scholarly journals Student learning strategies higher level

2020 ◽  
pp. 1-7
Author(s):  
Leticia SESENTO ◽  
Rodolfo LUCIO
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Grade Level ◽  
Study Strategies ◽  
Middle Level ◽  
Upper Secondary Education ◽  
School Year ◽  
National School ◽  
Upper Secondary ◽  
Assessment Questionnaire

The objective of this work is to know the type of learning strategies used by the students of the Primitive and National School of San Nicolás de Hidalgo. The teachers of upper middle level mostly consider that the students learned to use these strategies the previous years, from their training. For this reason, regardless of the grade level that the teacher teaches, the teacher must make a diagnosis of what strategies they can handle that develops their learning, or teach these strategies to their students so that they can assimilate the content autonomously. It is a crosssectional, descriptive and correlational investigation. A sample was managed, made up of 378 students enrolled in the second and fourth semester of upper secondary education in the February / August 2020 school year. The research was achieved through the Assessment Questionnaire of Learning Strategies for University Students (CEVEAUPEU), instituted by Gargallo, SuárezRodríguez and Pérez-Pérez (2009). 1.9% have regular study strategies, 75.4% have good study strategies and finally 21.7% have excellent strategies. The results allow to conclude that the participants demand greater knowledge and use of the strategies of processing and use of the information EEP (grouped) related to the search, selection, processing and use of the information, so essential in this time when it exceeds the information, as a result of technological and scientific advances.

scholarly journals Relationship between Cyberbullying, Motivation and Learning Strategies, Academic Performance, and the Ability to Adapt to University

2021 ◽  
Vol 18 (20) ◽  
pp. 10646
Author(s):  
David Aparisi ◽  
Beatriz Delgado ◽  
Rosa M. Bo ◽  
María Carmen Martínez-Monteagudo
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Learning Strategies ◽  
Preventive Measure ◽  
Study Strategies ◽  
Short Version ◽  
University Environment ◽  
The University ◽  
Adaptation To College ◽  
Motivation And Learning

Cyberbullying has become a frequent relational problem among young people, which has made it necessary to evaluate and prevent it in the university setting. The aim of this study is to examine the relationship between cyberbullying, motivation and learning strategies, the ability to adapt to university, and academic performance. A sample of 1368 Spanish university students (64% female) was administered a battery consisting of the European Bullying Intervention Project Questionnaire, the Learning and Study Strategies Inventory Short version, and the Student Adaptation to College Questionnaire, with their academic performance also being studied. The results found that the victimized bullies have greater difficulties in their organization and planning for study and exams, have fewer control and consolidation strategies, and are less able to adapt to university. Logistic regression analyses show that the greater the difficulties in organization and planning, and the greater the difficulties experienced in exams, the greater the probability of a person being a victim and a victimized bully. In addition, students are less likely to be victims, bullies, and victimized bullies as their ability to adapt to university increases. The findings have been discussed and it has been noted that there is a need to address academic adjustment and the ability to adapt to the university environment as a preventive measure for cyberbullying in university students.

scholarly journals Models of Light and Properties of Light: Design and Assessment of a Simulation and Experimentation Supported Learning Environment

2018 ◽  
Vol 3 (6) ◽  
pp. 52
Author(s):  
Nikolaos Voudoukis
Keyword(s):  
Secondary Students ◽  
Teaching Method ◽  
Control Group ◽  
Educational Models ◽  
Main Research ◽  
Upper Secondary Education ◽  
School Year ◽  
Upper Secondary ◽  
Modern Physics ◽  
The Subject

The purpose of this study is to propose a way for teaching models of light to upper secondary students. Even if the subject seems to be at the heart of modern physics, it is too difficult to be taught. This triggered us to design and apply a didactical approach, the evaluation of which seems to be beneficial for the instruction of this topic. Our instruction leads to better student’s comprehension of the nature of light than traditional instruction. The didactical approach, which is a proposal for scientific to educational models transformation concerning light, was applied during the school year 2016-2017 to forty seven (47) students – Experimental Group (EG) - of Upper Secondary Education in Athens.  As control group (CG), teaching with the classic way, we have fifty (50) other students. In this paper, it is presented the main research. We describe the teaching method and laboratory experiments in this computer supported attempt. Results and some general conclusions from the statistical analysis of pre, post and final tests are also cited.

scholarly journals ESTRATÉGIAS DE ESTUDO E APRENDIZAGEM DE ESTUDANTES BRASILEIROS EM CURSOS DE FORMAÇÃO DE PROFESSORES

2020 ◽  
Vol 30 (63) ◽  
pp. 1-18
Author(s):  
Evely Boruchovitch ◽  
Natália Moraes Góes ◽  
Taylor W. Acee ◽  
Carolina Moreira Felicori
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Educational Institution ◽  
The United States ◽  
Study Strategies ◽  
Academic Life ◽  
Response Scale ◽  
Ongoing Research ◽  
Self Regulated Learning ◽  
Learning And Study Strategies

This investigation is part of a larger ongoing research carried out in interinstitutional exchange with several universities in Brazil, one in the United States, and one in Portugal. Its main objectives are to identify the study and learning strategies of Brazilian university students from a public educational institution in the state of São Paulo and to analyze them in relation to students’ sociodemographic and academic life variables. The study included 163 university students enrolled in teacher education programs. Data were collected with the Learning and Study Strategies Inventory (LASSI – 3rd edition) – translated and adapted for use in Brazil – and a sociodemographic questionnaire. Descriptive and inferential statistical procedures were employed for data analysis. Students responded to the survey on the Platform Autorregular developed for the research. Overall, students reported using a range of learning and study strategies, with LASSI scale means near the mid-point of the five-point response scale. Significant relationships were found between LASSI scales and sociodemographic and academic life variables. We hope that data gathered in the present study can contribute to increase knowledge about factors that promote self-regulated learning and empower students towards college success in Brazil.

scholarly journals The rate of high schools’ graduating students to universities

2017 ◽  
Vol 11 (1) ◽  
pp. 284-291
Author(s):  
Luminiţa Claudia Corbu ◽  
Daniela Mihaela Neamţu ◽  
Valentin Cristian Hapenciuc
Keyword(s):  
High Schools ◽  
High School Graduates ◽  
Further Education ◽  
First Year ◽  
Upper Secondary Education ◽  
School Year ◽  
Upper Secondary ◽  
Increasing Demand ◽  
Statistical Survey ◽  
Academic Year

Abstract The purpose of the present research is to analyze and explore the opinions of Fălticeni town high school graduates, on the choice of universities that they want to continue their studies, then choosing faculty (profile, specialization) where they will be trained for their future profession. Then first thing taken into account was the ratio of students admitted in the first year of higher education studies in a given academic year, expressed as a ratio of the number of students enrolled in the final year of upper secondary education in the previous school year. For the indicator highlighted and previously enunciated, we conducted a statistical survey based on the data collected from three high schools in Fălticeni town, from Suceava County, schools with different specializations and different profiles of study. In recent years, countries have increased the diversity of education programs. This diversification has been driven by an increasing demand for upper secondary and evolving curriculum of general knowledge taught in general programs and practical skills reserved for professional studies to complete programs that include learning, but also to lead to more flexible ways of further education or employment.

scholarly journals Teaching Methodology, Stress and Study and Learning Strategies: Interrelationships among University Students

2021 ◽  
Vol 31 ◽  
Author(s):  
Raphaela Barroso Guedes-Granzotti ◽  
Carla Patrícia Hernandez Alves Ribeiro César ◽  
Vanessa Veis Ribeiro ◽  
Rodrigo Dornelas ◽  
Patricia Pinatti Moreira ◽  
...  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Strategies ◽  
Stress Level ◽  
Study Strategies ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Stress Symptom ◽  
Active Teaching ◽  
Learning And Study Strategies

Abstract Higher education can be offered by traditional or active teaching methodology, which can influence differently the study and learning strategies and the stress level of university students. This study aimed to investigate the study and learning strategies and the prevalence of stress among students of active and traditional teaching methodology and verify the influence of stress on using these strategies. 210 students in speech, language and hearing sciences from a Brazilian Federal University participated, divided into two groups, TMG (traditional methodology) and AMG (active methodology). They responded to Learning And Study Strategies Inventory and Lipp’s Stress Symptom Inventory for Adults. The teaching methodology influenced the study and learning strategies, but not the stress. Stress interfered differently in the study and learning strategies depending on the teaching methodology.

scholarly journals Asymptote in prospective mathematics teachers’ graphing praxeologiesAsymptote dans les praxéologies graphiques des futurs professeurs de mathématiques

2020 ◽  
Vol 22 (4) ◽  
pp. 817-826
Author(s):  
Ana Katalenić ◽  
Aleksandra Čižmešija ◽  
Željka Milin Šipuš
Keyword(s):  
University Students ◽  
Mathematics Teachers ◽  
Advanced Mathematics ◽  
Comportement Asymptotique ◽  
Upper Secondary Education ◽  
Anthropological Theory ◽  
Upper Secondary ◽  
Function Graph ◽  
Prospective Mathematics Teachers ◽  
Théorie Anthropologique Du Didactique

AbstractGraphical representation is one of the fundamental and widely spread representations. We performed a comprehensive research of the didactic transposition of asymptote and asymptotic behaviour in the upper secondary education in Croatia, within the framework of the anthropological theory of the didactics. Our study included textbook analysis, questionnaires with university students and interviews with two mathematicians. In this poster, we present a part of our research with an emphasis on university students’ graphing praxeologies. Results showed that students’ graphing praxeologies differ from scholarly praxeologies. Further, students grounded their praxeologies mostly on their high-school graphing knowledge, even after being exposed to advanced mathematics that could foster their autonomous thinking.Keywords: Prospective mathematics teachers, Function graph, Asymptotes and asymptotic behaviour.RésuméLa représentation graphique est l'une des représentations fondamentales et largement répandues. Nous avons effectué une recherche approfondie de la transposition didactique de l'asymptote et du comportement asymptotique dans l'enseignement secondaire supérieur en Croatie, dans le cadre de la théorie anthropologique du didactique. Notre étude comprenait une analyse de livres scolaires, des questionnaires avec des étudiants de l’universités et un entretien avec deux mathématiciens. Dans cette affiche, nous présenterons une partie de notre recherche en mettant l'accent sur les praxéologies graphiques des étudiants de l’université. Les résultats montrent que les praxéologies graphiques des élèves diffèrent des praxéologies académiques. En outre, les élèves ont fondé leurs praxéologies principalement sur leur connaissance graphique de lycée, même après avoir été exposés à des mathématiques avancées qui pourraient favoriser leur réflexion autonome.Mots-clés: Futurs professeurs de mathématiques, Graphe fonctionnel, Asymptotes et comportement asymptotique. 

scholarly journals Development and Validation of a Questionnaire on Motivation for Cooperative Playful Learning Strategies

2021 ◽  
Vol 18 (3) ◽  
pp. 960
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero-Puerta ◽  
Laura Guerrero-Puerta ◽  
Antonio Alias ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Standard Deviation ◽  
University Students ◽  
Learning Strategies ◽  
University Education ◽  
Game Based Learning ◽  
School Year ◽  
Confirmatory Factor ◽  
The University ◽  
Development And Validation

Playful learning strategies, such as educational gamification, game-based learning, and escape rooms are increasingly being incorporated into the university education system. In this study, it aims to develop and validate an instrument to analyze motivation regarding the use of playful learning strategies in university students. A total of 450 university students aged between 18 and 55 (Mean = 22.72; Standard Deviation = 5.01) were part of the sample, with whom playful strategies were implemented during the 2019/2020 school year. The results obtained in the confirmatory factor analysis indicate that the questionnaire on motivation for playful learning strategies has adequate psychometric properties to assess the motivation and perception of student learning in the implementation of ludic strategies in the classroom in the Spanish university context.

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 215-231
Author(s):  
Mussarat J. Khan ◽  
Seemab Rasheed
Keyword(s):  
Regression Analysis ◽  
Resource Management ◽  
University Students ◽  
Learning Strategies ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Study Habits ◽  
Good Reliability ◽  
Cognitive Awareness

The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

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