Validating the Learning Strategies Scale Among Business and Management Students in the Semi-Presential University Context

Abstract

This research validates the University Learning Strategy Scale (EEA) used by Martins and Zerbini (2014), among Business and Management students of semi-presential courses. The sample had 350 observations obtained from students of a Higher Education Institution based in the State of São Paulo. Preliminary results showed that although the Learning Strategies Scale (LES) was developed and validated in a hybrid context application, in this research it was applied to the semi-present context and its results were satisfactory, presenting high internal consistency indices, with alphas of Cronbach's of (α = 0.94) for the general scale. Regarding the four dimensions, the result was also very close to the LES with 1) (α = 0.92) for the Cognitive Strategies construct, 2) (α = 0.77) for Emotion Control, 3) (α = 0.85) for Self-Regulatory Strategies and 4) (α = 0, 83) for Interpersonal Help. This scale shows evidence of instrument validity.

Teaching and Learning Modalities in Higher Education During the Pandemic: Responses to Coronavirus Disease 2019 From Spain

“…A variety of this model is splitting up students and having those groups take turns going to class. According to the study by Cândido, in the semi-present context, students alternate online activities with face-to-face meetings (Cândido et al, 2020 ). This means fewer contact hours for each subject, which will be compensated with work from home.…”