Types of Learning Methods in Elementary School Students

Abstract

The purpose of this study was to investigate the relationship between learning methods and academic achievement in academic year 2016-2017. This is a causal-comparative research. The population of the study consisted of 298 elementary school students in the Ahl City. Using Cochran's formula and multi-stage random sampling method, 120 subjects were selected. The data gathering tool was a standard questionnaire for learning strategies based on the cognitive theory of learning by Wayne Steiner and Meyer (1986). Validity of the questionnaire was evaluated and confirmed based on the experts' point of view. Cronbach's alpha was used to calculate the reliability. The reliability of the questionnaire was 0.78 which indicates the desirable reliability of the research questionnaire. Data analysis was carried out at inferential level (multiple regression, independent group T test and audit analysis). The results of this study showed that there is a significant relationship between learning strategies and achievement of students in the areas of learning strategies, the elaboration strategy is highly correlated with effective development. Also, the results of T-test analysis on elaboration and monitoring strategies are significant between the two successful and unsuccessful groups. In other words, two strategies for expanding and monitoring comprehension are effective in academic achievement.