ASSESSING THE RELATIONSHIP BETWEEN LEARNING STRATEGIES AND SCIENCE ACHIEVEMENT AT THE PRIMARY SCHOOL LEVEL

Sibel   Kaya; Zeynel   Kablan

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ASSESSING THE RELATIONSHIP BETWEEN LEARNING STRATEGIES AND SCIENCE ACHIEVEMENT AT THE PRIMARY SCHOOL LEVEL

Title	ASSESSING THE RELATIONSHIP BETWEEN LEARNING STRATEGIES AND SCIENCE ACHIEVEMENT AT THE PRIMARY SCHOOL LEVEL
Publication Type	Journal Article
Year of Publication	2013
Authors	Kaya, S, Kablan, Z
Journal	Journal of Baltic Science Education
Volume	12
Issue	4
Start Page	525-534
Date Published	December/2013
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1067200
Keywords	Motivated Strategies for Learning Questionnaire, primary science, self-regulated learning, TIMSS
Abstract	The use of self-regulated learning strategies tend to have an impact on student learning and achievement; however, the nature of this relationship for primary science achievement needs further investigation. The purpose of this study was to examine the relationship between learning strategies used by primary students and their science achievement. The use of learning strategies was measured by the 50-item modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) and the science achievement was measured by a test compiled from the released TIMSS items. Bivariate correlation analysis results showed that among the nine learning strategies that were investigated, seven of them were significantly associated with the science achievement. There were no correlations between peer learning and help seeking and achievement. Multiple regression analysis results showed that among the seven strategies, effort regulation, metacognitive self-regulation and critical thinking significantly contributed to the science achievement. Results and implications for instruction were discussed.
URL	http://oaji.net/articles/2015/987-1425809609.pdf
DOI	10.33225/jbse/13.12.525
Refereed Designation	Refereed
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