This article discusses measuring learning strategies by means of questionnaires. In 'multi-method' research, in which think-aloud measures are compared with questionnaires, low or moderate correlations are found. A conclusion often drawn is that learners are not able to verbally report on their learning activities. Alternative explanations concern two other possibilities: first, that different learning strategies may be measured by the two methods; second, that the measuring methods may be aimed at different learning tasks. Keeping these prerequisites in mind, we constructed a task-specific questionnaire directly based on a taxonomy for coding think-aloud protocols in text studying. We found a higher correlation (r=.51) between the questionnaire and think-aloud protocols than is regularly reported. A case-study, in which four students answered the questionnaire while thinking aloud, led to new insights into why a questionnaire may lead to somewhat different ratings of activities than the think-aloud method. Based on these results, task-specific questionnaires may be improved. Our studies involved a fair comparison between a questionnaire and think-aloud protocols. We cautiously conclude that if task-specific questionnaires are meticulously constructed and examined in new ways, they might become reasonably adequate alternatives for the labor-intensive think-aloud method in measuring learners' learning strategies.Keywords Learning strategy questionnaires . Think-aloud method
IntroductionThe ongoing focus on metacognition and learning strategies in general is resulting in various measuring methods and instruments (Veenman et al. 2006). Both in educational practice and in research different kinds of measuring methods are used to record learning strategies. Obviously, different instruments may lead to differences in data and conclusions. This article will principally address the use of questionnaires in measuring learning Metacognition Learning (2011) strategies. First, we will present some distinctions in learning strategies and in measuring methods. We consider the possibilities in task-specific measuring, then we concentrate on to the discussion about validity issues concerning questionnaires by presenting multi-method studies in which questionnaires are compared with other instruments. Finally, we discuss our empirical studies in constructing a task-specific learning strategy questionnaire.
Different learning strategiesDefinitions of learning strategies vary. Different terms (e.g., methods, techniques, or skills) are used to describe the activities that are considered to constitute a learning strategy. Learning strategies may be defined as certain combinations of goal-oriented learning activities used by learners to improve learning (cf. Van Hout-Wolters 1992;Rachal et al. 2007). A learner can use all kinds of strategies to improve learning. These can be found in a multitude of divisions and overviews of learning strategies (see e.g., Alexander 2006;Pintrich 2004;Weinstein and Hume 1998;Winne and Hadwin...