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The Effects of Group differentiation by students’ learning strategies

The Effects of Group differentiation by students’ learning strategies

Authors :
Carla Haelermans
ROA / Education and transition to work
RS: GSBE Studio Europa Maastricht
RS: GSBE Theme Learning and Work
RS: GSBE other - not theme-related research
Source :
Instructional Science, 50(2), 223-250. Springer, Cham
Publication Year :
2022
Publisher :
Springer Science and Business Media LLC, 2022.

Abstract

This study analyses the effects of group differentiation by students’ learning strategies of around 1200 students in 46 classes from eight secondary schools in the Netherlands. In an experimental setup with randomization at the class level, division of students over three groups per class (an instruction-independent group, an average group, and an instruction-dependent group) is based on learning strategies, measures using the Motivated Strategies for Learning Questionnaire (MSLQ). Each group is offered instruction fitting their own learning strategy. The results show that student performance is higher in classes where the differentiation was applied, and that these students score higher at some scales of the posttest of the questionnaire on motivation, metacognition and self-regulation. However, there are differences between classrooms from different teachers. Additional teacher questionnaires confirm the discrepancy in teacher attitudes towards the intervention.

Details

ISSN :
15731952 and 00204277
Volume :
50
Database :
OpenAIRE
Journal :
Instructional Science
Accession number :
edsair.doi.dedup.....75ad0ee07e65ef026d095b9a7d3c411d
Full Text :
https://doi.org/10.1007/s11251-021-09575-0