Use Of Learning Strategies Research Articles

Children's study habits are predicted by their parents' learning strategy preferences

BackgroundMany studies have identified both cognitive and motivational factors influencing students’ use of learning strategies but the roles of family and social factors have been overlooked. AimsThis study examines whether parents’ beliefs about the effectiveness of learning strategies influence the learning strategies that their children use, with intergenerational longitudinal data. Sample200 pairs of parents and their adolescent children. MethodsParents and children separately rated how effective they believed 21 different learning strategies to be, with children also rating the frequency of their strategy use. Ratings were repeated approximately 1 year later. ResultsWe found that the pattern of parents' strategy effectiveness beliefs at the first time point predicted that of their children's use of the strategies one year later, even controlling for children's strategy use pattern at the first time point. ConclusionsThis finding demonstrates the importance of considering familial factors when studying students’ learning strategy use.

Strategi Pembelajaran Qira’ah di Pondok Pesantren Nahdlatul ‘Ulum Kota Metro

Learning Arabic is learning a foreign language which is considered difficult by most students, even though learning Arabic is actually easy. A lesson requires the use of learning strategies so that students do not find it difficult. Arabic learning strategies are carried out so that students can receive material more effectively and efficiently. The choice of strategy must be based on the language proficiency taught to students. This type of research is research that uses a qualitative approach conducted at the Nahdlatul 'Ulum Islamic Boarding School. In this study, data was collected through observation and documentation. The results obtained in the research field are In designing learning strategies there are several components that must be considered, namely preliminary learning activities, information delivery, student participation, tests, and follow-up activities. Arabic language learning strategies based on language proficiency are divided into six, namely mufradat learning strategies, tarkib learning strategies, istima' learning strategies, kalam learning strategies, qira'ah learning strategies, and kitabah learning strategies.

BOOK REVIEW: ENGLISH AS A FOREIGN LANGUAGE FOR DEAF AND HARD OF HEARING LEARNERS

The content of this book is intended to address difficulties about teaching technique limits and instructor flexibility when teaching English as a Foreign Language (EFL) to DHH students. This book focuses on conceptual overviews of the importance of inclusive English learning for all students, especially DHH pupils. The authors give two parts of primary research reports on the use of various English learning strategies for DHH learners in diverse circumstances, as well as theoretical studies on approaches to learning strategies appropriate for DHH learners from various perspectives. The initial chapter in this book examines comprehensive input strategies and treatments, including a review of the principles and theories that serve as the foundation for language learning for students with special needs. In the second section, the authors present some research findings on the circumstances and outcomes of teaching EFL to DHH learners.

Investigation of the Impact of Technology on the Written Production of EFL Learners in Iraqi Kurdistan

Writing is a significant manner of learning a foreign language and can be essential in facilitating second language development. Moreover, it is an essential part of language learning for L2 learners. Research has shown that many EFLs perform poorly in written language skills. Research has shown that many EFLs perform poorly in written language skills. The present study aimed to investigate technology's impact on EFL learners' written production in Iraqi Kurdistan. In this research, a single group pre-test-post-test method was utilized. The research community included Iraqi EFL learners, and the research sample included 30 intermediate-level learners. In order to measure the students' self-evaluation of their writing skills, the students completed the Self-Assessment of English Writing Skills and Use of Writing Strategies questionnaire. A descriptive writing task was used to measure students' writing performance. SPSS22 software was used for data analysis. The normality of the scores was assessed using the Kolmogorov-Smirnov test. The Likert scale evaluation showed that Self-Assessment of English Writing Skills with an average of 69.03±25.21 was evaluated at a relatively favorable level and Use of Learning Strategies with an average of 149.83±69.38 at an unfavorable level. The results indicated that the average score of the students in the pre-test was 17.37±2.16, and in the post-test, it was 21.00±1.96. Based on the results, a statistically significant difference was observed between the pre-test and post-test results. In the present study, we found that Iraqi EFL learners' writing skills and practices improved significantly with the help of technology.

Manajemen Ekstrakurikuler Robotik dalam Mengembangkan Kreativitas Siswa di Era Social Society 5.0

Extracurricular management supports the optimization of national education goals. The urgency of extracurricular management, apart from streamlining talent interest training, also plays a role in realizing educational goals, namely developing student creativity. Moreover, Indonesia's creativity index (GCI) is still low. So the management of robotic extracurriculars has relevance in welcoming the era of society 5.0, namely creating creative human resources. The purpose of this study was to analyze the planning, implementation, and evaluation of robotic extracurricular activities in developing the creativity of students in the 5.0 social era at SDIT Ahmad Yani Malang. Retrieval of data using interview techniques, observation, and documentation study Data analysis involves condensing data, presenting data, and verifying data. Checking the validity of the data with a credibility test, transferability test, dependability test, and confirmability test. The research conducted at SDIT Ahmad Yani Malang used a qualitative research approach with a case study type of research. The results of the research conducted show that (1) the planning of robotic extracurricular activities to develop the creativity of students in the 5.0 social era at SDIT Ahmad Yani Malang has been running effectively. This is marked by the preparations that have been made in such a way as to develop creativity through an early semester meeting and MOU cooperation with robotics. (2) The implementation of robotic extracurricular activities has been running effectively with the use of PjBL, STEM, demonstrations, and fun learning strategies. (3) The evaluation of robotic extracurricular activities also runs effectively with ongoing monitoring. Besides that, checking the effectiveness of robotic extracurricular management uses the 5M elements (people, methods, materials, machines, and money). While the output of student creativity is shown from the cognitive, psychomotor, and affective domains.

How Second Language Learners from Mars and Venus Are Different in Lexical Acquisition

Up to the present day the issue of gender and language has been widely studied by numerous researchers not only by linguistics but also practitioners from other fields of study. The amount of research has been done through different methods, instrument and scope. These various approaches have brought contradictory answers of the questions - is there any effect of gender on the language acquisition? If so, to what extent gender demonstrates its influence on language learning? More specifically, does gender difference demonstrate different lexical acquisition of second language learners? Does gender solely affect second language learners lexical acquisition? Burning questions come up along with the various perspectives and paradigm held by practitioners. The complexity brings the impossibility to cover all of questions in one study. Therefore, this study is intended to contribute to sum up studies done in the field of how gender difference demonstrate its effects on second language learners lexical acquisition. By thematical approach, this library research presents a few studies related to gender lexical acquisition that have been available over the last twenty years. The contradictory findings are revealed, that is differences do exist with huge varieties in terms of lexical acquisition, vocabulary, learning strategy and lexical use. Yet, complex measurement of gender effect on lexical acquisition occurs as the effect of the potential existence of other variable factors. Some researchers believe that gender does not solely influence second language learners acquisition. They assume that various findings might be affected by some other variable factors that make male become male and make female become female or make language learners lost their gender identity or home whether they are from Mars or Venus in language acquisition. These variable factors include age, biological, social (context, experience & socialization), psychological, pedagogical (teaching & learning instruction) and linguistical (L1 & L2 relation)

Use of Problem-Based Learning Strategies in Improving Problem Solving Skills

Education for a child is very important for motor development and his thinking becomes critical in responding to an incident. His skills can be honed properly and master skills that support his future career. So that the potential for the progress of each child can be achieved and learning objectives can be completed optimally. In life, of course, you will not be separated from various kinds of problems, so the solution to every problem must exist and be able to solve it. The problem based learning strategy is the answer to improve problem solving skills. This strategy is a problem-triggered learning model, which encourages students to learn and work cooperatively in groups to find solutions, think critically and analytically, be able to determine and use appropriate learning resources. For this reason, it is necessary to apply this method in education. The purpose of this research was to improve problem solving skills using the problem based learning (PBL) method. By maximizing this method many positive impacts will be obtained. The method used in this research is a quantitative method. The data obtained is through the distribution of a questionnaire. The questionnaire was made using the Google form application. The results of this study explain that the use of problem based learning strategies to improve problem solving skills in education can help students solve problems with the right solutions. As well as sharpening the ability to think critically and systematically, so that they can be more mature in responding to various problems. The conclusion of this study is that the use of problem-based learning strategies to improve problem-solving skills by students can be maximized, because they have mastered the right and effective way to solve a problem. The limitation of this research is that researchers only conduct this research at the school level where the method requires new strategies in learning such as the use of problem based learning strategies.

The Multimodal English Learning Strategies, Motivation, and Engagement among College Students in China

In China, traditional English teaching is teacher-centered, and students only passively accept knowledge. In addition, online language learning that is teacher-directed also needs to be further investigated. There is a glaring gap in how teachers explicitly examine how individual differences play a part in multimodal English learning. A questionnaire was distributed to 527 college students including English major and non-English major in China in total. With the results obtained from the data gathered, it was found out that EFL learners prefer to use metacognitive strategies more than affective, social, memory, cognitive, and compensation strategies. They exhibit a stronger desire for career and economic enhancement, as well as a keen interest in becoming global citizens than communicating and affiliating with foreigners, seeking self-satisfaction, and integrating with other cultures. EFL learners demonstrate a relatively high level of social engagement, followed closely by cognitive engagement. Affective engagement and behavioral engagement also receive favorable ratings, albeit slightly lower. It is hoped that this research may be beneficial to the cultivation of English learning strategy use and to improve the overall English proficiency of EFL.

The use of grammar learning strategies by law students in writing opinion text

Writing is a big problem for law students because of the lack of grammar mastery, limited interactions during the pandemic, and lack of motivation. This study aims to fill the need for investigations about social and affective strategies, part of grammar learning strategies, in writing opinion texts by law students during the pandemic. This study used a mix-method. The respondents were 245 first-year law students at the University of Muhammadiyah Malang. Data collection used inventory and open-ended questions. The results showed that the affective strategy average was 3.30 (medium), while the social strategy was 3.50 (high). The correlation between all social and affective strategies tends to be high, 0.73990. However, the correlation of each strategy in it varies, ranging from very weak to very strong. Even though there are limited interactions, they still use social strategies to overcome the problems of implementing grammar in writing. The dominant social strategy is using corrective feedback on writing by lecturers and other students and learning from people who are more proficient in grammar. On the other hand, the significant affective strategy was trying to relax when having problems understanding grammar and motivating to master grammar. These findings have pedagogical implications for grammar learning strategies in writing to law.Keywords: affective strategies, grammar learning strategies, social strategies, law, writing of opinion text

The Impact of Written Feedback in Geometry Problem Solving through a Gallery Walk

Traditionally, students experience difficulties solving problems involving geometric shapes and their properties. In line with the current curricular guidelines, it’s important to reflect about the use of active learning strategies, which directly engage students in meaningful mathematical activity, that contribute to reverse this situation. This paper refers to a study that aims to understand the influence of peer written feedback on students' performance in a Gallery Walk context, in the scope of problem solving involving areas of plane figures. We followed a qualitative, interpretative approach and collected data in a 5th grade class, with 19 students, through participant observation, a questionnaire, interviews, written productions and photographic records. Results show that, when the sender of feedback is a student, different types of feedback are used, however not all of them promote the improvement of the receiver’s performance. It was noticed that the most effective feedback is focused mainly on the emerging mathematical content, commenting on the student's performance in terms of task solution, process and results. It was also found that the feedback must be clear and simple so that the receiver clearly understands what the sender wants to convey.

Vocabulary Learning Strategies Vis-a- Vis Vocabulary Teaching Strategies

Learning a foreign language entails a learner to develop special effort or ways of learning to acquire the target language effectively. This can be achieved through using appropriate learning strategies. Thus, this article looks at the relationship between vocabulary teaching methods and vocabulary learning strategies employed by students and teachers in secondary schools. Mixed methods design was used to collect quantitative and qualitative data. Data were collected through questionnaire, interview and classroom observations. Separate analyses of the data were conducted, and the qualitative findings were used to support the numeric findings. The results showed that because teachers weren't always using them to teach vocabulary lessons, vocabulary teaching strategies were found to be less effective and practical in the sample schools. It also found that the students were unable to effectively use techniques for learning new word meanings and cementing them in their long-term memory. As a result, vocabulary teaching and learning methods have not received much attention from teachers and students. Thus, teachers should be given refreshment trainings on the teaching strategies of vocabulary so as to help students to make use of vocabulary learning strategies. Besides, it is suggested students’ training on how to use the strategies and promote the sense of autonomous learning..

El docente de las asignaturas optativas en modalidad a distancia

Distance education at the Faculty of Medicine (FM) is a modality that contributes to fulfilling the professional profile of the surgeon. Currently, there are 26 subjects called elective subjects online in the distance modality (MOLIMOD), attended by 46 advisors. The teacher evaluation is characterized by assessing the satisfaction of the students in the achievement of their learning, the performance of the teachers, their abilities, the use of psycho-pedagogical resources and learning strategies. The MOLIMOD advisors were evaluated from 2015 to 2022 through a questionnaire on the Moodle platform applied at the end of the course. The questionnaire was confidential and consisted of six dimensions. The teachers who are part of the Open University and Distance Education System of the Faculty of Medicine (SUAyED-FM) make up a varied academic body, ranging from 25 to 92 years of age, with training in various disciplines. The results allow us to support the argument that there is coherence between the definition of the teaching profile established by the SUAyED and the performance of its functions in the distance modality. Keywords: Medical education; teacher evaluation; distance modality; optional subjects.

Investigation the Relationship Between the Students' Achievement and the Use of Grammar Learning Strategies

This study aims to investigate the relationship between the students' achievement in learning English language and the use of the grammar learning strategies in learning English language. The participants are 43 male and female students from grade 4 from the Department of English, College of Arts, University of Anbar. The study was conducted during the first semester of the academic year 2022-23. To achieve the aim, two questions were formed: "Is there a relationship between the students’ achievement and the use of grammar learning strategies?" and "To what extent do the EFL grade 4 students use grammar learning strategies? "A questionnaire and a diagnostic test were used to collect the data. The results revealed that there was no relationship between the students' achievement and the use of the grammar learning strategies. In addition, the level of the use grammar learning strategies in learning English grammar was medium.

Costs Comparison of Teaching and Learning Strategies in a South African University Fashion Design Programme

The use of manual teaching and learning (T&L) strategies for creative design, as well as technical drawing modules, continues in South African university fashion design programmes with few computer-aided design (CAD) T&L strategies being employed. Given the global developments in technological T&L strategies using CAD approach, this comparative study assessed the cost-effectiveness of manual T&L strategies against CAD T&L strategies for Creative Design and Technical drawing modules in a South African fashion design programme. A case study design was used to collect data (documents) on manual and CAD T&L strategies from procurement, budget documents and the in-house university printing department. The results showed that manual T&L strategies expenditure was over 70% to 318% compared to the budget, while CAD T&L strategies were below 60% compared to the budget for creative design ii, creative design iii, technical drawing ii, and technical drawing iii. The findings indicated that CAD T&L strategies are sustainable for the implicated university and the South African government as they fund free higher education with decreasing budgets. The paper concluded that technologically driven T&L strategies like CAD can reduce tuition fees for the programme, improve the sustainability of the university, widen access to government funding for free higher education, as well as improve the contribution of fashion design education programmes towards Sustainable Development Goals 8, 9, and 12. This paper contributes to the ongoing research on developing and implementing sustainable strategies to support the constitutional mandate and the #FeesMustFall campaign and the funding sustainability of South African higher education. This paper’s contribution is a comparison of the cost-effectiveness of manual and CAD T&L strategies. Keywords: Computer-aided Design, clothing industry, fashion design education programme, technology in universities.

Breaking the mold: Study strategies of students who improve their achievement on introductory biology exams.

Students' use of learning strategies (i.e., what students do when studying) is linked to their achievement in undergraduate science, technology, engineering, and math (STEM) courses, and several study strategies have been individually associated with course and exam grades in multiple contexts. In this study, we surveyed students in a learner-centered, large-enrollment introductory biology course about their study strategies. We aimed to identify groups of strategies that students often reported together, possibly reflecting broader approaches to studying. Exploratory factor analysis revealed three groups of study strategies frequently co-reported (which we named housekeeping strategies, use of course materials, and metacognitive strategies). These strategy groups map onto a model of learning that associates specific suites of strategies to phases of learning, which correspond to different levels of cognitive and metacognitive engagement. Consistent with previous work, only some study strategies were significantly associated with exam scores: students reporting higher use of course materials and of metacognitive strategies earned higher scores on the first course exam. Students who improved on the subsequent course exam reported increasing their use of housekeeping strategies and of course materials. Our findings contribute to a deeper understanding of students' approaches to studying in introductory college biology and of the relationships between study strategies and achievement. This work may support instructors in adopting intentional classroom practices to foster students' development as self-regulated learners, able to identify expectations and criteria for success and to implement appropriate and effective study strategies.

Active learning strategies for an effective mathematics teaching and learning

Learning is an active enterprise, where three dimensions stand out, cognitive, social, and physical, and, in addition, not all students learn in the same way. Grounded on these ideas, this article reports a study that aims to understand and characterize the performance of pre-service teachers when experiencing active learning strategies during their mathematics classes. The participants were 48 future teachers of primary education (3-12 years old) that experienced paper folding, a gallery walk, and a math trail as active learning strategies. We followed a qualitative methodology, collecting data though observations, written productions, and photographic records. The analysis involved a qualitative and inductive approach resorting to content analysis. The results of the study show that the participants valued these experiences, due to their potential in the development of a diversity of mathematical concepts and abilities, and throughout them showed traits of cognitive, social, and physical engagement. Active learning provided collaborative work and mathematical communication enabling the emergence of different strategies to solve the proposed tasks. The participants were able to reflect and be aware of their ideas, mistakes, and difficulties, as well as of others, in a non-threatening environment, where movement was highlighted for not being a popular dimension in mathematics classes. Although more research is needed, the results encourage the use of active learning strategies as a valuable approach to teaching and learning.

The Application of Mentimeter to Improve Critical Thinking Skills in Al Islam dan Muhammadiyah (AIK) Course

Recent learning processes have not been fully student-cantered. The assessment tends to only giving score and ignores the skill of critical thinking. It requires changes in the use of learning strategies, methods, and media that activate students in the learning process in order to develop the skill of critical thinking. In this case, the use of Mentimeter can be an alternative. The objectives of the research is to find out the application of Mentimeter in the course of Al Islam and Muhammadiyah in the material of Ramadhan Fast, and to know how Mentimeter media can improve critical thinking skill of Nursing Department Students of Universitas Muhammadiyah Pekajangan Pekalongan that consist as 32 students of class A as experiment class and 34 students of class B as the control class. This study uses a quantitative research approach, specifically using a quasi-experimental method, the research design is pre-test, and the design of the control group is post-test. Based on the prerequisite test these two groups are not homogeneous and not normally distributed. From the results of research using the Mann Whiteney test, it is known that the Asymp. Sig. (2-tailed) of 0.00 0 which is less than 0.05. So, according to the basis for making a decision on the Mann Whitney U test, it can be concluded that Ho is rejected and Ha is accepted. This shows that there are significant differences in learning outcomes in the experimental class and the control class. The findings from this study indicate that Mentimeter media can effectively improve critical thinking skills.

Progressive Literacy Task: Design Strategy of digital literacy and competencies in learning outcomes

Raising interest in reading and digital literacy skills is currently a big challenge for teachers amid the many information vortices at this time. Attention and awareness of reading are still very low among students. This study aims to make the right learning strategy to form a culture of literacy among college students. This research is descriptive research to find the right model for teaching students about digital literacy both conceptually and in skills. The data in this study is to reveal (1) student learning motivation, (2) the use of learning strategies, (3) digital literacy skills, (4) and the formation of a literacy culture. Data collection techniques in descriptive research are through direct observation, questionnaires, independent assignments, and performance. based on a collection of various data used to formulate appropriate learning strategy designs for students completing instructional technology courses .

El El uso de estrategias de enseñanza y aprendizaje desde la alteridad en la carrera de Educación Comercial de la Universidad Nacional

From otherness, the use of teaching and learning strategies is proposed as a resource in the classroom that allows the inclusion and equality of students in the teaching and learning processes in the Commercial Education career; The teacher, being aware of the needs and interests of the students, will be able to use strategies that promote the development of skills and strengths so that everyone has the same opportunities. Likewise, graduates will be able to use strategies that promote otherness, creating spaces for horizontal and emancipatory communication in their work areas.In order to identify how teachers in this career can apply otherness in teaching and learning strategies, it is important to ask the following question: will the teacher be discovering the needs of the students? .In order to respond to this statement, the concept of alterity that is the discovery of the other, that is, that there are different contexts and worldviews, will be addressed. In which, it is required that the teacher is located in the educational realities that his students present and that they look for a solution so that the activities carried out respond to their needs.

PENGGUNAAN STRATEGI TEKNIK PEMBELAJARAN KOLABORATIF UNTUK MENINGKATKAN KEMAHIRAN KOLABORATIF PELAJAR DI SEKOLAH MENENGAH

This study was conducted to identify the effectiveness of collaborative learning technique strategies to improve students' collaborative skills in terms of academic benefits, social benefits, generic skills and negative aspects of students. The study was conducted using a quasi-experimental method in two secondary schools in the district of Lahad Datu, Sabah and involved a total of 180 fourth form students taking the subject of Additional Mathematics. In each school, students were divided into two groups consisting of a control group that was taught using an unstructured group learning strategy and a treatment group that was taught using a collaborative learning technique strategy for three weeks. The instrument used is a questionnaire adapted from Brown (2008). The pre and post scores of the student groups were then analyzed using the Statistical Package for Social Science for Windows Version 26.0 (SPSS) software. SPSS software was used to obtain the mean of the overall score of the control and treatment groups in the pre-post score, the t-test value of the students' perception of the effectiveness of the collaborative learning technique strategy. The results of the data analysis done on the pre-post scores of the treatment and control groups found that there was an increase in collaborative skills in terms of academic benefits, social benefits, generic skills and negative aspects of students in the treatment group compared to the control group. This situation shows that the use of collaborative learning technique strategies in teaching and learning can help improve students' collaborative skills. The process of interaction that occurs through the strategy of collaborative learning techniques helps improve students' collaborative skills. This study provides important implications for identifying alternatives that teachers can use to improve students' collaborative skills.