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Student Learning Strategies: A Conceptual Framework
Al-Qirim, N. 1, Khalil, A.
2, Yammahi, A
1. and Yammahi, M.
1
1College of Information Technology, UAE University, UAE, Email:
[email protected] 2Abu Dhabi University, UAE, Email: [email protected]
Abstract. It is well known fact that students need to develop effective learning
strategies in order to develop lifelong learning capabilities. Thus a demarcation
line is drawn between Learning strategies and studying abilities. The purpose of
this research is to develop a framework summarizing the best learning strategies.
The importance of this research stems from the fact that such learning strategies
may vary from one country to another and hence, each country may possess its
own unique i.e., cultural, psychological perspectives. This research developed a
theoretical pedagogical framework made of seven learning strategies and
endeavored to critically evaluate their potential impact as determinants of
student achievement (AA) and success. The framework is made of the big five
personality traits, students' motivation, time-poorness, mastery effort,
assessment focus, competitiveness, and listening. The research discusses the
framework highlighting different theoretical as well as professional
contributions and contentions and portrays a future research direction.
Keywords: Learning strategies, big five personality traits, motivation, mastery
effort, assessment focus, time-poorness, competitiveness, listening, UAE
University, female students.
1 Introduction
In review of the literature, it was reiterated that students need to develop sound
learning strategies to effectively facilitate their learning in general [3]. Learning
strategies can be defined as a learning activities performed by the learner to get hold
of new information. If the students do not use the appropriate learning strategies then
there will be no learning. Strategy can generally be explained as a pattern to achieve
something or appliance of a plan that is developed to reach a goal [3]. Researchers
describe learning strategies as ‘behaviors and ideas that the learner is engaged in
during learning and that are planned to influence the learner’s encoding of the process
[1]. Learning strategies and studying abilities are two different concepts. On the one
hand, studying abilities is like arranging studying conditions (i.e., calm, illumination,
heat/cold, form of the chair, preparing for the examinations, concentrating, improving
the memory etc.). On the other, learning strategies represent all kinds of tactics that an
individual utilizes to learn and gain abilities in his/her own way – where students who
apply learning strategies will improve their studying skills leading to their success [2].
Accordingly, the following research question is posited, how can UAEU students
acquire effective life-long learning strategies. Thus, the purpose of this research is to
Advanced Science and Technology Letters Vol.47 (Education 2014), pp.270-276
http://dx.doi.org/10.14257/astl.2014.47.62
ISSN: 2287-1233 ASTL Copyright © 2014 SERSC
develop a framework which could guide students enhance their learning strategies in
their academic life.
Factors impacting student achievement
According to the literature review in this research, seven factors were repeatedly
found to influence students’ learning strategies which in turn, are expected to
influence students’ academic achievement (AA). The following shows the model
development (Figure 1).
Fig. 1. Learning strategies model.]
Big-five personality traits
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A. The big five personality traits
The "Big Five" are five factors which are used to describe human personality and
behavior dimensions. Those are extraversion, agreeableness, conscientiousness,
neuroticism, and openness [6]. Originally these traits were assumed to be biological
in origin, to be unaffected by effects of the environment, and to mature until early
adulthood and from then on to remain stable over time. However, there is some
evidence to suggest that personality traits are susceptible to gradual change over time
[7]. Tüysüz et al. [9] found that such personality traits are affected by parental
behavior, investments in education, and policy interventions, making personality
change a possibility well into adulthood.
1. Extraversion refers the extent to which a person is sociable, talkative, lively,
active, adventurous, Openness to Experience, creative, imaginative and excitable
[10]. Accordingly, extraversion student is expected to achieve high score in
his/her AA.
2. Agreeableness the extent to which a person is good-natured, helpful, trusting, and
cooperative. People who score high on this dimension are empathetic, considerate,
friendly, and generous. They also have an optimistic view of human nature. They
tend to believe that most people are honest, decent, and trustworthy [11].
Accordingly, Agreeable-student is expected to achieve high score in his/her AA.
3. Conscientiousness refers to the extent to which a person is organized, careful,
self-disciplined, and responsible. A person who is high in conscientiousness
would make an effort to be careful, organized, responsible, and able to persist at a
tedious task for a longer duration than people lower in Conscientiousness [11].
Furthermore, conscientiousness is mostly identified as a strong predictor of AA
due to the results on the relation of academic performance to the other four
personality traits are mixed or relatively weak [8]. Accordingly, conscientious-
student is expected to achieve high score in his/her AA.
4. Neuroticism (Emotional stability) refers to the extent to which a person is calm
and secure. Individuals who score high on neuroticism are more likely to
experience such feelings as anxiety, anger, guilt, and depressed mood. Neurotic
individuals are often easily frustrated [11]. However, the association between
neuroticism and AA might be more complex. In contrast to conscientiousness,
most scholars believe neuroticism to have a negative impact on AA but earlier
research on the association between neuroticism and academic achievements
showed mixed and inconclusive results [8]. Accordingly, neurotic-student is
expected to achieve low score in his/her AA.
5. Openness to experience refers to general appreciation for art, emotion, adventure,
unusual ideas, imagination, curiosity, and variety of experience, creative thinker,
independent, does not like routine work. A person who is high in openness to
experience would be a creative thinker who is independent and does not like
routines, have the desire to engage and understand the world and involve in
different activities [10]. Accordingly, openness is expected to enable student to
achieve high score in his/her AA.
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Interestingly, researchers found that conscientiousness and neuroticism are the best
predictors of AA although neuroticism could have a direct negative effect on AA,
especially in stressful situations like exams which could be remedied through
motivation [8]. This is discussed next.
B. Student motivation
Student motivation naturally has to do with students' desire, drive or emotion to
participate in the learning process and it is directly related to academic success. In
addition, motivation is a process for goal-directed activity that is activated and
sustained. But it also concerns the reasons that cause their involvement or
noninvolvement in academic activities. Although students may be equally motivated
to achieve a task, the sources of their motivation may vary. When there is no
motivation, students, who may have the ability to master the studying and
understanding, may fail to do so. Students, who are motivated, work on tasks because
they find them enjoyable and motivation is defined as the motivation to engage in an
activity as a means to an end. Motivated students are trying to get the highest grades
and impress their instructors [9, 12]. Accordingly, motivated student is expected to
achieve high score in his/her AA.
C. Time-poorness
Time perspective in academia and industry has proved to be a good predictor of
students' learning behavior and academic achievement. Time-poorness is a feeling of
pressure due to a lack of time to complete all what needs to be done. Managing time
has been associated with better learning performance. Many students find themselves
unable to spend as much time on their studies because they are part-time or even full
time work and because of family commitments [4]. It is not a matter of having more
time to finish a lengthy task rather utilizing better time management techniques could
allow for the completion of the task within adequate time. Such techniques involve
making to-do-lists, priority lists, task to complete daily, divide the task to smaller
pieces [15]. Accordingly, time-poorness is expected to impact student’s AA
negatively.
D. Mastery effort
Effort can be defined as the amount of time spent on studying [16]. Also, effort refers
to whether a student tries hard, asks for help, and/or contributes in the class. Studies
of student effort propose that the more difficult a task appears, the less likely it is that
the student will be motivated to take the task on. However, studies of student effort
also propose that effort is linked with achieving well on a task. Therefore, students
might be expected to find out what they need to study, study it, and be successful–if
they have the ability to do the assigned task, confidence in this ability, and no concern
about the task [17]. Accordingly, mastery effort is expected to impact student’s AA
positively.
E. Assessment focus
Assessment focus is defined as information provided by an agent (e.g., teacher, peer,
book, parent, self, and experience) regarding what the agent believed was important
and what was required by the assessment procedure [19]. When teacher clearly
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specified the assessment requirements, students were more comfortable and focused
on signs and other information given by the lecturer about what counts as important
material and what would be in the examination. The same researchers believed that
achieving what the lecturer wanted is an important strategy for success [4].
Assessment focus affects what and how students learn, student motivation, and sense
of well-being [20]. If used appropriately assessment could substantially improve
learning, but that most of the time, the impact of assessment practices was to limit,
and even to reduce, student learning. It was only recently that researchers started to
realize that using assessment as an integral part of instruction could improve learning
outcomes for students, and at the same time, attempts were made to connect
classroom practice to related bodies of research, notably feedback, motivation,
attribution, and self-regulated learning [20]. Accordingly, assessment focus is
expected to impact student’s AA positively.
F. Competitiveness
Competition is a contest between individuals or groups. It arises when two or more
parties strive for a goal. The person who wants to win the competition thinks
creatively and works for doing the best [15]. Competitiveness has usually been
viewed as a negative trait as it leads to suboptimal outcomes. However, other research
indicated that competitiveness may hold different meanings for people from
individualist and collectivist cultures. More specifically, some research viewed
competition as something that can lead to self-improvement and personal growth [21].
Accordingly, competitiveness is expected to impact student’s AA positively.
G. Listening
Listening is a passive skill that students could acquire spontaneously during
classroom activities. In a listening activity, some students like to listen to the text
once or twice to understand and hold more information [16]. In a listening process,
the listener must use a wider variety of knowledge sources, linguistic and non-
linguistic, to understand and take the incoming information [17]. Accordingly,
listening is expected to impact student’s AA positively.
2. Concluding remarks
This research was developed with a focus to understand the main drivers behind
student learning. This research reviewed the relevant literature and developed a model
that summarized the most important determinants of learning. The potential impact of
each variable on student achievement is portrayed. The next phase of this research
will endeavor to conduct a survey research targeting UAE University (UAEU)
students and attempt to understand the learning strategies of UAEU students and
whether they would support the depicted model or not. It is expected to highlight
some key cultural perspectives concerning UAEU students. For example, the majority
of UAEU students are female students. In addition, students are coming from
different Emirates in the UAE. Therefore, obtaining demographic details of
respondents is important to understand differences or commonalities pertaining to
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learning strategies. The expected outcome of this research will be of importance to
researchers, professionals and policymakers interested in addressing weak and strong
learning strategies.
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