Learning Strategies Of Students Research Articles

Research on the Cultivation of English Learning Strategies for Senior High School Students in Minority Areas

This paper brings up some suggestions and methods for cultivating English learning strategies for senior high school students in minority areas by summarizing the relevant English learning strategies by domestic and foreign scholars, and analyzing the survey of English learning strategies of senior high school students in minority areas.

Potential group analysis of online learning strategies of university students: Focusing on the relationship with multitasking behavior

Potential group analysis of online learning strategies of university students: Focusing on the relationship with multitasking behavior

Perspectives of 2022 Islamic Education Students on the Utilization of Canva as a Multimedia Presentation-Based Learning Media

This research aims to explore and depict the perspectives of students from the Islamic Education Program (PAI) Class of 2022 regarding the utilization of Canva as a multimedia presentation-based learning tool. In this study, a narrative inquiry method is employed as a qualitative approach to delve into the stories and experiences of students using Canva. The data collection process involves discussions and interviews, which are then analyzed through a narrative analysis approach. The research findings provide significant insights into how students perceive Canva as a multimedia presentation learning tool and to what extent this can enhance the quality of learning in the PAI environment. The implications of the findings support the use of Canva as a potential tool to improve the effectiveness of learning in the digital era. It is expected that this research will make a positive contribution to the development of innovative and engaging learning strategies for students in the PAI Class of 2022.

A Study of the Relationship Between Learning Motivation and Learning Strategies in Primary School Students

In the past decade or so, educators have carried out a number of studies centered on the important topic of “teaching students to learn”, among which the studies on learning motivation and learning strategies have attracted particular attention. Under the current exam-based education system in China, academic performance is the fundamental means of measuring students’ learning, and motivation and learning strategies, as extremely important factors affecting students’ learning, have a direct impact on students’ academic performance. Good learning motivation and scientific learning strategies have a certain improvement effect on students’ learning attitudes and behaviors, which can help students, learn more effectively and improve their knowledge and academic performance. The purpose of this research is to study the relationship between learning motivation and learning strategies of primary school students. The present study aims to bridge this gap by conducting a questionnaire survey among elementary school students in an elementary school in Kunming, Yunnan Province, to provide insights into the relationship between motivations and learning strategies among elementary school students, taking into account the influence of a more comprehensive set of variables. The study found that students with higher intrinsic motivation tended to use effective learning strategies to help them learn, and that girls tended to use the right learning strategies to learn more than boys. This study will help to improve our understanding of the learning process of primary school students and provide parents, teachers, and policy makers with further insights and guidance that will help to improve students’ motivation and adoption of effective learning strategies.

Surveying Undergraduate Medical Students' Motivational Orientations and Learning Strategies in the First and Last Year of Medical School.

Motivation to learn has been linked to learning outcomes, academic performance, learner well-being, and choice of medical specialty. Previous studies showed successful educational interventions to optimize students' levels of motivation and learning strategies. The purposes of this study are (1) to describe undergraduate medical students' motivational orientations and learning strategies in the first and last year at a Canadian university and (2) to analyze possible differences between undergraduate medical students' motivational orientations and learning strategies in those two academic years. An online cross-sectional survey was conducted using the Motivated Strategies for Learning Questionnaire (MSLQ). The survey was sent to a total of 207 first-year and 203 third-year students. We received a total of 58 surveys, 32 of them were complete and analyzed. The overall response rate was 14.1%. The internal consistency for all the scales varied from 0.61 to 0.904. The overall score for the survey was 4.97 on a 7-point scale for all students. Highest scales' scores were obtained for elaboration (mean 5.68) and learning beliefs (mean 5.64), with the lowest scores obtained for rehearsal (3.82) and test anxiety (3.94). The total scores did not differ by students' academic year (p = 0.764), except for the effort regulation scale in which first-year students scored higher (p = 0.01). The largest differences between first- and last-year students were found in effort regulation, where first-years scored higher (difference of 0.99), followed by peer learning (difference of - 0.51), and then test anxiety (- 0.36). Our results showed a sample of students that are highly motivated, mostly driven by intrinsic goals, and are confident that they will master the tasks given to them. They rely more on elaboration strategies building connections between new and prior information, and less in rehearsal strategies used for simple tasks and memorization. The MSLQ showed to be a reliable instrument in our sample, and it could be use as an instrument to identify students' adaptive changes to enhance students' motivation to learn. A portrayal of medical students' attitudes in learning could guide educators to develop instructional programs that would help students to optimize their own learning.

The Effect of Integrative Prequestions on Learning from Text: An Eye-Tracking Study

Asking questions before studying (i.e., prequestions) is an effective strategy for learning, but there is not enough evidence demonstrating how integrative prequestions lead to a general benefit of learning. Considering this need, this study aimed to reveal the underlying cognitive processes contributing to this learning benefit using eye movement measurements. This study included 24 adults aged 18-35. Half of the participants were randomly selected to answer integrative questions before reading the passage (Prequestion Group). The other half did not receive prequestions before reading (Control Group). The results show that answering integrative questions before reading enhances the learning of both prequestioned and non-prequestioned sentences. Eye movement data demonstrates that the Prequestion Group exhibited increased attention, with a greater fixation number and longer complete fixation time on prequestioned sentences than the Control Group, and they also displayed more gaze transitions between these sentences during reading due to combining information related to prequestions. Interestingly, the Prequestion Group achieved higher post-test scores on non-prequestioned sentences, even though they paid less attention to these items than the Control Group. These findings suggest that integrative prequestioning can be used as an active learning strategy for students to foster deeper cognitive processes through the integration of information.

Exploring Effective Learning Strategies In Arabic Language Through The Arcs Model

Learning a foreign language is challenging for non-native speakers. Thus, choosing the best Language Learning Strategies (LLS) is important in learning a foreign language, especially for the Arabic language. The LLS used will be able to help the students to motivate and enhance the language learning to the optimal level. This study aims to investigate the outcome of the ARCS Model in Arabic Language student's learning strategies, focusing on attention, confidence, satisfaction and the relationships between all three motivation aspects. A quantitative survey consisting of 41 questions was divided into four sections: demographic profile, attention and relevance, confidence, and satisfaction. The survey was distributed to 182 respondents who took Arabic as a third language in a public university. Data was analysed using SPSS Frequency Statistics. The findings showed the highest mean score for the ARCS model in motivation was in satisfaction items. Regular attendance to class and help-seeking show the highest mean score in both items. Students seek help from others when having difficulties in learning the Arabic language. This study helped educators to identify the best teaching models and methods for learning the language to motivate the students for example, group work, presentation and others.

Integrating Models in Education: Evaluating Strategies and Enhancing Student Learning Through Advanced Analytical Methods

This paper undertakes an in-depth examination of contemporary educational models, focusing on their impact on student learning and teaching strategies. It contrasts static models like the Item Response Theory (IRT) with dynamic models, notably Knowledge Tracing (KT) and its extensions such as the Knowledge Tracing Model (KTM) with a "Tutor Intervention" element. These dynamic models, particularly the dynamic Bayesian network (DBN) structure of KT, provide a detailed perspective on student learning, accommodating temporal skill variations and diverse educational interventions. The study further explores learning decomposition, revealing its effectiveness in evaluating various reading practices and their influence on reading fluency, underscoring the need for personalized educational approaches. Additionally, the paper discusses the Bayesian Evaluation and Assessment framework within Intelligent Tutoring Systems (ITS), offering a holistic view of both the immediate and long-term effects of tutoring. Key insights are presented on the efficacy of different educational models in reading education, advocating for diversified reading practices and personalized learning strategies. The paper also identifies limitations in current models, such as high standard errors in learning decomposition and weak fits in models like LR-DBN, and proposes future research directions, including automated analysis and a hybrid approach combining human expertise with computational analysis. This approach aims to enhance educational data mining and inform effective educational strategies and outcomes.

A Study on the Backwash Effect of International Talent English Exam on Students' English Learning—Teaching Based Backlash Promotes Student Learning Strategy Adjustment

With the acceleration of globalization, English has become the main language for international communication, and various English exams have also emerged. The International Talent English Examination (ETIC), also known as the National Talent Examination, is a standardized examination that evaluates students' English proficiency. Its implementation has a direct impact on their English learning. On the basis of literature review, questionnaire survey, interview, and classroom observation, this study comprehensively adopts a data analysis method combining descriptive statistics and qualitative analysis to explore the backlash effect of the National Talent Examination on student English learning, that is, to clarify the impact of ETIC on student English learning, and how to promote student learning through exam feedback.

목표지향성이 학습전략에 영향을 미침에 있어서 그릿의 매개효과

Objectives This study aims to find ways to improve learning strategy for university students majoring in music.
 Methods The subjects of this study are 400 university students majoring in music at Q Normal University in Hainan of China, and reliability, average differences, correlations, and regression analysis are conducted using the SPSS 25.0 program.
 Results There is a positive (+) correlation between the goal orientation, grit, and learning strategy. The effect of learning goal and performance goal, which are sub-variables of the goal orientation, on learning strategy is analyzed, and the goal orientation explains 48% of the total variance of learning strategy. As a result of analyzing the effect of grit on learning strategy, grit explains 57% of the total variance of learning strategy. Predictors of ‘sub-variables of the goal orientation’ and grit explain 66% of the total variance of learning strategy. The effect of learning goal and performance goal, which are sub-variables of the goal orientation, on grit is analyzed, and the goal orientation explains 38% of the total variance of grit. There is a partial mediating effect of grit in influence of goal orientation on learning strategy of university students majoring in music.
 Conclusions In this study, it is confirmed that the goal orientation and grit is a causal variable that increases learning strategy, and that grit partially mediates the positive effect of the goal orientation on learning strategy. Therefore, in order to cultivate the learning strategy of university students, it is necessary to promote goal orientation and grit. On the other hand, each variable of self-efficacy and social support will affect the learning strategy of university students majoring in music. Therefore, it will be necessary to conduct a study on learning strategy of university students according to self-efficacy and social support variables in future studies.

Effect of virtual reality on perceptions of usability, suitability, satisfaction, and self-efficacy among architecture and design university students

Few empirical studies have explored the effect of using VR technology in educational institutions in Jordan. Therefore, this study aimed to evaluate the effect of using the VR gravity sketch tool on Architecture and Design university students’ perceptions of usability, suitability, satisfaction, and self-efficacy in Jordan. A pre–post-test control group was used and 161 students (81 in the intervention group and 80 in the control group) from Al-Zaytoonah University of Jordan enrolled in the Free Drawing course were recruited. Findings showed a significant difference between the intervention and control groups post-VR simulation for usability, suitability satisfaction, and self-efficacy among students in the intervention group and there was a significant difference in the aforementioned variables between both groups. Thus, this study suggested that VR simulation was effective in training architecture and design students. Therefore, it is necessary to integrate VR into the educational curriculum as a learning strategy for students.

Need Satisfaction, Motivation, and Learning Strategies in Undergraduate Kinesiology Students

ABSTRACT The purpose of this study was to examine the influence of basic psychological need satisfaction and motivation on students’ use of deep and surface learning strategies across undergraduate kinesiology courses. This study used a survey consisting of demographic questions and three self-report questionnaires assessing basic need satisfaction, motivation, and deep and surface learning strategies. The survey was administered via Qualtrics at the end of two semesters (fall 2020 and spring 2021). The participants consisted of 1,125 undergraduate kinesiology students (81.9% female, 55.3% white, 94.8% non-Hispanic) at a midsize university in the southeastern part of the United States. Path modeling showed that intrinsic motivation was influenced by autonomy, competence, and relatedness, while identified regulation was influenced by autonomy and competence. Relatedness also influenced both introjected regulation and external regulation. Participants’ intrinsic motivation and identified regulation negatively predicted surface learning strategies while external regulation positively predicted surface learning strategies. Intrinsic motivation and identified motivation predicted deep learning strategies. Interestingly, all three basic psychological needs predicted deep learning strategies. These findings underscore the importance of satisfying basic needs to influence motivation and, in certain cases, learning strategies. While it is evident that the use of deep learning strategies would be highly beneficial for this group of learners, kinesiology students may not rely on these strategies due to a lack of intrinsic motivation and basic need satisfaction. Although future research is necessary to test the causal links between these constructs, supporting students’ basic psychological needs and fostering intrinsic motivation could contribute to the use of deeper learning strategies.

Decoding Student Success in Higher Education: A Comparative Study on Learning Strategies of Undergraduate and Graduate Students


 
 Learning management systems (LMS) provide a rich source of data about the engagement of students with courses and their materials that tends to be underutilized in practice. In this paper, we use data collected from the LMS to uncover learning strategies adopted by students and compare their effectiveness. Starting from a sample of over 11,000 enrollments at a Portuguese information management school, we extracted features indicative of self-regulated learning (SRL) behavior from the associated interactions. Then, we employed an unsupervised machine learning algorithm (k-means) to group students according to the similarity of their patterns of interaction. This process was conducted separately for undergraduate and graduate students. Our analysis uncovered five distinct learning strategy profiles at both the undergraduate and graduate levels: 1) active, prolonged and frequent engagement; 2) mildly frequent and task-focused engagement; 3) mildly frequent, mild activity in short sessions engagement; 4) likely procrastinators; and 5) inactive. Mapping strategies with the students' final grades, we found that students at both levels who accessed the LMS early and frequently had better outcomes. Conversely, students who exhibited procrastinating behavior had worse end-of-course grades. Interestingly, the relative effectiveness of the various learning strategies was consistent across instruction levels. Despite the LMS offering an incomplete and partial view of the learning processes students employ, these findings suggest potentially generalizable relationships between online student behaviors and learning outcomes. While further validation with new data is necessary, these connections between online behaviors and performance could guide the development of personalized, adaptive learning experiences.
 

Analyzing Learning Strategies of Top-Performing Students in English Speaking Classes at Junior High School in Indonesia

Analyzing Learning Strategies of Top-Performing Students in English Speaking Classes at Junior High School in Indonesia

Exploring Language Learning Motivation and Strategies in Viet-namese High School Students: A Case Study in Ho Chi Minh City

This study investigates the motivation and learning strategies of high school students in Ho Chi Minh City, Vietnam, and explores the relationship between these two factors. The research involved 76 students from Dang Khoa private high school who completed adapted questionnaires to assess their types of motivation (intrinsic or extrinsic) and language learning strategies. Instruments were modified from established scales - Chang's (2005) and Vaezi's (2008) for motivation, and the Strategy Inventory for Language Learning, Version 7.0 (Oxford, 1989) for strategies. The findings indicate that the extrinsic motivation (e.g., external pressures, instrumental goals) was more prevalent than intrinsic motivation (e.g., personal interest, enjoyment) among the participants. In addition, a positive correlation was found between motivation level and strategised learning. Students with stronger motivation tended to employ a wider range of learning strategies. Based on these results, the study concludes with recommendations for educators to enhance student motivation and support their strategic use of learning practices for effective English language acquisition.

Customized learning strategies for students

Customized learning strategies for students

Profiling learning strategies of medical students: A person-centered approach.

Students within a cohort might employ unique subsets of learning strategies (LS) to study. However, little research has aimed to elucidate subgroup-specific LS usage among medical students. Recent methodological developments, particularly person-centred approaches such as latent profile analysis (LPA), offer ways to identify relevant subgroups with dissimilar patterns of LS use. In this paper, we apply LPA to explore subgroups of medical students during preclinical training in anatomy and examine how these patterns are linked with learning outcomes. We analysed the LS used by 689 undergraduate, 1st and 2nd-year medical students across 6 German universities who completed the short version of the Learning Strategies of University Students (LIST-K) questionnaire, and answered questions towards external criteria such as learning resources and performance. We used the thirteen different LS facets of the LIST-K (four cognitive, three metacognitive, three management of internal and three management of external resources) as LPA indicators. Based on LPA, students can be grouped into four distinct learning profiles: Active learners (45% of the cohort), collaborative learners (17%), structured learners (29%) and passive learners (9%). Students in each of those latent profiles combine the 13 LS facets in a unique way to study anatomy. The profiles differ in both, the overall level of LS usage, and unique combinations of LS used for learning. Importantly, we find that the facets of LS show heterogeneous and subgroup-specific correlations with relevant outcome criteria, which partly overlap but mostly diverge from effects observed on the population level. The effects observed by LPA expand results from variable-centered efforts and challenge the notion that LS operate on a linear continuum. These results highlight the heterogeneity between subgroups of learners and help generate a more nuanced interpretation of learning behaviour. Lastly, our analysis offers practical implications for educators seeking to tailor learning experiences to meet individual student needs.

Undergraduate students’ learning experiences and strategies in online learning during the pandemic: An Indonesian perspective

Transitions in learning implementation have occurred at various levels of education during the COVID-19 pandemic. Learning that previously took place in conventional, face-to-face formats has been adjusted to fully online learning. Not all educational institutions are equally prepared for a pandemic, necessitating the study of student learning experiences and the strategies they employ in online classes during the pandemic. This study focuses on the positive and negative contributions of Virtual Learning Environment (VLE) features in student learning experiences and strategies during the pandemic. This study used a survey method consisting of closed- and open-ended questions. Data analysis using descriptive statistics and qualitative data analysis was employed to obtain several themes. Approximately 1,400 students from 23 higher education institutions across several provinces in Indonesia participated in this research. The results show both positive and negative contributions of VLE features. Among the VLE features that positively contribute to learning during the pandemic are video materials and downloadable documents. More than half of the respondents claimed there were no negative features of the VLE. Findings also revealed the most frequently reported negative aspect is poor internet performance. In addition, seven themes related to student learning strategies emerged including: considering the availability of infrastructure, monitoring the class schedule and calendar (or announcements), collaborating with peers, participating in the university’s learning management system, applying notetaking strategies and other specific strategies, searching for additional learning resources, and no specific strategy applied while learning during the pandemic.

Transforming Higher Education: Psychological and Sociological Perspective (the use of artificial intelligence)

The present paper aims to analyse the growing importance of artificial intelligence (AI) in higher education and its impact on students from a psychological and sociological perspective. With the growth of technological tools and data analytics in education, AI offers new opportunities for personalising instruction and improving student outcomes. From a psychological perspective, relevant topics include how AI affects students' motivation, self-control, and learning strategies. The sociological perspective focuses on the transformation of social interactions between students and educators and on the limits of accessibility to higher education through digitalisation. The ethical and social challenges associated with using AI in education and its potential impact on access to higher education inequalities are also discussed. The article seeks to contribute to a deeper understanding of the transformation of higher education and highlight the need for a multidisciplinary approach to this complex topic.

EFEKTIVITAS STRATEGI PEMBELAJARAN SISWA AKTIF PADA PENINGKATAN PEMAHAMAN KONSEP DAN PENERAPAN PRAKTIS

<p><em>This study investigates the effectiveness of active student learning strategies in improving both conceptual comprehension and practical application. The research explores how engaging students in active learning methods positively influences their understanding of concepts and enhances their ability to apply theoretical knowledge in practical settings. The study employs various instructional strategies designed to promote active participation and critical thinking among students, aiming to identify the most effective approaches for optimizing learning outcomes. The findings contribute valuable insights to educational practices by highlighting the significance of incorporating active learning strategies for a comprehensive and practical understanding of academic concepts. </em></p>