Learning strategies and academic achievement in secondary school students: how they learn and their effects on performance
Journal Title: Prohominum - Year 2024, Vol 6, Issue 3
Abstract
The use of learning strategies (LSS) was related to the academic performance (AR) of secondary school students, and differences by gender were tested. The sample was a census sample (82 students from a Fiscomisional Educational Unit in the province of Imbabura, Ecuador). The approach was quantitative, descriptive, correlational and comparative. The survey was used, and a Questionnaire (CEA-U; 57 items) (α> 0.8). The instrument measures motivational (EAM), cognitive (EAC) and metacognitive (EAMT) strategies. Observation of ratings was used. Jamovi 2.5.6 software was used. Frequencies and percentages per level were calculated. Correlation was based on the Spearman test. The U-Mann-Whitney test (U-test) was used for comparison by gender. A medium level of AE use prevailed (56%). The high level of use was 39%. These higher levels are distinguished from low use, which is reported at 5%. No gender differences were found (U_Test>0.05). A significant correlation was obtained between the dimensions that make up the AE model used, namely EAM, EAC and EAMT (p.value < .001). On exploring the relationship between AE and AR, it was found that at the variable level there is no significant relationship (H0: Rho: 0.18 p.value 0.105> 0.05; Ho is accepted). However, significant relationships between AE and AR dimensions were appreciated [EAM↔RA: 0.22; p.value 0.043 ≤ 0.05; EAMT↔RA: 0.23; p.value 0.034 ≤ 0.05].It is necessary to undertake teaching and learning strategies that favour the use of AE by students
Authors and Affiliations
Indira Marylin Guerrón Andrade, Adriana Gabriela Sequera Morales, Víctor Manuel Reyes, Jelly Katherine Lugo Bustillos, Mervis Antonio García Bustillos
Keywords
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- EP ID EP752971
- DOI https://doi.org/10.47606/ACVEN/PH0273
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