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1.
Students with learning disabilities in higher education: academic strategies profile 总被引：6，自引：0，他引：6
This study compared 191 college students with learning disabilities (LD) and 190 students without LD in four main areas: academic difficulties, learning strategies, functioning during examinations, and students' perception of factors that help or impede their academic success. Analysis of the personal data of students with and without LD revealed no significant differences between groups on grade point average, number of courses taken, and family status, but students with LD reported having more difficulties in humanities, social sciences, and foreign language than students without LD. Regarding academic strategies, students with LD devised unusual strategies and preferred additional oral explanations or visual explanations, whereas nondisabled students preferred more written examples. These differences indicated that students without LD used more written techniques than did students with LD. During examinations, the students with LD had difficulty concentrating and were concerned about lack of time. They experienced stress, were nervous, and felt more frustrated, helpless, or uncertain during examinations than students without LD. The implications for college students with LD are discussed. 相似文献
2.
英语阅读策略使用之定量研究 总被引：1，自引：0，他引：1
郑秀峰 《金华职业技术学院学报》2007,7(3):83-86,60
本研究调查中专学生英语学习策略。主要探讨阅读策略是否有最高的使用频率;高分组和低分组之间及男女生之间在阅读策略使用上的差异。结果显示,阅读策略的使用频率不是最高,但明显高于听的策略和词汇策略的使用频率;高分组与低分组学生之间及男女生之间在阅读策略使用的频率上存在显著差异。最后,建议英语教师应引导和训练学生使用更主动的阅读策略。 相似文献
3.
P. K. Tao 《Research in Science Education》1994,24(1):322-330
This paper reports on an investigation into Hong Kong students' comprehension of English non-technical words used in science.
The investigation was conducted in a context in which English, a foreign language to students, is the medium of instruction,
in that textbooks and examinations are all in English but the classroom language used is mainly Chinese, with frequent Chinese-English
code-switching. A total of 4644 Secondary 4, 5 and 6 students participated in the study. Many students did not correctly comprehend
a large proportion of the words, confused them with words that were graphologically or phonetically similar, and even took
them for their antonyms. Such poor performance raises doubts as to whether the majority of Hong Kong students have attained
a ‘threshold level’ of competence in English to benefit from learning science in English.
Specializations: physics education, students' alternative conceptions in science, conceptual change, computer-assisted learning in physics. 相似文献
4.
5.
L. N. Conner 《Research in Science Education》2007,37(1):1-16
This paper reports on degrees of awareness and use of specific metacognitive strategies by 16 students in a final-year high
school biology class in New Zealand. The aims of the intervention were to broaden students' thinking about bioethical issues
associated with cancer and to enhance students' use of metacognition. Cues and prompts were used in this unit of work to help
students use metacognitive strategies since students did not generally use metacognitive strategies spontaneously. Scaffolding
was mediated through the teacher modelling, questioning, cueing or prompting students to evaluate their learning. The research
reported here illustrates how teachers can cue students to be more self-directed in their learning. Three case studies illustrate
how learning strategies were used differentially. Most students were aware of strategies that could help them to learn more
effectively. It was found that those students who were not only aware of but also used strategies to plan, monitor and evaluate
their work, produced essays of higher quality. 相似文献
6.
Ellsworth Collings 《Journal of Experimental Education》2013,81(4):309-315
Little is known about how students go about learning in out-of-school settings, how they self-regulate their learning in these settings, and whether school learning affects out-of-school learning. Research on these questions is important because a major purpose of schooling is to enable students to learn on their own in the world beyond school. In the present study, high school students were surveyed to determine their out-of-school activities, use of learning strategies in these activities, engagement in school-prompted interests, and self-efficacy for out-of-school learning. Students reported low rates of using learning strategies in their out-of-school pursuits. Students who became so interested in a topic in school that they learned more about it outside of school (i.e., a school-prompted interest) did not have greater self-efficacy for learning or higher grades, but they did report greater use of out-of-school learning strategies, a higher number of out-of-school activities, and greater likelihood of having done a large project on their own. African American and White students were equally likely to have experienced a school-prompted interest, but Whites were more likely to have done projects. These findings suggest the need for more school instruction in learning strategies that encourages their transfer to the out-of-school domain. 相似文献
7.
Kay Colthorpe Tania Sharifirad Louise Ainscough Stephen Anderson Kirsten Zimbardi 《Assessment & Evaluation in Higher Education》2018,43(2):272-285
To succeed at post-secondary education, it’s essential that students develop an understanding of their own knowledge and learning processes. This metacognition of learning, or ‘meta-learning’, helps students to become more effective learners, as they become more aware of their self-regulatory processes and recognise the effectiveness of their study strategies. To increase biomedical science students’ self-awareness, we have designed and implemented meta-learning assessment tasks across our biomedical science courses. Most students reported that meta-learning tasks had a positive impact on their learning, as they prompted self-regulatory processes of forethought and self-reflection. We found that students were equally likely to change or not change their study strategies across subsequent semesters. Those students that did not change were generally high achievers, believing their study approaches were most effective, but their performance did not improve across semesters. In contrast, students who adapted, mostly by modifying how they appraised and rearranged records or improved planning and time management, performed less well overall but significantly improved their performance across semesters. Meta-learning tasks may prompt students to become more self-reflective and independent learners by affecting their approach to learning, enabling them to reflect on their study strategies, adapt and improve performance, and may enable the development of lifelong learning skills. 相似文献
8.
元认知策略是是学习者通过计划、监控及评估等方法对认知过程进行自我管理的策略,有效使用元认知策略是自主学习能力的核心。对学生进行元认知策略的介入性培训,有助于提高自主学习能力。目前,国内的研究仅针对英语专业或非英语专业的学生,还未有对英语专业双学位学生的介入性研究。本文对57名英语专业双学位学生进行一学期的写作元认知策略培训,定量分析显示,学生的写作成绩得到提高,同时运用写作元认知策略的频率也增加了;定性分析显示,元认知策略训练有助于提高写作方面自主学习意识。 相似文献
9.
Philip Wong 《Asia Pacific Journal of Education》1992,12(2):48-58
Metacognition is considered by most educationists as an element necessary for many cognitive tasks. In problem solving, it has been said that possessing knowledge alone is insufficient and problem solvers need to exhibit high level cognitive skills like “self-regulation skills” (also known as metacognitive strategies) for successful problem solving.
A study on students' metacognitive strategies was carried out with over a thousand secondary and pre-university students from 12 schools. A questionnaire adapted from Biggs (1987) was administered to students at various levels (Secondary 2, Secondary 4, Pre-University 1), from different academic tracks (General, Science, Arts) and academic streams (Special, Express, and Normal). They were required to self-report on their metacognitive beliefs; their use of metacognitive strategies in mental tasks involving memory, problem solving and comprehension; and their attitudes towards the learning of various academic subjects. 20 items from the questionnaire which were related to problem solving were categorized into four stages, namely, orientation, organisation, execution and verification and data from these items were analysed.
Some findings that emerged were:
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(a) Normal stream students exhibited a lower usage of metacognitive strategies as compared to students from the Express and Special streams.
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(b) Metacognitive strategies used by Normal stream students tended to be of the “surface” type.
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(c) There was no significant difference in the frequency of usage of metacognitive strategies between students from different academic tracks.
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(d) During the problem solving process, students spent most time on evaluation of answers rather than on monitoring their understanding.
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(e) Students from different levels (Secondary 2, Secondary 4 and Pre-University) exhibited similar frequency of usage of metacognitive strategies in problem solving.
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The implications of these findings on future research and development projects as well as the teaching of metacognitive strategies are discussed in the paper.
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11.
This research aimed to explore whether pupils’ perceptions of studying for the General Certificate of Secondary Education (GCSE) altered during the two‐year period of study of this qualification. Six hundred and forty four pupils from eight schools in outer London completed a self‐report questionnaire on two occasions, once in Year 10 and once in Year 11, which elicited their responses to statements about studying. Overall, throughout the course pupils remained anxious about coursework, examinations and homework and the time required for them. There was little evidence that pupils developed an increased level of understanding about the demands of the GCSE or a wider range of study strategies to support effective learning. That the students in this research remained as uncertain about the demands of coursework and the quality of their work in Year 11 as Year 10 warrants attention from those who plan and deliver the GCSE. 相似文献
12.
Jacqueline P. Leighton Rebecca J. Gokiert M. Ken Cor Colleen Heffernan 《Assessment in Education: Principles, Policy & Practice》2010,17(1):7-21
Classroom teachers are in the front line of introducing students to formal learning, including assessments, which can be assumed to continue for students should they extend their schooling past the expected mandatory 12 years. The purpose of the present investigation was to survey secondary teachers’ beliefs of classroom and large‐scale tests for (a) providing information about students’ learning processes, (b) influencing meaningful student learning, and (c) eliciting learning or test‐taking strategies for successful test performance. Secondary teachers were surveyed because a majority of large‐scale tests are developed for secondary students (e.g., PISA, TIMSS). Results suggested that in comparison to large‐scale tests teachers believe classroom tests provide more information about student learning processes, are more likely to influence meaningful student learning, and are more likely to require learning over test‐taking strategies. The implications of these results for assessment literacy are explored. 相似文献
13.
Ghazali Yusri Nik Mohd Rahimi Parilah M. Shah Wan Haslina Wah 《Interactive Learning Environments》2013,21(3):290-300
This study investigates cognitive and metacognitive strategies in learning oral Arabic among students at Universiti Teknologi MARA (UiTM), Malaysia. The concept of these strategies was derived from the self-regulated learning framework, which consists of five components, namely rehearsal, elaboration, organization, critical thinking, and metacognitive strategies. The purposes of this study are to investigate the level of cognitive and metacognitive strategies used (1) among UiTM students; (2) between students with different prior experiences, namely, some of them had an experience of 5 years in learning Arabic in secondary school (abbreviated by SWE) and some of them did not have any experience at all (abbreviated by SNE); (3) between students of different gender; and (4) between students with the interaction of different gender and prior experience. The sample of this study consists of 183 students and employs a questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ). The study revealed that (1) all UiTM students used cognitive and metacognitive strategies at a moderate level; (2) SWE scored significantly higher than SNE in all five components of cognitive and metacognitive strategies; (3) females scored significantly higher than males in rehearsal, organization, and metacognitive strategies; and (4) there were no statistically significant differences noted in all components between students with the interaction of prior experience and gender. This study had some classroom implications. It suggested that some improvement and changes in learning oral Arabic should be made in terms of selecting learning materials, implementing oral Arabic activities, and learning tasks, which will stimulate the use of all strategies, as well as conducting proficiency tests instead of achievement tests. Students should also be exposed to the learning techniques which used all these strategies extensively and collaborative activities may be carried out among students with mixed prior experience and gender. 相似文献
14.
Ian Kinchin 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):301-312
Secondary school students were asked to state their preference for an objectivist or a constructivist learning environment and consider the consequent implications for their role as a learner. They did this by identifying with the dialogue depicted in two concept cartoons. Results indicate an overwhelming preference among students for a constructivist learning environment. This suggests not only that students would be receptive to moves by teachers towards more constructivist principles in the classroom, but also that a failure to promote such a transition may contribute to an epistemological gap between teaching and learning styles that will be an impediment to meaningful learning. Students anticipated constructivist learning environments would be more interesting, more effective at developing students' understanding and would permit them to take greater ownership of their learning. Some limitations of the study are described. 相似文献
15.
Rabia M. Yilmaz Ozlem Baydas 《Educational technology research and development : ETR & D》2017,65(6):1547-1567
The aim of the study is to examine undergraduate students’ awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample consisted of 47 undergraduate students. Eleven students were not included in this study since they did not participate in all quizzes and most of the metacognitive strategy activities. Metacognitive Awareness Inventory and Metacognitive Strategies Evaluation Activities were used as data collection tools. The results showed that Computer Education and Instructional Technology students’ metacognitive awareness was at a high level and their metacognitive strategy levels and learning performances differed weekly. Post hoc results indicated no difference between metacognitive strategy and learning performance in the first three weeks. However, the results of the first 3 weeks differed from those of the 4th and 5th weeks. In addition, our regression analysis result indicated that using metacognitive strategies predicted 80% of students’ learning performance. This rate shows the importance of using metacognitive strategies for the learning process in pre-class asynchronous activity in the flipped classroom. 相似文献
16.
The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, 1992 , Improve Acad. 11:137–155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students’ VARK learning styles are correlated with course outcomes regardless of the students’ study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists. 相似文献
17.
《International Journal of Educational Research》2004,41(3):198-215
There is a growing body of research indicating that students who can self-regulate cognitive, motivational, and behavioral aspects of their academic functioning are more effective as learners. We studied relations between the self-regulation strategies used by a group of Italian students during the final years of high school and their subsequent academic achievement and resilience in pursuing higher education. We used the self-regulated learning interview schedule, which focuses on cognitive, motivational, and behavioral strategies used during academic learning in both classroom and non-classroom contexts. The cognitive self-regulation strategy of organizing and transforming proved to be a significant predictor of the students’ course grades in Italian, mathematics, and technical subjects in high school and in their subsequent average course grades and examinations passed at the university. The motivational self-regulation strategy of self-consequences was a significant predictor of the students’ high school diploma grades and their intention to continue with their education after high school. 相似文献
18.
This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception. Students with learning disabilities (LD), average achievers, and intellectually gifted students (N = 135) in fourth, sixth, and eighth grade participated in the study. They were assessed to determine their mathematics achievement, ability to estimate discrete quantities, knowledge and use of estimation strategies, and perception of academic competence. The results indicated that the students with LD performed significantly lower than their peers on the math achievement measures, as expected, but viewed themselves to be as academically competent as the average achievers did. Students with LD and average achievers scored significantly lower than gifted students on all estimation measures, but they differed significantly from one another only on the estimation strategy use measure. Interestingly, even gifted students did not seem to have a well-developed understanding of estimation and, like the other students, did poorly on the first estimation measure. The accuracy of their estimates seemed to improve, however, when students were asked open-ended questions about the strategies they used to arrive at their estimates. Although students with LD did not differ from average achievers in their estimation accuracy, they used significantly fewer effective estimation strategies. Implications for instruction are discussed. 相似文献
19.
万晓卉 《伊犁师范学院学报》2011,(3):109-113
主要以问卷形式,运用描述性分析和定量分析方法,调查研究了我院英语专业大二、大三学生自主学习能力的现状。结果发现,我院英语专业学生自主学习能力处于中等水平,特别是对学习策略的了解不多,有意识地使用和监控学习策略的意识不强。教师应该提高学生自主学习意识,激发学生学习的内在动机并且教授学生使用不同的学习策略。 相似文献
20.
The aim of this article is to contribute to the discussion on how examinations can be designed to enhance students’ learning and increase throughput in terms of the number of students who sit, and pass, the course examination. The context of the study is a basic level political science course on power analysis, which initially suffered from low throughput. The contribution of the article is to demonstrate that no other changes to the course than the introduction of an element of meta-reflection in the take-home examination – a so-called ‘reflection exercise’ – helped increase throughput by 70–80%. The aggregated performance of the students was thus significantly enhanced after they were explicitly encouraged to meta-reflect on problems posed in the take-home examination, and on different strategies for tackling these problems. The introduction of another meta-reflection exercise in the mandatory seminars did not further increase throughput, but made a qualitative difference in terms of the positive feedback that students received on their work. 相似文献