scholarly journals EXPLORING STUDENT TEACHERS’ LEARNING STRATEGIES AND THE RELATIONSHIP WITH ACADEMIC ACHIEVEMENT AND DEMOGRAPHIC VARIABLES

2020 ◽  
Author(s):  
Esther Chiner ◽  
◽  
Marcos Gómez-Puerta ◽  
María Cristina Cardona-Moltó ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Student Teachers ◽  
Learning Strategies ◽  
Demographic Variables ◽  
The Relationship

scholarly journals The Relationship Between Resource Management Learning Strategies and Academic Achievement

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Masoumeh Vaezi ◽  
Naser Hatamzadeh ◽  
Fazel Zinat Motlagh ◽  
Hooman Rahimi ◽  
Motahereh Khalvandi
Keyword(s):  
Academic Achievement ◽  
Resource Management ◽  
Learning Strategies ◽  
Management Learning ◽  
The Relationship

Yemeni EFL Student Teachers’ Moral Intelligence and its Relationship to their Academic Achievement: الذكاء الأخلاقي للطلاب اليمنيين الدارسين للغة الإنجليزية كلغة أجنبية وعلاقته بأدائهم الأكاديمي

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Mohammad Abdu Ahmed Al-Mekhlafi
Keyword(s):  
Academic Achievement ◽  
Student Teachers ◽  
Male Student ◽  
College Of Education ◽  
Low Achievers ◽  
Teacher Preparation Program ◽  
The Mean ◽  
Moral Intelligence ◽  
High Degree ◽  
The Relationship

This corelational study aimed at investigating the relationship between the moral intelligence of a group of Yemeni EFL student teachers and their academic achievement. It also aimed at finding out any statistically significant differences between the moral intelligence of the student teachers who are categorized into high and low achievers. One hundred and twelve Yemeni EFL student teachers of a third level in the teacher preparation program at the Department of English in the College of Education at Sana’a University in Yemen participated in this study. Their ages ranged between 21 and 25 years. Data were collected using a literature-based questionnaire. The results of this study show that the mean of the ten categories of the moral intelligence is 4.02 (80.4%) indicating a high degree of moral intelligence. The results show that there is no statistically significant differencesat the 0.05 level between the moral intelligence and academic achievement in the Morphology and Syntax course. The results also indicate that there are no statistically significant differences at the level of 0.05 between high and low achievers on nine categories of the moral intelligence. Furthermore, the results indicate that there are no statistically significant differences at the level of 0.05 between female and male student teachers on nine categories of the moral intelligence, namely: Faith, Honesty, Integrity, Courage, Discipline, Responsibility, Service, Kindness and Courtesy. The study findings confirm the previous studies and present some suggestions for further research.

THE RELATIONSHIP BETWEEN LEARNING STRATEGIES AND ACADEMIC ACHIEVEMENT IN THESIS RESEARCH PROCESSES: A CASE STUDY IN AN UNDERGRADUATE MANAGEMENT PROGRAM IN PERU

2021 ◽  
Author(s):  
Mario Marcello Pasco Dalla Porta ◽  
Milos Richard Lau Barba ◽  
Maria de Fatima Ponce Regalado ◽  
Martha Marianella Pacheco Mariselli
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Management Program ◽  
The Relationship

Learning Strategies of Secondary School Students as Correlates of Academic Achievement and Gender

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Harjit Kaur Gill
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Self Regulation ◽  
Low Achievers ◽  
Motivational Strategies ◽  
School Students ◽  
And Gender ◽  
The Relationship

The objectives of the study were: (i) to study the learning strategies of Secondary school students, (ii) to study gender differences in the learning strategies of secondary school students (iii) to study the relationship between learning strategies and academic achievement of secondary school students.1200 secondary school students of Punjab were administered Motivational Strategies for Learning Questionnaire (Pintrich et al, 1991) The results show that significant differences have not been found between high and low achievers as well as between male and female school students on the rehearsal, elaboration, organization, critical thinking and meta-cognitive of self-regulation of learning strategies. Even the interaction effect of gender and academic achievement was not found significant on these dimensions except the last one i.e. meta-cognitive self-regulation dimension.

scholarly journals Inter-Relations among Motivation, Self-Perceived Use of Strategies and Academic Achievement in Science: A Study with Spanish Secondary School Students

2020 ◽  
Vol 12 (17) ◽  
pp. 6752 ◽  
Author(s):  
Enric Ortega-Torres ◽  
Joan-Josep Solaz-Portoles ◽  
Vicente Sanjosé-López
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Science Achievement ◽  
Secondary School Students ◽  
Management Strategies ◽  
The Self ◽  
School Students ◽  
The Relationship ◽  
Cognitive And Metacognitive Strategies

The relationship between motivation and the use of learning strategies is a focus of research in order to improve students’ learning. Meaningful learning requires a learner’s personal commitment to put forth the required effort needed to acquire new knowledge. This commitment involves emotional as well as cognitive and metacognitive factors, and requires the ability to manage different resources at hand, in order to achieve the proposed learning goals. The main objectives in the present study were to analyse: (a) Spanish secondary school students’ motivation and self-perception of using strategies when learning science; (b) the nature of the relationship between motivation and perceived use of learning strategies; (c) the influence of different motivational, cognitive, metacognitive and management strategies on students’ science achievement. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 364 middle and high-school students in grades 7–11. For each participant, the academic achievement was provided by the respective science teacher. The results obtained from the Pearson product-moment correlations between the study variables and a stepwise regression analysis suggested that: (1) motivation, cognitive and metacognitive, and resource management strategies, have a significant influence on students’ science achievement; (2) students’ motivation acts as a kind of enabling factor for the intellectual effort, which is assessed by the self-perceived use of learning strategies in science; and, (3) motivational components have a greater impact on students’ performance in science than cognitive and metacognitive strategies, with self-efficacy being the variable with the strongest influence. These results suggest a reflexion about the limited impact on science achievement of the self-perceived use of cognitive and metacognitive strategies, and highlight the importance of students’ self-efficacy in science, in line with previous studies.

scholarly journals An investigation into a link Between Classroom Environment and EFL Student Teachers’ Academic Achievement

1970 ◽  
Vol 5 (1) ◽  
pp. 76-86
Author(s):  
MEI AFRILIANI ◽  
MUHAMAD HOLANDYAH
Keyword(s):  
Academic Achievement ◽  
Regression Analysis ◽  
Student Teachers ◽  
Classroom Environment ◽  
English Education ◽  
Study Program ◽  
College And University ◽  
Correlational Research ◽  
Convenience Sampling ◽  
The Relationship

The aim of the present study was to investigate the relationship between classroom environment and academic achievement of English Education Study Program students of State Islamic University of Raden Fatah Palembang by conducting correlational research. 366 students of English majors of the second, fourth, and sixth semester took part in the study as the sample by using convenience sampling. The data of this study were collected by administering a questionnaire of College and University Classroom Environment Inventory (CUCEI) to assess classroom environment of the students and the students’ cumulative GPA was also used to get the students’ academic achievement score. Pearson Product Moment and regression analysis were used to analyze the data. From the analysis, it was found out that the r was 0.296 and it was higher than r-table (0.1059) and the level of probability (p) significance (sig.2-tailed) was 0.000. It means that H0 was rejected and H1 was accepted. This result showed that there was a significant correlation between classroom environment and the students’ academic achievement. Additionally, the regression analysis showed that classroom environment contributed only 8,8 % to the students’ academic achievement.

scholarly journals The Mediating Role of Learning Strategy in the Relationship between Achievement Goals and Academic Achievement

2019 ◽  
Vol 9 (3) ◽  
pp. 45
Author(s):  
Caroline Atieno Obura
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Achievement Goals ◽  
Learning Strategy ◽  
Simple Random Sampling ◽  
Mediating Role ◽  
Approach Goals ◽  
Sampling Procedures ◽  
The Relationship

The study examined the mediating role of learning strategies in the relationship between achievement goals and academic achievement. The study sample consisted of 597 students selected from 13 schools using purposive, stratified, proportionate and simple random sampling procedures. The study adopted a correlational research design to establish mediation of learning strategy in the relationships between achievement goals on academic achievement. Students’ achievement goals and learning strategy scales were adapted to measure achievement goals and learning strategies. Results of the study showed that there was a partial mediation of deep learning in the relationship between mastery goals and academic achievement. Partial mediation of surface learning strategy was equally reported, in the relationship between performance-approach goals and academic achievement.

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