scholarly journals Kjønnsforskjeller i motivasjon, læringsstrategibruk og selvregulering i naturfag

2012 ◽  
Vol 3 (1) ◽  
pp. 57-75 ◽  
Author(s):  
Eyvind Elstad ◽  
Are Turmo
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Self Regulation ◽  
Teacher Behaviors ◽  
First Year ◽  
General Science ◽  
School Students ◽  
Learning Strategy Use ◽  
Students Attitudes

The Norwegian school reform “Knowledge Promotion”, implemented from 2006 onwards, focuses on the schools’ responsibilities for fostering student learning strategies. This article reports from an empirical study of high school students’ motivation, learning strategy use and self-regulation in science. An extensive questionnaire was administered to 532 students in five high schools in Oslo. The students (16-17 year olds) attended the first year of the 3-year academic specialization program, where they take a compulsory general science course. The questionnaire also asked the students about their science teacher’s behaviors and about student-teacher interactions. The relationships between teacher behaviors and students’ attitudes and habits are studied in the article. The results show several distinct gender differences. For example, the girls report using memorization strategies more than the boys do in science, while boys emphasize elaboration strategies and critical thinking more.

scholarly journals Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Gert Vanthournout ◽  
David Gijbels ◽  
Liesje Coertjens ◽  
Vincent Donche ◽  
Peter Van Petegem
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Learning Strategies ◽  
Academic Motivation ◽  
Learning Strategy ◽  
Self Regulation ◽  
First Year ◽  
Freshmen Students ◽  
Academic Motivation Scale ◽  
Learning Strategy Use

The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regulation questionnaire and the academic motivation scale. Gender and students' prior education were incorporated as control variables. Logistic regression analyses and general linear modelling were applied to predict persistence and academic success, respectively. In each case a stepwise approach in data analysis was used. Results on persistence indicate that lack of regulation and amotivation at the start of the year are significant predictors. For academic success, results showed that relating and structuring, lack of regulation, and lack of motivation at the end of the year are meaningful predictors. Overall, our study demonstrates that learning strategies and motivation have a moderate explanatory value regarding academic success and persistence, and that these effects remain even after controlling for the influence of background variables.

scholarly journals Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students

2018 ◽  
Vol 9 (4) ◽  
pp. 59
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Language Learning Strategies ◽  
School Students ◽  
Proficiency Level ◽  
Learning Strategy Use

To learn English language, there are some language-learning strategies, which learners need to be familiar with. Thus, the purpose of this study is to investigate the language learning strategies used among Iraqi sixth-grade preparatory students, and how could gender and proficiency level effect on using language-learning strategies. To analyze the collected data, SPSS software version 20 included Independent sample T-Test Besides, one-way ANOVA and Tukey HSD have been used. A total of 210 sixth-grade preparatory students were chosen randomly from four-different secondary schools for the academic year 2016-2017 at al-Karkh side of Baghdad city. The study sample consisted of (105 females and 105 males). The findings revealed that EFL learners have shown medium use of language learning strategies, besides, no statistically significant differences between male and female students in the frequency of using LLSs. the findings also showed Cognitive and memory strategies were the most frequent used categories comparing to the compensation strategies that scored the least frequent category. As for language proficiency, the result showed that students with high proficiency used all six categories of learning strategies more than medium and low-proficiency students.

scholarly journals Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

2020 ◽  
Vol 17 (1) ◽  
pp. 41-70
Author(s):  
Cemil Gökhan Karacan ◽  
Kenan Dikilitaş
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Bilingual Students ◽  
Vocabulary Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

scholarly journals STRATEGIES OF LEARNING SPEAKING SKILL BY INDONESIAN LEARNERS OF ENGLISH AND THEIR CONTRIBUTION TO SPEAKING PROFICIENCY

2014 ◽  
Vol 25 (2) ◽  
pp. 203
Author(s):  
Junaidi Mistar ◽  
Atik Umamah
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Oral Communication ◽  
School Students ◽  
Self Evaluation ◽  
Speaking Proficiency ◽  
Speaking Skill ◽  
Based Instruction ◽  
Strategy Types

This paper was a subset report of a research project on skill-based English learning strategies by Indonesian EFL learners. It focusses on the attempts to reveal: (1) the differences in the use of strategies of learning speaking skill by male and female learners, and (2) the contribution of strategies of learning speaking skill on the learners' speaking proficiency. The data from 595 second year senior high school students from eleven schools in East Java, Indonesia were collected using a 70 item questionnaire of Oral Communication Learning Strategy (OCLS) and a 10 item self-assessment of speaking proficiency. The statistical analysis revealed that gender provided significant effects on the intensity of use of six types of strategies of learning speaking skill – interactional-maintenance, self-evaluation, fluency-oriented, time gaining, compensation, and interpersonal strategies – with female learners reporting higher intensity of use. A further analysis found that four strategy types – interactional-maintenance, self-improvement, compensation, and memory strategies – greatly contribute to the speaking proficiency. These findings imply that strategies-based instruction, covering the four most influential strategies, needs to be integrated explicitly in the speaking class to help learners, particularly male learners, cope with problems in learning speaking skill.

scholarly journals Age, Language Difference and Proficiency as Determinant Factors in Learning Strategy Use

Lenguaje ◽  
2021 ◽  
Vol 49 (1) ◽  
pp. 165-197
Author(s):  
Feryal Cubukcu ◽  
Murat Bayalas
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Influential Factors ◽  
School Students ◽  
Language Difference ◽  
Comprehension Task ◽  
Foreign Language Proficiency ◽  
Learning Strategy Use

This study examines how language difference, age, and proficiency are related to the choice and use of learning strategies by students completing a reading comprehension task. The aim of this study is to determine the learning strategies employed by two groups of students of different ages and with different foreign language proficiency levels. Participants of the study were 94 university students and 105 secondary school students. Participants were given a reading comprehension task in their native language, Turkish, and another in English, with the learning strategies they employed in the two languages categorized according to the Learning Strategies Determining Scale. It was observed that language difference, age and proficiency were influential factors in determining which learning strategies individuals used.

scholarly journals METACOGNITIVE SKILLS AND MOTIVATION DIFFERENCES BETWEEN MALE AND FEMALE Xth GRADE STUDENT OF PUBLIC SENIOR HIGH SCHOOL IN MALANG THROUGH READING QUESTIONING AND ANSWERING (RQA) COMBINED WITH THINK PAIR SHARE (TPS) LEARNING STRATEGY

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Hindun Syarifah ◽  
Sri Endah Indriwati ◽  
Aloysius Duran Corebima
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Diversity ◽  
Metacognitive Skills ◽  
School Students ◽  
Male And Female ◽  
Wide Range

Student diversity issue in school is one of the subjects in educational research. The quite apparent problem of student diversity in the school is gender differences. Male and female are different in some ways. Several studies have revealed the influence of gender differences on a wide range of students' abilities. Mahanal (2011) revealed that there was an effect of gender differences on metacognition skills and critical thinking abilities of high school students in Malang city. This research is aimed to determine the metacognition skills and motivation differences of male and female student on the biology subject through the implementation of Reading Questioning and Answering (RQA) combined with Think Pair Share (TPS) learning strategies. This research used quasy-experiment of pre test- post test nonequivalent group design. The research populations were all of

scholarly journals HIGH SCHOOL STUDENTS’ ATTITUDES TOWARDS MATHEMATICS LESSONS USING THE PQ4R STRATEGY AND PROBLEM POSING MATHEMATICAL PROBLEMS

2021 ◽  
Vol 6 (2) ◽  
pp. 171-180
Author(s):  
Taufiqulloh Dahlan ◽  
Darhim Darhim ◽  
Dadang Juandi ◽  
Nia Gardenia ◽  
Thesa Kandaga
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Mathematics Learning ◽  
Problem Posing ◽  
School Students ◽  
Learning Mathematics ◽  
Attitudes Towards Mathematics ◽  
Mathematical Problems ◽  
Students Attitudes

This study aimed to examine students 'attitudes or perceptions of mathematics learning, attitudes towards the Application of PQ4R (Preview, Question, Read, Reflection, Recite, Review) Learning Strategies, and problem posing mathematical problems. Data were analyzed using a qualitative descriptive data analysis, and quantitative analysis was carried out using the Likert scale. The population in this study were Year 11 students in the city of Bandung, and the sample was one of Year 11 Social classroom as the experimental class, selected by purposive sampling. The sample was given treatment using PQ4R learning. The results showed that students taking PQ4R learning had significant attitudes towards mathematics. This can be seen from the high interest and motivation. Student responses to PQ4R learning and questions were also very good. This provides good information about students' attitudes towards learning mathematics in high school so that they can apply good and correct mathematics. Learning mathematics requires an analysis of students' attitudes to feel happy and motivated in learning mathematics on an ongoing basis.

scholarly journals Extrovert versus Introvert Students: What EFL Learning Strategy do They Use?

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Eko Noprianto
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Senior High School ◽  
School Students ◽  
Language Learning Strategy ◽  
Senior High School Students

<em>Since Indonesian students come from different cultures, languages and personality traits as well, recognizing their personality traits and their language learning strategy choice might be effective to help teacher design an effective teaching strategies to achieve learning objectives. This study was intended to find out (1) what personality traits Indonesian senior high school students fell into, and (2) to investigate what language learning strategies introvert and extrovert students used highly frequently. The 58 participants aged from sixteen to eighteen years old who were from the third grade of senior high school and were all from science class were given eighteen statements of McCroskey’s introversion scale to categorize them into extrovert and introvert and were administered with 32 statements of English Language Learning Strategy Inventory or ELLSI to see their learning strategy. The data were analyzed by means of descriptive statistics in terms of mean frequencies and statistical differences. The finding revealed that majority of senior high school students majoring science study program fell into introvert with 89.6% (52 students). Besides, extrovert students used more language learning strategy highly frequently than introvert students with eight items compared to introvert students with only five items. Interestingly, both extrovert and introvert students share four strategy items in common. Although it is statistically not significant (ρ &gt; 0.05), the finding also shows that extrovert students seemed to use affective strategy more than introverts who used memory strategy highly frequently.</em>

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