A Quantitative Analysis on the Differences in Secondary School Students’ Use of Learning Strategies

Fatih Demir; Musa Malkoç; Hüseyin Hüsnü Bahar

Article Details

A Quantitative Analysis on the Differences in Secondary School Students’ Use of Learning Strategies

Authors:

Fatih Demir | Musa Malkoç | Hüseyin Hüsnü Bahar

Publisher:

Erzincan Binali Yildirim University

Main Topics:

Eğitimde Program Geliştirme | Eğitimde Program Değerlendirme

Journal:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 2, pp.294-311

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001350605

pISSN:

2148-7758

Keywords:

Abstract:

 Learners use various strategies to acquire new knowledge, skills or attitudes. In this context, it can be said that secondary school students also use various strategies in the learning-teaching process. It is important that the methods, techniques, and practices that teachers will use are appropriate for students learning strategies in order to realize effective teaching. This study aims to determine the level of secondary education students use of learning strategies and the level of secondary education students use of learning strategies in terms of some variables. The population consists of 13762 secondary education students studying in Erzincan province in the 2023-2024 academic year, and the sample consists of 1247 secondary education students studying in secondary education institutions located in Erzincan city centre and a district and selected by a decisional way. Data were collected from the sample through a personal information form and the ACRA-shortened learning strategies scale. Descriptive statistics, factorial ANOVA, correlation and stepwise regression analyses were used to analyse the data. In the study, it was determined that secondary school students mostly used explanation and metacognitive strategies, and that female students benefited from learning strategies more than male students. When the type of school is taken into consideration, it was found that Anatolian High School students used explanation and metacognitive strategies more than Science High School and Fine Arts High School students, and Social Sciences High School students more than Fine Arts High School students. Anatolian High School students used to learn supportive strategies more than Science High School and Fine Arts High School students, Vocational and Technical Anatolian High School students more than Science High School and Fine Arts High School students. Anatolian High School students used repeating and organizing strategies more than Science High School, Social Sciences High School and Vocational and Technical Anatolian High School students, Social Sciences High School students more than Science High School and Fine Arts High School students. In addition, some of the results of the study revealed that secondary school students who frequently use explanation and metacognitive strategies are students with high academic achievement.

 Learners use various strategies to acquire new knowledge, skills or attitudes. In this context, it can be said that secondary school students also use various strategies in the learning-teaching process. It is important that the methods, techniques, and practices that teachers will use are appropriate for students learning strategies in order to realize effective teaching. This study aims to determine the level of secondary education students use of learning strategies and the level of secondary education students use of learning strategies in terms of some variables. The population consists of 13762 secondary education students studying in Erzincan province in the 2023-2024 academic year, and the sample consists of 1247 secondary education students studying in secondary education institutions located in Erzincan city centre and a district and selected by a decisional way. Data were collected from the sample through a personal information form and the ACRA-shortened learning strategies scale. Descriptive statistics, factorial ANOVA, correlation and stepwise regression analyses were used to analyse the data. In the study, it was determined that secondary school students mostly used explanation and metacognitive strategies, and that female students benefited from learning strategies more than male students. When the type of school is taken into consideration, it was found that Anatolian High School students used explanation and metacognitive strategies more than Science High School and Fine Arts High School students, and Social Sciences High School students more than Fine Arts High School students. Anatolian High School students used to learn supportive strategies more than Science High School and Fine Arts High School students, Vocational and Technical Anatolian High School students more than Science High School and Fine Arts High School students. Anatolian High School students used repeating and organizing strategies more than Science High School, Social Sciences High School and Vocational and Technical Anatolian High School students, Social Sciences High School students more than Science High School and Fine Arts High School students. In addition, some of the results of the study revealed that secondary school students who frequently use explanation and metacognitive strategies are students with high academic achievement.

 Learners use various strategies to acquire new knowledge, skills or attitudes. In this context, it can be said that secondary school students also use various strategies in the learning-teaching process. It is important that the methods, techniques, and practices that teachers will use are appropriate for students learning strategies in order to realize effective teaching. This study aims to determine the level of secondary education students use of learning strategies and the level of secondary education students use of learning strategies in terms of some variables. The population consists of 13762 secondary education students studying in Erzincan province in the 2023-2024 academic year, and the sample consists of 1247 secondary education students studying in secondary education institutions located in Erzincan city centre and a district and selected by a decisional way. Data were collected from the sample through a personal information form and the ACRA-shortened learning strategies scale. Descriptive statistics, factorial ANOVA, correlation and stepwise regression analyses were used to analyse the data. In the study, it was determined that secondary school students mostly used explanation and metacognitive strategies, and that female students benefited from learning strategies more than male students. When the type of school is taken into consideration, it was found that Anatolian High School students used explanation and metacognitive strategies more than Science High School and Fine Arts High School students, and Social Sciences High School students more than Fine Arts High School students. Anatolian High School students used to learn supportive strategies more than Science High School and Fine Arts High School students, Vocational and Technical Anatolian High School students more than Science High School and Fine Arts High School students. Anatolian High School students used repeating and organizing strategies more than Science High School, Social Sciences High School and Vocational and Technical Anatolian High School students, Social Sciences High School students more than Science High School and Fine Arts High School students. In addition, some of the results of the study revealed that secondary school students who frequently use explanation and metacognitive strategies are students with high academic achievement.

 Öğrenenler yeni bir bilgi, beceri veya tutum edinmek için çeşitli stratejiler kullanırlar. Bu kapsamda öğrenme-öğretme sürecinde ortaöğretim öğrencilerinin de çeşitli stratejiler kullandıkları söylenebilir. Öğretmenlerin yararlanacağı yöntem, teknik ve uygulamaların öğrencilerin öğrenme stratejilerine uygun olması etkili öğretimin gerçekleşmesi bakımından önemlidir. Bu araştırma, ortaöğretim öğrencilerinin öğrenme stratejilerini kullanma düzeylerini ve ortaöğretim öğrencilerinin öğrenme stratejilerini kullanma düzeylerini bazı değişkenler açısından belirlemeyi amaçlamaktadır. İlişkisel tarama modelinde desenlenen bu nicel çalışmanın evrenini 2023-2024 öğretim yılında Erzincan ilinde öğrenim gören 13762 ortaöğretim öğrencisi, örneklemini ise Erzincan il merkezi ile bir ilçede yer alan ortaöğretim kurumlarında öğrenim gören ve kastikararsal yolla seçilen 1247 ortaöğretim öğrencisi oluşturmaktadır. Veriler, örneklemden kişisel bilgi formu ve ACRA-kısaltılmış öğrenme stratejileri ölçeği aracılığıyla toplanmıştır. Verilerin analizinde, betimsel istatistikler, faktöriyel ANOVA, korelasyon ve adımsal regresyon analizlerinden yararlanılmıştır. Araştırmada, ortaöğretim öğrencilerinin en çok anlamlandırma ve anlamayı izleme stratejilerini AAİS kullandıkları, öğrenme stratejilerinden kız öğrencilerin erkek öğrencilerden daha fazla yararlandığı belirlenmiştir. Okul türü dikkate alındığında ise AAİS yi Anadolu Lisesi AL, öğrencilerinin Fen Lisesi FL ve Güzel Sanatlar Lisesi GSL öğrencilerinden, Sosyal Bilimler Lisesi SBL öğrencilerinin Güzel Sanatlar Lisesi GSL öğrencilerinden; ÖDSyi AL öğrencilerinin FL ve GSL öğrencilerinden, MTAL Mesleki ve Teknik Anadolu Lisesi öğrencilerinin FL ve GSL öğrencilerinden; tercih YÖSü, AL öğrencilerinin FL, SBL ve MTAL öğrencilerinden, SBL öğrencilerinin FL ve GSL öğrencilerinden daha çok kullandıkları belirlenmiştir. Ayrıca, ortaöğretim öğrencilerinin AAİSyi sık kullanan öğrencilerin akademik başarıları yüksek olan öğrenciler olduğu araştırmada ulaşılan sonuçlardan bazılarıdır.

Article Details

A Quantitative Analysis on the Differences in Secondary School Students’ Use of Learning Strategies

Authors:

Fatih Demir | Musa Malkoç | Hüseyin Hüsnü Bahar

Publisher:

Erzincan Binali Yildirim University

Main Topics:

Eğitimde Program Geliştirme | Eğitimde Program Değerlendirme

Journal:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 2, pp.294-311

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001350605

pISSN:

2148-7758

learning

strategy

learning strategies

high schoolöğrenme

strateji

öğrenme stratejileri

ortaöğretim

Issues

Article Details

Authors: Fatih Demir | Musa Malkoç | Hüseyin Hüsnü Bahar

Publisher: Erzincan Binali Yildirim University

Main Topics: Eğitimde Program Geliştirme | Eğitimde Program Değerlendirme

Journal: Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 2, pp.294-311

Document Type: Article

Publication Date: 6/2025

Document Language: Turkish

Document ID (Org No.): 2001350605

pISSN: 2148-7758

Issues

Authors:

Fatih Demir | Musa Malkoç | Hüseyin Hüsnü Bahar

Publisher:

Erzincan Binali Yildirim University

Main Topics:

Eğitimde Program Geliştirme | Eğitimde Program Değerlendirme

Journal:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 2, pp.294-311

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001350605

pISSN:

2148-7758