scholarly journals LEARNING STRATEGIES IN HIGH SCHOOL STUDENTS - DIFFERENCES WITH RESPECT TO AGE AND TYPE OF SECONDARY SCHOOL

2017 ◽  
Vol 7 (1) ◽  
pp. 66-76
Author(s):  
Lejla Muratović ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
First Grade ◽  
Third Grade ◽  
Learning To Learn ◽  
School Students ◽  
Approach To Learning ◽  
Third Grade Students ◽  
Strategic Approach

The aim of this study was to determine the level of development of learning strategies in high school students with respect to the age of students and type of high school they attend. We tried to answer the question of whether the years spent in school educate students to strategic approach to learning. The study sample consisted of students of the first and third grade students from three high schools in Tuzla, which are: Gymnasium "Mesa Selimović”, Secondary Commercial School and students of apprenticeships from the Mixed Secondary Technical School, a total of 731 students. Instruments used in this research are Scaler Learning Strategies (SUS) from 2009, by Nenad Suzić. The results showed that 85% of students while learning do not to use any strategy, and that first-grade students had a significantly higher level of development of learning strategies in relation to students of the third grade. This data is not encouraging and tells us that schools put little work into educating students to strategic approach to learning. The study found that answers of students with regard to the type of high school differ significantly on the general score of the SUS-scaler and all its subtests. Based on the arithmetic mean heights, it was found that students of apprenticeships achieved significantly lower values on the general score of the SUS-scaler compared to students of Gymnasium and Secondary Commercial School. Key words: learning strategies, high school students, learning to learn, type of high school.

scholarly journals Study on the Prospect of Library Resources Utilization Education Based on the Results of Short Thesis Writing Competitions

2021 ◽  
Author(s):  
Su Mei Cheng ◽  
Albert T. Wang ◽  
Yuan-Ling Lai
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
School Library ◽  
Ministry Of Education ◽  
Learning To Learn ◽  
School Students ◽  
Award Winning ◽  
Library Resources ◽  
Thesis Writing

In 2004,Taiwan’s Ministry of Education initiated the first Short Thesis Competition for Senior High School Students for the purpose of helping them cultivate reading and researching skills as well as guiding them to make use of library resources and services to do research.Mingdao High School has been practicing a program called “Learning to Learn”, in an attempt to make students, by using various learning strategies, think and learn for themselves so as to adapt themselves to the constantly changing society. To ensure the success of this program, the school library offered courses in short thesis writing, and encouraged students to participate in the island-wide Short Thesis Competitions. To Mingdao High School’s satisfaction, the contestants’ theses were all highly rated.The object of this study is, through an analysis of the results of the short thesis competitions, to understand the efficiency of Mingdao High school’s current education on students’ application of the library’s resources. In addition, we also want to share our experience about how we lead students to write their theses, hoping it will serve as a reference for other senior high schools. The research method this study adopts is called the content-analysis approach. In this paper, the award-winning short theses of the previous years are analyzed, including the types of topics chosen and how reference books are cited. A questionnaire is also used to help us understand how short thesis writing helps students learn.

scholarly journals THE EFFECT OF PROJECT-BASED COLLABORATIVE LEARNING ON CONCEPT MASTERY OF MUSHROOM: THE CASE OF SENIOR HIGH SCHOOL STUDENTS IN INDONESIA

2020 ◽  
Vol 17 (34) ◽  
pp. 45-52
Author(s):  
Fatma SUKMAWATI ◽  
Punaji SETYOSARI ◽  
Sulton SULTON ◽  
Purnomo PURNOMO
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Direct Instruction ◽  
T Test ◽  
Choice Test ◽  
Control Group ◽  
School Students ◽  
Concept Mastery

Biology learning is highly recommended to be presented contextually following daily experience and phenomena. This study, a quasi-experimental research using a pretest-posttest non-equivalent control group design, aimed to understand the effect of project-based collaborative learning towards the concept mastery of mushrooms. The subjects of the study were 75 tenth grade of high school students in Surakarta City, Indonesia, divided into two classes: 38 students in the experimental class 37 in the control class. In the experimental class, the students were treated with project-based collaborative learning strategies. In project-based collaborative learning strategy, students were challenged to create a project on oyster mushroom cultivation (Pleurotus ostreatus) With the media garden waste such as sawdust. In the control class, the students were treated with direct instruction. The instrument used was a multiple-choice test and essay developed by researchers to measure students' concept mastery towards mushrooms. Research data were analyzed by independent sample t-test. The results found that the average n-gain score for the experimental and the control classes were 63.09% and 45.73%, respectively. Moreover, all indicators of mushroom concept mastery showed the n-gain scores for the experimental class higher than the control class. Analysis of independent sample t-test proved that the significant differences existed between direct instruction and project-based collaborative learning in improving the concept mastery of mushroom. Finally, This research concluded that project-based collaborative learning is more effective in enriching the concept mastery than direct instruction.

scholarly journals EFL vocabulary learning strategies among high school students

2021 ◽  
Vol 70 (1) ◽  
pp. 25-36
Author(s):  
Biljana Radić-Bojanić
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Grammar School ◽  
School Students ◽  
Compensatory Strategies ◽  
Memory Strategies ◽  
Vocabulary Learning Strategies

The paper examines how frequently high school students use EFL vocabulary learning strategies and whether contextual educational factors have any influence on strategy selection. The theoretical part discusses the importance of language learning strategies, which can facilitate the internalization, storage, retrieval, or use of the new language, factors that affect their usage and selection (e.g. nature of the task, students' motivation, foreign language proficiency, teacher's expectations, students' learning styles, students' gender), as well as the process of vocabulary acquisition. The empirical part presents the results of the analysis of a survey conducted among students from two high schools in Serbia, a vocational school and a grammar school. The aim of the research is to determine how frequently students use vocabulary learning strategies and if there are any statistically significant differences in strategy use between students from the two schools which are the consequence of different subjects and learning objectives. The results show that the majority of vocabulary learning strategies have medium use among high school students (seven out of nine memory strategies, seven out of nine cognitive strategies and two out of four compensatory strategies) and that there are certain inter-group differences (whereas students from the medical high school use memory strategies more frequently, students from the grammar school report higher use of cognitive and compensatory strategies). The results indicate that there are important cross-curricular links which point to the transfer of learning strategies from content subjects to English language classes.

Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems

1999 ◽  
Vol 20 (5) ◽  
pp. 309-318 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Sarah Kazdan
Keyword(s):  
High School ◽  
Special Education ◽  
Reading Comprehension ◽  
High School Students ◽  
Learning Strategies ◽  
Reading Fluency ◽  
Outcome Measurement ◽  
Peer Assisted Learning ◽  
School Students ◽  
Peer Assisted Learning Strategies

This study examined the effects of peer-assisted learning strategies (PALS) on students' literacy development and beliefs about reading, when PALS is implemented with secondary-level students in remedial and special education classes. Teachers were assigned to PALS ( n = 9 classes) and contrast ( n = 9 classes) treatments. Teachers implemented PALS with their entire classes five times every 2 weeks, for 16 weeks. To designate research participants for outcome measurement, teachers identified all students whose reading instructional levels were Grades 2 through 6. Reading comprehension and fluency were measured before and after treatment; beliefs were indexed after treatment. Analyses of variance indicated that, compared to contrast counterparts, PALS students grew more on reading comprehension and reported more positive beliefs about working hard to improve reading. However, PALS and contrast students grew comparably on reading fluency and reported similar beliefs about being and wanting to become better readers. Implications are discussed for developing effective forms of peer-mediated instruction for use in high school remedial and special education classes.

scholarly journals A Learner based Perspective on STEM Learning in AP Courses

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Albert Bao
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
School Environment ◽  
Stem Learning ◽  
Stem Fields ◽  
School Students ◽  
Chemistry Students ◽  
Effective Learning ◽  
Value Learning

STEM fields are at the core of 21st Century Innovation. However only a small number of American students pursue STEM disciplines as their future careers. In high school, AP STEM courses provide unique opportunities to improve students’ awareness, interests, and access to STEM learning in the school environment. A positive experience in these AP courses can be a catalyst to shaping a student’s career interests and preferences towards STEM fields. However, these courses are also the most challenging among all high school curricula, and the situation is even more complicated by the shortage of teachers skilled in STEM subjects. It is then important to help students develop effective learning strategies for these courses. Through surveying high school students who have studied AP STEM courses, this study has found that students highly value learning physics with a concept-based approach, chemistry and calculus with a procedure-based strategy, and biology with a mix between memorization and concept. Additionally, students prepared best with a mix between concept-based activities, such as labs, and procedure-based activities, such as practice problems, in both physics and chemistry. Students who took biology found memorization-based preparations to be the most useful, and calculus was prepared best with procedure.

scholarly journals Language learning strategies and extraversion/introversion in the EFL context

2021 ◽  
Vol 51 (1) ◽  
pp. 321-337
Author(s):  
Biljana Radić-Bojanić
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Personality Types ◽  
Second Grade ◽  
Language Learning Strategies ◽  
School Students ◽  
Novi Sad

Due to the fact that extraverted and introverted personalities behave and react rather differently, especially in the context of foreign language learning, teachers and learners often believe that these two personality types have different learning habits and require different learning environments. This is often reflected in different choices of language learning strategies that these two personality types make, which has already been proven in several research studies. However, these studies did not investigate the selection of language learning strategies in connection to extraversion/introversion among high school students, so this paper aims to determine any possible links for this age group. In order to do that the research relies on the EPQR-S to determine the students' personality type and Strategy Inventory for Language Learning to determine the participants' strategy preference. The participants who took part in this research were sixty first- and second-grade students aged 15 to 17 from a medical high school in Novi Sad. The results from this research were analyzed quantitatively and, based on the results, it can be concluded that there are differences in strategy selection. Extraverts use compensation strategies most frequently, while affective strategies are reported to be the least frequently used. Introverts, on the other hand, report the highest use for metacognitive strategies and the lowest for affective strategies, similar to extraverts.

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