Abstract

This study aimed to reveal the level of learning and study strategies, which represent an important element of the effective study elements for learners, and the differences between these strategies according to the level of achievement, the academic year, the type of college and gender in a sample of undergraduate students. The study adopted a descriptive analytical approach to answer the research questions. A total of 426 undergraduate students participated in the study. As part of the study, the Learning and Study Strategies Scale - third version (LASSI-3) was used, and means and standard deviations were calculated. The different levels of achievement, academic year, college type, and gender were also analyzed using the dependent multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA). Based on the results, it was found that learning and study strategies had medium to high prevalence, and that learning and study strategies differed statistically significantly at achievement levels (Attitudes, Concentration, Information Processing, Motivation, Self-test, Test strategies and Using Academic Resources) in favor of high achievement. In both Motivation and Test Strategies, the graduates' learning and study strategies differed statistically significantly according to the academic year. In terms of five dimensions of learning and study strategies (Anxiety, Concentration, Motivation, Selecting Main Ideas, and Test strategies), there were statistically significant differences at the level of the type of colleges attributed to scientific colleges. In terms of learning and study strategies, the results did not show statistically significant differences by gender. As a result of the results, a number of recommendations were developed, including that students need to be educated about the importance of learning and study strategies in general and self-regulation strategies, skills, and will in particular. Moreover, there is a need to educate and train those in charge of the educational-learning process including faculty members, counselors and parents about the importance of studying and teaching strategies for their children and practicing them during the learning process.

Keywords

References

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