinforcement learning have identified three prominent phenomena: (1) individuals with anxiety or depression exhibit a reduced learning rate compared to healthy subjects; (2) learning rates may increase or decrease in environments with rapidly changing (i.e. volatile) or stable feedback conditions, a phenomenon termed learning rate adaptation; and (3) reduced learning rate adaptation is associated with several psychiatric disorders. In other words, multiple learning rate parameters are needed to account for behavioral differences across participant populations and volatility contexts in this flexible learning rate (FLR) model. Here, we propose an alternative explanation, suggesting that behavioral variation across participant populations and volatile contexts arises from the use of mixed decision strategies. To test this hypothesis, we constructed a mixture-of-strategies (MOS) model and used it to analyze the behaviors of 54 healthy controls and 32 patients with anxiety and depression in volatile reversal learning tasks. Compared to the FLR model, the MOS model can reproduce the three classic phenomena by using a single set of strategy preference parameters without introducing any learning rate differences. In addition, the MOS model can successfully account for several novel behavioral patterns that cannot be explained by the FLR model. Preferences for different strategies also predict individual variations in symptom severity. These findings underscore the importance of considering mixed strategy use in human learning and decision-making and suggest atypical strategy preference as a potential mechanism for learning deficits in psychiatric disorders.

Individuals with anxiety and depression use atypical decision strategies in an uncertain world

Previous studies on reinforcement learning have identified three prominent phenomena: (1) individuals with anxiety or depression exhibit a reduced learning rate compared to healthy subjects; (2) learning rates may increase or decrease in environments with rapidly changing (i.e. volatile) or stable feedback conditions, a phenomenon termed learning rate adaptation; and (3) reduced learning rate adaptation is associated with several psychiatric disorders. In other words, multiple learning rate parameters are needed to account for behavioral differences across participant populations and volatility contexts in this flexible learning rate (FLR) model. Here, we propose an alternative explanation, suggesting that behavioral variation across participant populations and volatile contexts arises from the use of mixed decision strategies. To test this hypothesis, we constructed a mixture-of-strategies (MOS) model and used it to analyze the behaviors of 54 healthy controls and 32 patients with anxiety and depression in volatile reversal learning tasks. Compared to the FLR model, the MOS model can reproduce the three classic phenomena by using a single set of strategy preference parameters without introducing any learning rate differences. In addition, the MOS model can successfully account for several novel behavioral patterns that cannot be explained by the FLR model. Preferences for different strategies also predict individual variations in symptom severity. These findings underscore the importance of considering mixed strategy use in human learning and decision-making and suggest atypical strategy preference as a potential mechanism for learning deficits in psychiatric disorders.

Developing English Speaking Skills of 4th Year Students by Using the Cooperative Learning Strategy on Team-Pair-Solo Technique A Case Study of Faculty of Education, Souphanouvong University

The purposes of this study were to (1) study the effectiveness of using the cooperative learning strategy on team-pair-solo technique to enhance the students’ English speaking skills, and (2) to investigate the students’ satisfaction with the use of its teaching technique. The target groups consisted of 19 students from the fourth-year majoring in mathematics in the first semester, academic year 2020-2021 at Department of Mathematics, Faculty of Education. The instruments used in this research consisted of 4 five-hour lesson plans, one students’ English speaking skills assessment form, one English speaking skills test, one observation check list, and one questionnaire about students’ satisfaction. The obtained data were analyzed to calculate means, standard deviation and t-test (dependent samples) by SPSS program, version 21.0. The findings were as follows: Overall, the students’ English speaking ability was significantly higher after learning with the use of cooperative learning strategy on team-pair-solo technique, at the 0.05 level, indicating that the teaching strategy was effective in enhancing students’ English-speaking skills, and generally, the students’ were satisfied with their improvement in English speaking through the use of cooperative learning strategy on team-pair-solo technique, which is viewed at a high level.

How do high-achieving students learn languages online?

The impact of language learning strategy use on achievement has been extensively researched in the traditional foreign language classroom. However, little is known about this topic in the context of online learning. In addition, previous research has focused primarily on English as a foreign or second language. This study fills these gaps by investigating the use of language learning strategies by students taking a beginner-level online course in a foreign language other than English at a Swedish university. The study examined the extent to which students used language learning strategies, whether age was related to the use of language learning strategies, and whether language learning strategy use increased the likelihood of foreign language achievement, operationalised as receiving the highest final course grade. Participants (n= 108), aged 19–76 years (M = 37.6), completed the Strategy Inventory for Language Learning (Oxford, 1990). Three main findings emerged from the study. First, the students used metacognitive strategies most frequently, which could be explained by the fact that the online format requires great learner autonomy. Second, age was negatively but weakly related to the use of memory and affective strategies. Third, the use of cognitive strategies significantly increased the likelihood of foreign language achievement almost tenfold. Thus, this category of strategies appeared to be a strong predictor of achievement among the study participants.

Prompting Strategy Use and Beyond: Examining the Relationships between Elaboration, Quantity, and Diversity of Learning Strategies on Performance.

Elaboration is a generative learning strategy wherein learners link prior knowledge and experiences with to-be-remembered information. It is positively related to an array of learning outcomes. However, most students do not independently use generative learning strategies. We explored whether prompting elaboration learning strategies when reading an academic passage influenced knowledge test performance. Participants were randomly assigned to two conditions: receiving a prompt (i.e., experimental; n = 94) and no prompt (i.e., control; n = 112). The results revealed that participants who received the elaboration prompt (M = 13.88, SD = 2.20) did not outperform learners who did not receive the prompt (M = 13.67, SD = 2.43) on the knowledge test. However, we did find a positive relationship between the extent of elaboration strategy use and knowledge test performance across conditions (r = 0.17, p < 0.05). Twelve themes emerged from an exploratory thematic analysis, wherein participants were asked about the learning strategies they used when reading the passage. Students used a variety of learning strategies unprompted, although 42.15% reported not using any additional learning strategies outside of the prompt or using low-utility learning strategies (e.g., relying on memory, skimming). Further exploratory analyses found that the quantity and diversity of learning strategies used individually influenced knowledge test performance. ANCOVA results revealed, however, that when controlling for quantity, the diversity of learning strategies used did not significantly influence knowledge test performance. Our findings contribute to prior literature by (1) demonstrating a relationship between elaboration strategy use and test performance, (2) highlighting learning strategies students use to retain information, and (3) exploring additional factors regarding learning strategy use that influence performance.

A Pilot Study to Evaluate an Educational Intervention on Motivation and Learning Strategies in Prelicensure Nursing Students.

Nursing student attrition affects the nationwide nursing shortage. Interventions that improve student retention are needed. The Jeffreys nursing universal retention and success model provided a framework for an educational intervention that introduced students to validated study techniques and test-related anxiety management techniques. The intervention was evaluated using the Motivated Strategies for Learning Questionnaire. Results from our pilot study suggest that this type of intervention may impact the use of learning strategies and motivation and may improve overall retention and program completion.

Perceptions versus performance: Assessing teacher learning in asynchronous online professional development

AbstractTeacher learning in asynchronous online professional development (PD) is often measured by self-reported instruments, despite uncertainties regarding teachers’ accuracy in their self-assessment of learning. This study explored whether teachers’ self-reported gains in content knowledge for teaching aligned with those measured by direct assessments. Through quantitative analyses of data collected from 57 middle school mathematics teachers who participated in a fully asynchronous online PD program, we found no significant correlation between teachers’ self-reported knowledge gains and those measured by direct assessments. Additionally, we examined the role of teachers’ use of self-regulated learning (SRL) strategies, namely organization, elaboration, and monitoring, in their learning from the PD program by conducting linear regression analyses. Our results indicated that teachers who frequently monitored their understanding of the PD content demonstrated greater gains in their content knowledge as measured by direct assessments. However, none of the SRL strategies predicted the accuracy of teachers’ self-assessments of knowledge gains from the asynchronous online PD program. These findings raise concerns about relying solely on self-reported instruments to capture teachers’ learning in asynchronous online PD programs, and they emphasize the need for more robust and accurate outcome measures in the asynchronous online learning context.

PENANAMAN NILAI PENDIDIKAN KARAKTER CERITA RAMAYANA PADA MATERI PENDIDIKAN AGAMA HINDU DI SD FAJAR HARAPAN

This study seeks to examine the process of instilling character education values through the Ramayana story in the context of Hindu Religious Education at SD Fajar Harapan. The Ramayana, a narrative rich in life values such as hard work, responsibility, social care, and creativity, serves as a key educational tool for fostering character development in students. Employing a descriptive qualitative approach, this research gathers data through observations, interviews, and document analysis. The results indicate that teachers play a pivotal role in guiding students to identify and comprehend the character values embedded in the Ramayana. Through the use of video-based learning strategies, students are encouraged to observe and analyze the characters within the story, followed by group discussions that facilitate the differentiation between positive and negative values. The internalization of these values occurs progressively, beginning with the teacher's interpretation and transitioning into interactive discussions that allow students to relate these values to their everyday lives. In conclusion, the Ramayana story proves to be an effective medium for character education, particularly within an educational framework that prioritizes cultural and local value approaches.

Differences in high school students’ English learning motivation and strategy use in face-to-face versus online blended learning modalities

Differences in high school students’ English learning motivation and strategy use in face-to-face versus online blended learning modalities

Investigating EFL Learners’ Autonomous Use of Vocabulary Learning Strategies Outside of School

As communication in English relies on a robust vocabulary, high school learners must now take responsibility for independently mastering vocabulary through effective learning strategies driven by the shift toward promoting learner autonomy in modern teaching methods. Therefore, this study examines the vocabulary learning strategies that English as a Foreign Language (EFL) learners use autonomously outside of school and the factors that influence their strategy choices. This qualitative study utilizes questionnaires and semi-structured interviews involving 66 eleventh-grade students from Istiqamah High School in Bandung, Indonesia, who completed the questionnaires and 4 of whom participated in the interviews. The results of this study reveal that learners exhibit a moderate level of autonomy and use vocabulary learning strategies at a moderate level. Metacognitive strategies are the most frequently employed, followed by determination, affective, social, compensation, memory, and cognitive strategies. The study also highlights several factors that influence learners' awareness of the importance of autonomy and the use of vocabulary learning strategies, including gender—where males tend to show higher levels of autonomy and strategy use—age, with 18-year-olds demonstrating higher autonomy and 17-year-olds more actively using vocabulary strategies, and motivation, driven by personality, goal achievement, and the desire to improve language skills. Personal consistency in learning also emerged as a critical factor in learners' success in improving their vocabulary. This research implies that students may benefit from focusing on metacognitive strategies as a practical approach to learning vocabulary in English.

Exploring the use of productive failure to learn ecology in a virtual world: influence of self-efficacy and the use of learning strategies

ABSTRACT This study explores the use of an innovative approach, called Productive failure with a virtual world (PF-VW) to learn difficult ecology knowledge and promote transfer in secondary science classrooms. PF is an alternative learning sequence design to the more common direct instruction (DI). A quasi-experimental design was employed with an experimental PF treatment group (N = 45) and a comparison DI treatment group (N = 41). The results show that within the same virtual world (VW), the PF group outperformed the DI group on transfer scores. This research further explored whether students’ self-efficacy and the learning strategies use can affect students’ learning in a PF-VW. The results indicate that learning strategies use was positively associated with the posttest scores of explanatory ecology knowledge regardless of the type of instruction. In contrast, no significant relationship was found between self-efficacy and any type of learning outcomes. Furthermore, neither self-efficacy nor the use of learning strategies moderated the positive effects of PF on learning either explanatory knowledge or promoting transfer.

Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students

To learn and comprehend the large amount of information in gross anatomy, undergraduate students must self-regulate their learning to be properly prepared for the exams within the available time. Even though there are many studies on learning strategies and their influence on test results and motivation, the aim of this study is to investigate characteristics of learning strategies in detail and in relation to the anatomy course of first semester students and how their use is related to anatomy test performance. For assessing the learning strategies, we used the short version of the questionnaire “Learning Strategies of University Students” (LIST-K) (Klingsieck, 2018). Further, we investigated potential influences of motivation and resources used during the self-regulated learning process. The participants in this study (N = 108) filled in the above-mentioned questionnaire LIST-K and a written multiple-choice anatomy test. A k-means cluster analysis revealed three groups of students differing in their self-reported use of learning strategies. Students used either (1) predominantly metacognitive and resource-related strategies, (2) predominantly cognitive strategies, or (3) no specific learning strategies at all. We found no significant overall relationships between the use of learning strategies and test performance. A stepwise linear regression identified the use of cognitive learning strategies (β =.269) as a significant predictor for test performance (R² =.149, p =.003), possibly as these specific learning strategies help with a systematic and effective approach while studying anatomy and retrieving large amount of memorized information. Further, motivation was identified as a negative predictor (β = −.277), which might be a result of the short time periods students have to study for exams. Overall findings underline the importance of self-regulated learning as a positive predictor for academic performance. By understanding these factors, a more student-centered approach could be adopted by educators to improve medical education and equip students with valuable approaches for their continuous education, even beyond university.

Effect of Cooperative Learning on High School Students’ Performance in Economics in Ghana

The study sought to establish the impact of cooperative learning on economics students’ performance in Senior High School in Ghana, using a quasi-experimental design that included pre-tests and post-tests. The study engaged 164 senior high school economics students (81 in the control group and 83 students in the experimental group). The study used a 50-item performance test and a 29-item perception questionnaire. Data analysis involved descriptive statistics (frequency, percentages, means and standard deviations) and inferential statistics (independent sample t-test and paired sample t-test). The study revealed that senior high school economics students positively perceived the use of cooperative learning strategies in teaching economics. It revealed that economics students in the experimental and control groups had the same level of poor performance in economics before conducting the intervention. A significant difference emerged in the post-test performance of students in the experimental group, revealing improved performance after teaching the group using cooperative learning strategies. This suggests that cooperative learning strategies significantly affected the students’ performance. The study, recommends that senior high school economics teachers need to incorporate cooperative learning strategies in teaching economics topics to improve students’ performance.

Conceptualizing Creativity: Leading to an Efficacious EFL Teaching

Creativity in teaching focuses on a comprehensive outlook that develops innovative skills and a reflective approach inside the classroom. Creativity in English Language teaching is language teachers' attempt to promote active learning to attain credible learning outcomes. Creativity is a bunch of innovative skills that are required to produce original and new ideas in teaching. Creative teaching strategies are far better as compared to conventional methods, and they make learning more practical as they build ample self-confidence in the learners. This research sought to establish the role of the use of Creative teaching strategies in teaching and learning of English as a Foreign Language (EFL). It, therefore, aims to investigate that the EFL teachers are predisposed to inculcate different teaching techniques inside their classrooms, and they are fully aware of the merits of adopting creative teaching skills. They are also keen on gaining professional satisfaction and relief provided by this approach of teaching. The prime concern of this research is to evaluate whether Creative teaching strategies used by language teachers have crucial roles in enhancing the teaching and learning of the English language at the Undergraduate level. It further illuminates the significance of Creativity in English Language Teaching (ELT). The authors have based this research on a descriptive survey and have carried it out at King Khalid University (KKU), Abha, Kingdom of Saudi Arabia (KSA). The authors have used a simple random sampling technique to select the teachers of English from various female undergraduate colleges of the KKU campus. In this study, a series of questions are created and combined, to measure a particular trait. That particular trait is the acquisition and preference to use Creative teaching techniques by the teachers of EFL to female undergraduate students at King Khalid University. Their opinions and experiences in an EFL classroom for enhancing language learning helped the authors in collecting the required data. The authors have used descriptive statistics to compare the efficacy of Creative Methods in the teaching of English to Arabic speaking undergraduate students. The results of this study eloquently manifest the mindset of EFL teachers who are aware of their role as facilitators to save their students from plunging into the sea of monotony and boredom. This research also postulated that generating a culture of Creativity in EFL classrooms exhibits multiple rewards: including student motivation, a compatible atmosphere, pleasant learning, enhancing teacher's confidence, and expertise. It further throws light on the importance of Creativity in English Language Teaching as it makes the teaching process quiet engaging whereas the instructors also achieve the learning objectives. Creativity plays a role in making the language classroom student-centered, where the students not just memorize theory or concept but get involved in a feedback session, collaborative learning, and employ creative and critical thinking skills.

The Use of Active Learning Strategies to Foster Effective Teaching in Higher Education Institutions

The Use of Active Learning Strategies to Foster Effective Teaching in Higher Education Institutions

Ideas on how educators facilitate interprofessional learning through controversies

ABSTRACT Constructive controversies, where team members discuss their different opinions openly and politely, can stimulate interprofessional learning (IPL): the learning that occurs in the interactions between two or more different professions. However, in science-based controversies where members compete to be the expert learning becomes complicated. This paper constructs a model for a procedure of a science-based controversy and describes the conditions for IPL in such a setting. The basis for the model is an empirical study. Firstly, we describe how constructive controversies are conceptualised in the literature. We include literature on dialogic teaching and learning. Secondly, we describe how science-based controversies are conceptualised. Thirdly, we present the empirical study. Fourthly, we construct the model which focuses on mental health care professionals but is also applicable to other professionals. The findings suggest a model with three contextual factors which are connected to the use of power strategies and learning strategies. The model gives ideas for educators on why and how to use science-based controversies to facilitate IPL in teamwork. Indirectly a theory is introduced of how to strengthen IPL through controversies. The model is relevant in teaching how controversies which often concern what is best for the users/patients can be handled constructively.

Unlocking Potential: Assessing Motivation, Learning Strategies, and Cognitive Load in Flipped Learning during Online Teaching in Higher Education

Flipped learning has become the focus in many educational contexts especially with the integration of technological tools in learning space for the last decade. In flipped learning, learners perform surface learning at home, whereas deep learning such as problem-solving, critical thinking exercises etc. is covered in the classroom which potentially increases motivation and satisfaction of learners. Cognitive load, the assumed load of the working memory caused by the processing of tasks, has also attracted attention in online learning settings which pose different processing demands. This study took place in the extraordinary settings of education during the Covid-19 pandemic which required online education for all education levels. A fourth-year course of an ELT program was delivered through a flipped learning approach during online education. Learners’ motivation, use of learning strategies, satisfaction and cognitive load levels were calculated at the end of the intervention and their perceptions regarding the experience were investigated through an open-ended questionnaire. The results showed that their motivation and satisfaction levels were quite high as well as their strategy uses whereas cognitive load levels were comparatively low. Inferential statistics showed that relationships exist between and among the motivation, learning strategies and cognitive load at various levels. Motivation emerged to be a significant predictor of course satisfaction whereas time spent for the flipped lectures predicted course achievement. Learners’ perceptions of flipped learning process were generally positive while they also articulated some drawbacks of it like instructional tools-related and individual learner-related problems.

Implementation of the Problem-Based Learning Model to Improve Student Learning Outcomes on Green Chemistry Material in E Phase MAS MTI Batang Kabung, Padang City

This study investigates the efficacy of problem-based learning (PBL) in enhancing student learning outcomes in Green Chemistry at MAS MTI Batang Kabung, Padang City. The research addresses the prevalent use of conventional teaching methods, which have resulted in low student engagement and academic performance. A classroom action research design, based on Kemmis and McTaggart's model, was employed. The study population comprised Grade X Phase E students from the 2023/2024 academic year, with a sample drawn from classes X.1 and X.2. Data collection methods included observation, questionnaires, documentation, and field notes. Analysis of learning outcomes utilized percentage techniques and t-tests. The implementation of PBL showed significant improvement in student learning outcomes. Average scores increased from 71.61% in the first cycle to 86.96% in the second cycle. These results demonstrate that PBL effectively enhances student performance in Green Chemistry education at MAS MTI Batang Kabung. This research contributes to the growing body of evidence supporting the use of active learning strategies in chemistry education, particularly in the Indonesian context. The findings suggest that wider adoption of PBL could lead to improved educational outcomes in similar settings.

Fostering the use of reflective learning strategies in teaching big data analytics and data science: Enhancing the quality of epidemiological evidence and decision-making

PURPOSEThis study investigated the frequency of use and perceived effectiveness of reflective learning strategies among university educators and practitioners in big data analytics and data science, including epidemiologists. Reflective learning fosters critical thinking and problem-solving skills essential for navigating the complexities of big data. It encourages systematic evaluation of methodologies and the identification and mitigation of biases. These skills are particularly relevant in epidemiology, where the prediction and management of disease outbreaks, as well as public health decisions, increasingly depend on big data analytics. METHODOLOGYA cross-sectional design was employed with a diverse sample of 93 participants from multiple countries, averaging 15 years of teaching and practice experience. Informed by the Diffusion of Innovation Theory and the Theory of Planned Behavior, data were collected in Fall 2023 using an online questionnaire. The questionnaire focused on personal disposition, contextual favorability, and characteristics of reflective learning as predictors of the frequency and perceived effectiveness of reflective learning, analyzed using multiple regression modeling. Acceptable levels of reliability and criterion validity were achieved. This study was approved by the Ethics Panel of Canterbury Christ Church University, UK. RESULTSIn general, reflective learning strategies were perceived as effective for enhancing cognitive skills, such as critical thinking and problem-solving, but less so for technical skills like algorithm and model selection. Preferred methods included real-world applications, problem-based learning, and collaborative projects. Frequency of use was positively correlated with perceived effectiveness. Personal disposition and characteristics of reflective learning scores were significant predictors of frequency of use (R-squared = 0.32), with older participants being less engaged. The characteristics of reflective learning score was the sole significant predictor of perceived effectiveness, though with a modest predictive value (R-squared = 0.09). Contextual favorability did not significantly predict either frequency of use or perceived effectiveness of reflective learning strategies, implying a lesser role for external factors as drivers of engagement. CONCLUSIONSThis study underscores the importance of reflective learning in enhancing analytical and problem-solving skills, and suggests that intrinsic motivation may be a key factor underpinning the use of reflective learning strategies by educators and practitioners in big data analytics and data science. These findings have major implications for curriculum and professional development, particularly for epidemiologists who must continuously adapt to new data and methodologies to effectively address public health challenges.

Enhancing Early Childhood Problem-Solving Abilities through Game-Based Learning and Computational Thinking: The Impact of Cognitive Styles

Children's understanding of solving problems related to early cognitive abilities with several levels of complexity makes children feel difficult, and students are less able to solve problems correctly according to the sequential order of how to do them. The main factor that causes low problem-solving abilities is the use of inappropriate learning strategies. So that children in the process of solving problems in a lesson also become less than optimal. This study explores the effects of computational thinking strategies with game-based learning compared to conventional approaches on early childhood problem-solving abilities, considering the cognitive styles of field-independent (FI) and field-dependent (FD) children. A quasi-experimental pretest-posttest nonequivalent control group design involved 60 children from Blitar Kindergarten. The experimental group received computational thinking instruction through game-based learning, while the control group followed conventional methods. Posttests followed a pretest established baseline abilities and an eight-week intervention. Data were analyzed using a two-way ANOVA, revealing significant improvements in problem-solving skills for the experimental group (p &lt; 0.05). FI children outperformed FD peers, indicating cognitive style's impact on learning outcomes. An interaction effect between learning strategies and cognitive styles was identified, emphasizing the importance of tailored educational approaches. The study's findings suggest that computational thinking through game-based learning enhances critical thinking, creativity, and engagement in young learners. However, limitations such as a small sample size and short intervention duration highlight the need for further research. Future studies should involve diverse populations and longer interventions to understand the long-term effects better and optimize educational strategies for individual cognitive styles. These results underscore the potential of innovative educational methods in developing foundational skills essential for academic and life success.