@article {1303, title = {GENDER DIFFERENCES FAVOURING FEMALES IN LEARNING STRATEGIES IN MATHEMATICS}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {August/2020}, pages = {Continuous}, type = {Original article}, chapter = {595-611}, abstract = {Most universities teach mathematics in the first year and the complexity of the subject demands also different levels of mathematics. Although students understand the reason why they need to learn mathematics, there are more than half of students struggling during the math classes. It is also interesting to compare male and female students{\textquoteleft} study habits and differences. The aim of this research is to report first-year Estonian university students{\textquoteright} views on mathematics by gender. The quantitative data were collected from 440 university students of different disciplines. The participants completed the LIST questionnaire what measures several aspects of learning strategies of mathematics conducted by factor analysis of 69 questions in 4-point Likert scale. In this research, in two of nine factors, females hold a more positive view of learning strategies than did male students. This research indicates which learning strategies in mathematics are preferred by males and females. Factors Organizing and Repeating were the factors in which we found statistically significant gender difference. Females showed more powerful organizing skills and had better repeating strategies than males. Females try to order the subject matter in a way that makes it easy for them to remember, they go over their notes and structure the most important points more than males. In all the other factors, statistical differences were found only in some questions.}, keywords = {Learning Strategies, LIST-questionnaire, mathematics education, mathematics related effect, university mathematics}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.595}, url = {http://oaji.net/articles/2020/457-1596902655.pdf}, author = {Indrek Kaldo and Kandela {\~O}un} } @article {1214, title = {DEVELOPING OF FACTOR STRUCTURE FOR LEARNING STRATEGIES OF ESTONIAN STUDENTS IN MATHEMATICS AT THE UNIVERSITY LEVEL}, journal = {Problems of Education in the 21st Century}, volume = {77}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {338-348}, abstract = {This research reports learning strategies of the first-year Estonian university students in mathematics. The data were collected during two years from 440 university students of different disciplines. The respondents were among students who take at least one compulsory mathematics course during their first study year. The participants filled out a Likert-type questionnaire that was developed using previously published instruments. The aim of this research was to examine the 69-item LIST questionnaire first time for Estonian university students. By means of an exploratory factor analysis, 9 factors out of 12 were confirmed. The research confirmed most of the components identified in earlier studies. It validates the use of the instrument in further studies of learning strategies at the university level in Estonia. This gives a positive signal about the usefulness of the instrument, as the component structure remains stable in different populations.}, keywords = {Learning Strategies, LIST questionnaire, mathematics education, mathematics related affect, university mathematics}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/19.77.338}, url = {http://oaji.net/articles/2019/457-1561381933.pdf}, author = {Indrek Kaldo and Kandela {\~O}un} } @article {1173, title = {TEACHING HOW TO LEARN}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {December/2018}, pages = {Continuous}, type = {Editorial}, chapter = {760-761}, abstract = {The problem that teachers meet in every educational system is how to teach efficiently, while at the same time students are facing the problem how to learn efficiently. These two problems are closely related and if they are not treated well, they result in poor students{\textquoteright} performance. Teachers should find the way to help students to learn better and that should result in better students{\textquoteright} performance. Moreover, if the learning process is efficient, students would need less time for learning, and their mental effort would decrease, while their motivation for learning would increase. }, keywords = {educational system, Learning Strategies, metacognitive knowledge, teaching practice}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.760 }, url = {http://oaji.net/articles/2017/457-1544951803.pdf}, author = {Ivana Z. Bogdanovi{\'c}} } @article {1041, title = {INFLUENCE OF LEARNING STRATEGIES ON LEARNING STYLES: THEIR IMPACT ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS FROM BUENOS AIRES}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {6-18}, abstract = {Frequently, college students have issues to learn academic contents included in the subjects of their courses. Such low quality learning is reflected in failures and academic dropout, therefore being matters of concern for teachers and governments. Learning processes in college depend, in part, on the coincidence between teaching methods and students{\textquoteright} learning styles. They are defined as the preference of students when they have to deal with information, particularly the way to perceive it and process it. Learning styles can be trained by the repeated use of specific learning strategies. In such cases, when learning styles coincide with the learning context in order to facilitate the acquisition of new knowledge and its integration with previous information, academic success can be achieved more naturally. To get this match it is required from teachers to adapt their styles and strategies to their students{\textquoteright} learning preferences. Other alternative rests on the design of actions to train students in the use of the appropriate learning styles able to enhance learning. Focused on the second option, the present study aims at: 1) the description of the influence of different learning strategies on each learning style, and 2) the analysis of the way each style explains students{\textquoteright} academic achievement. A transversal, non-experimental, explicative design was employed. 763 college students from Buenos Aires with ages ranging from 17 to 36 years were included in the sample. Locally adapted versions of the Honey-Alonso Questionnaire of Learning Styles -CHAEA as its Spanish acronym-, and Learning and Study Strategies Inventory {\textendash}LASSI- were used for data gathering. Results showed that the Accommodating style is explained positively and significantly by the Collaborative Learning, Resources for Learning and Information 2.0 Management Competence strategies. Besides, it is observed that the strategies Collaborative Learning, Resources for Learning and Motivation explain to the Assimilating style in a significant and positive way. The Pragmatist and Converging styles are explained significantly but negatively by the Motivation and Information 2.0 Management Competence strategies respectively. Finally, Converging style explained Academic Achievement in a significant and negative way. These findings led to the possibility to plan specific actions to train students{\textquoteright} learning styles. Furthermore, this information could be useful for different actors in higher education, such as -institutions, teachers, educational psychologists, students, etc., in order to design academic activities which require the repeated use of the specific learning strategies which each student needs to train, aiming at the improvement of particular learning styles able to facilitate learning. At this point, it seems important to discourage the use of Converging style given the negative effect it would have on the students{\textquoteright} performance. Results and limitations of the study are discussed and future research lines are proposed. }, keywords = {academic achievement, college students, Learning Strategies, learning styles}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.06}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1232390}, author = {Agust{\'\i}n Freiberg-Hoffmann and Juliana Beatriz Stover and Natalia Donis} } @article {1017, title = {MODELING THE STRUCTURAL RELATIONS AMONG LEARNING STRATEGIES, SELF-EFFICACY BELIEFS, AND EFFORT REGULATION}, journal = {Problems of Education in the 21st Century}, volume = {71}, year = {2016}, month = {June/2016}, pages = {Discontinuous}, type = {Original article}, chapter = {62-72}, abstract = {This research examined the relations among students{\textquoteright} learning strategies (elaboration, organization, critical thinking and metacognitive learning strategies), self-efficacy beliefs, and effort regulation. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure students{\textquoteright} learning strategies, self-efficacy beliefs, and effort regulation. A total of 227 high school students participated in the research. Confirmatory factor analysis and path analysis were performed to examine the relations among the variables of the research. Results revealed that students{\textquoteright} metacognitive learning strategies and self-efficacy beliefs statistically and significantly predicted their effort regulation. In addition, the students{\textquoteright} self-efficacy beliefs directly affected deep cognitive learning strategies and effort regulation but indirectly affected metacognitive learning strategies. Furthermore, 88.6 \% of the variance in effort regulation was explained by metacognitive learning strategies and self-efficacy beliefs. }, keywords = {effort regulation, high school students, Learning Strategies, self-efficacy beliefs, structural equation modeling}, issn = {1822-7864}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1210962}, author = {{\c S}enol {\c S}en} } @article {976, title = {THE EFFECTS OF PROCESS ORIENTED GUIDED INQUIRY LEARNING ENVIRONMENT ON STUDENTS{\textquoteright} SELF-REGULATED LEARNING SKILLS}, journal = {Problems of Education in the 21st Century }, volume = {66}, year = {2015}, month = {August/2015}, pages = {Discontinuous}, type = {Original article}, chapter = {54-66}, abstract = {Teaching and learning trend has shifted gradually from a teacher-centered approach to a student-centered approach. Many educational researchers have suggested that teachers must use student-centered learning approaches, such as Process Oriented Guided Inquiry Learning (POGIL). POGIL is an instructional approach combining guided inquiry and cooperative learning in which students are involved in the learning process. The purpose of this study was to investigate the effect of POGIL method compared to traditionally designed chemistry instruction (teacher-centered approach) method on 11th grade students{\textquoteright} Self-Regulated Learning Skills. The study was conducted during 2014-2015 spring semester. Participants were 115 students from one high school in Turkey. Non-equivalent control group design was used. Two experimental groups and two control groups were randomly selected. Experimental groups were instructed with POGIL, while control groups received traditionally designed chemistry instruction. Achievement Goal Questionnaire (AGQ) and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as pre-test and post-test to determine students{\textquoteright} self-regulated learning skills. Multivariate Analysis of Variance (MANOVA) was used to investigate the effect of POGIL on the dependent variables. Results revealed that POGIL improved students{\textquoteright} mastery approach, task value, control of learning beliefs, self-efficacy for learning and performance, critical thinking, help seeking, peer learning, metacognitive self-regulation, effort regulation, time/study environmental management. The results showed that POGIL was superior to the traditionally designed chemistry instruction on students{\textquoteright} self-regulated learning skills. Thus, POGIL is helpful for development of students{\textquoteright} self-regulated learning skills.}, keywords = {achievement goals, Learning Strategies, POGIL, self-regulated learning skills}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/15.66.54}, url = {http://oaji.net/articles/2015/457-1441442208.pdf}, author = {{\c S}enol {\c S}en and Ayhan Y{\i}lmaz and {\"O}mer Geban} }