The acquisition of learning strategies to improve academic performance /
The future will belong to those who can continue learning and
| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
1994.
|
| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=741944481&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The future will belong to those who can continue learning and adapting to the fast pace of technological change and the rapid expansion of our knowledge bases. This study was designed to investigate whether the acquisition of learning strategies would improve the academic performance of 7th grade students. The training program emphasized the use of learning strategies, self-regulated strategies, time management, and stress management modules. It was administered to the experimental group over a period of 5 weeks (4 periods of 35 minutes per week). The sample size was made up of 73 females in both the control and experimental groups. The pretest-posttest control group design was utilized in this study. The pretest was composed of the Motivated Strategies for Learning Questionnaire (MSLQ) - junior high version which had five components: self-efficacy, intrinsic goal orientation, test anxiety, cognitive strategy, and self- regulation. Two science assessments were used to measure the academic performance of the students. After the treatment, the MSLQ and two science assessments were administered as the posttest. Multivariate Analysis of Variance (MANOVA) was used to measure the effects of the treatment on the seven dependent variables. Initially, the omnibus test of Wilks lambda indicated statistical significance. Follow-up tests indicated that six out the seven dependent variables, self-efficacy, intrinsic goal orientation, test anxiety, cognitive strategy usage, and the two science assessments, suggested high levels of significance and medium to large effect sizes. Other statistical analyses procedures included t-tests and analysis of covariance. In summary, the training program did have a positive influence on the level of intrinsic goal orientation, cognitive strategy, test anxiety, and academic performance in the experimental group. Follow-up questionnaires administered two months after the completion of the training program indicated that most students continued to use many of the strategies presented in the training program. These results suggest that even a relatively, brief intervention can significantly impact student performance. Further, the qualitative data suggests that these improvements can be maintained over time. |
|---|---|
| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | xiv, 182 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references. |