scholarly journals The Impact of Using Meta Cognitive Learning Strategies on Al-Hussain Bin Talal University Students' Achievement in and Attitudes towards Health Concepts in "Tenet of Worship" Course

2011 ◽  
Vol 7 (3) ◽  
Author(s):  
Omar Salim Muhammad Al-Khateeb
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Cognitive Learning ◽  
Health Concepts ◽  
The Impact

scholarly journals Mediating factors of Statistics Anxiety in university students: a systematic review and meta-analysis

2022 ◽  
Author(s):  
Angélica Polvani Trassi ◽  
Sophie Leonard ◽  
Jose A. Rodas ◽  
Flávia H. Santos
Keyword(s):  
Systematic Review ◽  
University Students ◽  
Learning Strategies ◽  
Web Of Science ◽  
Meta Analysis ◽  
Sociodemographic Factors ◽  
Self Awareness ◽  
Statistics Anxiety ◽  
Meta Analyses ◽  
The Impact

This is a systematic review and meta-analysis concerning statistics anxiety in university students. Following our pre-registration, we searched on databases such as PsycINFO, PubMed, Scielo, and Web of Science. After the exclusions, 40 studies were selected for systematic review and 17 for a series of six meta-analyses. Results confirmed the multidimensionality of statistics anxiety in university students. The impact of sociodemographic factors remains uncertain since they are underexplored. Overall, learning strategies, procrastination, self-efficacy, and self-awareness were strong predictors of SA.

scholarly journals Using PLS-SEM to Examine the Structure of First-year University Students’ Mathematics-related Beliefs

2021 ◽  
Vol 11 (4) ◽  
pp. 7
Author(s):  
Ruixuan Ji ◽  
Xiaoyao Yue ◽  
Xu Zheng
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Epistemological Beliefs ◽  
Transition Period ◽  
Drop Out ◽  
First Year ◽  
Self Regulated Learning ◽  
First Year University ◽  
The Impact

Many research indicated that more and more students choose to drop out of mathematics-related subjects during university study, especially in the western context. Besides the difficulty of mathematics content, first-year university students also face issues of the transition period. Identifying the impact of first-year university students' belief factors on their persistence in mathematics study needed further research. This study served as a pilot study; it structured the framework of first-year university students’ mathematics-related beliefs in relation to students’ persistence on the further mathematics study. A two-stage approach of using PLS-SEM to assessing the conceptual framework was introduced in detail. The relationships of dimensions of students’ epistemological beliefs about mathematics, self-efficacy, self-regulated learning strategies and perceptions about learning environment were assessed. This study provides the feasibility for future follow-up studies to examine mathematics-related beliefs and intentions to continue learning among university students on a larger scale.

Memory and Cognitive Learning Strategies from the Teachers and Learners Perspectives

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Darin Nshiwi ◽  
Feisal Aziez ◽  
Hazim Alkhrisheh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Cognitive Learning ◽  
Teaching Approaches ◽  
Language Learning Strategies ◽  
Teaching English ◽  
Efl Teachers ◽  
The Impact

This research falls within the area of language learning strategies (LLS) in English as a foreign language (EFL).  Although the impact of LLS on vocabulary learning has attracted ample of studies in the field on teaching English as a second or foreign language. However, teachers and learners’ views of LLS have not been investigated enough. To that end, this research sheds light on the adopted approaches while teaching these strategies by EFL teachers at the Higher Language Institute. It investigates whether these strategies are taught implicitly, explicitly or both. To conduct this study, the researcher applied two questionnaires: the questionnaires are used to evaluate the used memory and cognitive strategies by teachers and intermediate learners at the HLI. These instruments are applied on the sample that includes 36 intermediate and 30 EFL teachers at the HLI. The data obtained was dealt with descriptively and analytically. The findings show that the majority of teachers tend to train students to use memory and cognitive strategies implicitly. In addition, it was noticed that both teachers and learners use the same set of strategies which implies that teaching approaches has a direct impact on the used strategies by the learners.

scholarly journals Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: does academic self-concept play an interactive role?

2021 ◽  
Author(s):  
Annette Lohbeck ◽  
Barbara Moschner
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Environmental Control ◽  
Cognitive Learning ◽  
Self Concept ◽  
First Year ◽  
Self Talk ◽  
Motivational Regulation ◽  
Regulation Strategies ◽  
And Performance

AbstractThe present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental control, self-consequating, performance self-talk, mastery self-talk), academic self-concept, and three cognitive learning strategies (i.e., organization, elaboration, rehearsal) of 415 university students. A total of n = 238 students were in the first year of their university program, while n = 178 students were in the mid-term of their university program. Results of correlation analysis revealed that all five motivational regulation strategies were positively related to the three cognitive learning strategies. In contrast, regression analysis showed that organization was only significantly linked to interest enhancement, self-consequating, and performance self-talk, while elaboration was only significantly linked to self-consequating, and rehearsal was only significantly linked to interest enhancement and performance self-talk. Academic self-concept proved to interact with interest enhancement in predicting elaboration. Furthermore, the measurement separability of the three constructs (i.e., motivational regulation strategies, academic self-concept, cognitive learning strategies) and measurement invariance across sample for the five motivational regulation strategies were also supported.

scholarly journals PENGGUNAAN MEDIA PREZI DAN KAHOOT SERTA PEMBERIAN REWARD SEBAGAI UPAYA MENINGKATKAN HASIL BELAJAR AKUNTANSI

2020 ◽  
Vol 8 (2) ◽  
pp. 213
Author(s):  
Siti Zoebaidha
Keyword(s):  
Action Research ◽  
Learning Strategies ◽  
Cognitive Learning ◽  
Central Attention ◽  
Conventional Methods ◽  
Mastery Criteria ◽  
The Impact ◽  
Academic Year ◽  
Made In ◽  
Teacher Centered

Learning by implementing the conventional methods in which the teachers are considered as the learning central attention (teacher-centered learning) and books as the main learning sources is no longer relevant. Since the most students now become more familiar with the development of technology, the teachers are also required to adapt with the technology-based learning. This classroom action research (CAR) was conducted in three cycles (pre-cycle, cycle-1, and cycle-2). The stages and activities made in cycle-1 were similar with those made in cycle-2. The different was only related to development and completion made in cycle-2 due to the weaknesses found in cycle-1. This research aims at revealing the impact of Prezi & Kahoot media and reward’s giving utilized as the learning strategies on the improvement of learning achievements made by the XI Ak 3 students of SMKN-2 Madiun in the academic year of 2018/2019. It is concluded that the utilization of Prezi & Kahoot media and reward’s giving can improve the student’ cognitive learning achievements up to 84%. It means that these learning achievements are already above the Minimum Mastery Criteria (75%) set by the school. ABSTRAK: Pembelajaran menerapkan metode konvensional, guru sebagai pusat pembelajaran (teacher-centered learning), dengan menggunakan buku sebagai sumber belajar dinilai sudah kurang relevan sekarang ini. Hal ini dikarenakan siswa sudah semakin akrab dengan perkembangan teknologi yang ada sehingga guru juga dituntut untuk dapat beradaptasi dan mengadopsi pembelajaran berbasis teknologi. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang berlangsung 3 siklus (pra siklus, siklus-1, dan siklus-2). Tahapan dan kegiatan yang dilakukan pada siklus-1 adalah sama dengan yang dilakukan pada siklus-2. Perbedaannya terletak pada perbaikan dan penyempurnaan pada siklus-2 yang didasarkan atas kekurangan/kelemahan pada siklus-1. Penelitian ini bertujuan untuk mengetahui dampak penggunaan media Prezi dan Kahoot serta pemberian reward sebagai sarana pembelajaran terhadap peningkatan hasil belajar siswa kelas XI Ak 3 SMKN-2 Madiun Tahun Pelajaran 2018/2019. Simpulan penelitian adalah bahwa penggunaan media Prezi dan Kahoot serta pemberian reward dapat meningkatkan hasil belajar kognitif siswa sampai 84%. Capaian ini berarti berada di atas Kriteria Ketuntasan Minimal (KKM) yang ditetapkan sekolah sebesar 75%.

scholarly journals Intervention in Learning Strategies: Study with New University Students

2018 ◽  
Vol 28 ◽  
Author(s):  
Rosana Maria Mohallem Martins ◽  
Acácia Aparecida Angeli dos Santos
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
University Students ◽  
Learning Strategies ◽  
Point Of View ◽  
Control Group ◽  
Statistical Point ◽  
Scale Scores ◽  
Quasi Experimental ◽  
The Impact

Abstract Psychoeducational intervention programs in higher education can contribute to academic success. This research aimed to verify the effects of a program for the development of learning strategies in university students. The design used was quasi-experimental, with pre-test, intervention and three post-tests. 83 students participated, of which 59 were from the Control Group and 24 from the Experimental Group. It was used in the pre-test and post-tests the Learning Strategies Scale for University Students (LSS-US). The results in the post-tests revealed qualitative but not quantitative differences. The data allowed us to reflect on the impact of enrollment in higher education and to confirm the need to teach self-regulated learning strategies from the first year of graduation. The lack of previous knowledge, high expectations, as well as the number of intervention sessions were variables that possibly interfered in the results, not allowing, from a statistical point of view, a significant increase in the scale scores.

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