An Initial Field Trial of an Instrument for Measuring Learning Strategies of Middle School Students

Abstract

Learning strategies have been increasingly recognized as a useful tool to promote effective learning. In response to the lack of available learning strategies measures for middle school students, this study designed an instrument for these students, assessing behavioral, cognitive, and metacognitive strategies. This instrument, the Middle School Learning Strategies (MSLS) scale, is examined in terms of factorial structure, reliability, and correlates. Three factors emerge from the analyses: effective strategies, help seeking, and bad habits. The subscales displayed a reasonable reliability, ranging from .70 to .87. Student grades in language arts, social studies, math, and science were collected as criterion variables. As expected, grades in these four subjects correlated positively with both effective strategies and help seeking, yet negatively with bad habits. As a pilot measure, this instrument has demonstrated promising features as a useful tool for students to evaluate and enhance their learning strategies.