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Learning strategies students` work at home

Monika Nataša Medvešček Peterka (2011) Learning strategies students` work at home. Diploma thesis.

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    Abstract

    In this thesis paper I have studied how students use learning strategies in individual learning at home and to what extent the teachers acquaint the students with them. In the theoretical part of the paper I defined learning strategies as sequence or combination of goal oriented learning activities, which an individual uses at his own initiative and changes it according to demands of the situation (Marentič Požarnik, 2003). I have presented classification and various types of learning strategies and learning styles in more detail. At the conclusion of the theoretical part of the thesis I have described the usage of learning strategies as regards to age and gender of students and pointed out how important it is for teachers to acquaint students with learning strategies and learning styles. In the empirical part I was interested whether 4th, 6th and 8th Grade students differ in the frequency of using learning strategies. I was also interested in whether there was a difference in frequency of acquainting students with learning strategies between 4th, 6th and 8th Grade teachers, lower Grades teachers and After-School Care teachers. I was trying to establish whether the frequency of teachers acquainting students with strategies was higher than the frequency of students using this strategies at home. My sample consisted of 134 students (57 % girls) from three different primary schools (city, suburbs and country). Among them there were 57 students from 4th Grade, 34 from 6th and 43 students from 8th Grade. There were also 96 teachers included in the research; half of them teaching 4th, 6th and 8th Grades, the other half working in After-School Care. In this research I have used a survey for students and teachers, which was based on the questionnaire about the importance of learning strategies (Pečjak, 2000) and the questionnaire about the motivational strategies – MSLQ (Pintrich, Smith, Garcia in McKeachie, 1991, Hudoklin, 2004). Results have shown that the 4th Grade students used many more different strategies than the 6th and 8th Grade students. Frequency of usage of learning strategies at home among girls and boys did not differentiate. The frequency of acquainting students with learning strategies differed among teachers of lower Grades. Teachers of 4th Grade acquainted their students with learning strategies more frequently than teachers who taught 6th and 8th Graders. Lower Grade teachers and After-School Care teachers differed from each other in frequency of acquainting their students with learning strategies, where lower Grade teachers more frequently acquainted students with organizational and elaboration strategies and After-School Care teachers with help strategies. Frequency of acquainting students with organizational strategies was higher than the actual usage of these strategies by students; however, students have more frequently used strategies of repetition and time management than teachers acquainted them with it at school. It is important for teachers to acquaint their students with effective learning strategies, offer their support at studying and help them find suitable ways of learning with regard to their psychophysical abilities already in a class.

    Item Type: Thesis (Diploma thesis)
    Keywords: learning strategies, self-regulatory studying, learning styles, Primary school
    Number of Pages: 104
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Alenka PolakMentor
    doc. dr. Helena Smrtnik VitulićComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9025097)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 510
    Date Deposited: 25 Nov 2011 11:31
    Last Modified: 25 Nov 2011 11:31
    URI: http://pefprints.pef.uni-lj.si/id/eprint/510

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