Evaluation Of Motives And Learning Strategies Of Primary Education Students
Author(s):
Javier Maquilón-Sánchez Fuensanta Monroy-Hernández Mari Paz García-Sanz Mirian Martínez-Juárez
Conference:
ECER 2010
Network:
27. Didactics - Learning and Teaching
Format:
Paper

Session Information

27 SES 08 A, Teaching and Learning in Pre-School and Primary School

Paper Session

Time:
2010-08-26
17:15-18:45
Room:
M.B. SALI 10, Päärakennus / Main Building
Chair:
Florence Ligozat

Contribution

 

THEORICAL FRAMEWORK

The analysis of the relation between motivation and learning strategies used by students has been carried out in various different contexts and in a number of research studies following the SAL model (Student Approaches to Learning). Such relation influences directly the quality of learning outcomes (Biggs, 1978, 1984; Watkins, 1988; Kember y Gow, 1990; Hernández Pina et al, 2002; etc.).

Previous research studies agree that approaches to learning are made up of two components: a motivational component which reveals the motives that encourage students to study, and a strategic one which seems coherent with the motives mentioned.

The present study is based on the data collected by means of a Questionnaire on Approaches to Learning on Students of Primary and Secondary Education (Maquilón and Hernández Cantero, 2008). According to Biggs (1984), the analysis of motivational and strategic congruence entails two aspects; the first one is to check whether students with a particular motive use strategies associated to such an approach. The second aspect focuses on contrasting whether congruent motives and strategies are more effective than non-congruent ones in learning procedures.

This research study focuses on empirically establishing how learning motivations and strategies used by Primary Education students relate to each other, in order to contrast the hypotheses set by researches such as Biggs, Kember, Hernández Pina, among others.

OBJECTIVES

The main objective of this study is to analyse approaches to learning and the congruence between the motives and strategies that make up those approaches during the final stage in Primary Education and the role of teachers and parents in the quality of learning. For this purpose we analyse the existing correlation between the subscales (motive and strategy) of each of the three approaches to learning, including the degree of significance, that is, whether there are significant differences between crossed variables. In order to analyse the congruence between the motives and the strategies, the Pearson correlation was carried out between motives and strategies for each of the approaches. 

Method

METHOLOGY The design employed in our research can be defined as non-experimental quantitative, or more specifically, as a descriptive correlacional design. It should be noted that the researchers preferred the survey among the descriptive methods. The instrument used in this research was a Questionnaire on Approaches to Learning used by pupils of Primary and Secondary Education specially adapted from Biggs´ Learning Process Questionnaire (LPQ) by Maquilón and Hernández-Cantero (2008) for this study. This tool was validated prior to its application. The questionnaire was made up of 30 items that allow assessment of the motives and strategies used by students in each of the three approaches to learning. Participants involve 296 pupils of Primary Education of ages between 10 and 13.

Expected Outcomes

About the instrument In the light of the results obtained, we observe that the superficial scale (0.304) is the least consistent when analysing the congruence between the subscales of each approach to learning. The subscales of the deep approach are more consistent (0.491), allowing us to define this congruence as acceptable. Reliability: .78 (Cronbach´s Alpha) and Bigg´s LPQ is .79. About the participants Most participants use a deep approach to learning. Girls are best at using a strategic approach. The level of education of parents correlates positively with the deep approach to learning. There is a noticeable difference in the approach to learning used by pupils according to the kind of school students attend (whether state or private). The kind of teaching teachers perform influences the type of approach to learning of pupils. Parents and teachers are the best promoters of quality learning. An improvement in the quality of learning is associated with a decrease in school failure or drop-out rate. From the outcomes, our proposal is to design and apply an intervention programme to improve pupil learning in which parents and teachers are also involved. An intervention programme has already been designed and is currently subject to expert evaluation.

References

BIGGS, J.B. (1987) Study Process Questionnaire (SPQ) Manual. Melburne: Auestralian Council for Educational Research. BIGGS, J.B.; KEMBER, D. y LEUNG, D.Y.P. (2001) The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of educational Psychology, 71, pp. 133-149. HERNÁNDEZ PINA, F. (1993) Evaluación de los enfoques de aprendizaje en estudiantes de EGB. Revista de Orientación Educativa y Vocacional, 4 (5), pp. 99-110. HERNÁNDEZ PINA, F. y MAQUILÓN, J.J. (2000) Enfoques de aprendizaje en alumnos de COU y Reforma que pretenden acceder a la Universidad y alumnos de primer curso de carrera. Congrés d’Orientació Universiària. Barcelona: Edicions Universitat de Barcelona. HERNÁNDEZ PINA, F.; MAQUILÓN, J.J. y HERNÁNDEZ CANTERO, M.C. (2009) Los Enfoques de aprendizaje en estudiantes de Educación Primaria: Propuesta del Cuestionario C.E.A.P.S. XIV Congreso Nacional de Modelos de Investigación Educativa. Huelva: AIDIPE. HERNÁNDEZ PINA, F.; GÓMEZ, J.; PALACIOS, M.A. y MAQUILÓN, J.J. (2000) Acceso desde la educación secundaria a la Universidad. La calidad del aprendizaje. Problemática y alternativas de mejora. En Cajide, J. (Coord.). Calidad Educativa y empleo en contextos multiculturales. Santiago de Compostela: Universidade Santiago de Compostela. MAQUILÓN, J.J. y HERNÁNDEZ CANTERO, M.C. (2008) Cuestionario de enfoques de aprendizaje en estudiantes de educación primaria y secundaria (CEAPS). En M.C. Hernández (2008). Diseño, validación y aplicación de un cuestionario para identificar los enfoques de aprendizaje en estudiantes de Educación Primaria en Murcia. Tesis de Máster. Murcia: Universidad de Murcia. MAQUILÓN, J.J., HERNÁNDEZ PINA, F., PÉREZ GONZALEZ, A., MONROY HERNÁNDEZ, F. y HERNÁNDEZ CANTERO, M.C. (2009) Análisis de la influencia del género, el trabajo de los padres y la titularidad del centro (público vs privado), en la configuración de los enfoques de aprendizaje en estudiantes de Educación Primaria. VII CONGRÉS INTERNACIONAL VIRTUAL D’EDUCACIÓ. Palma de Mallorca: Actas del congreso.

Author Information

Javier Maquilón-Sánchez
Universidad de Murcia (SPAIN)
Métodos de Investigación y Diagnóstico en Educación
Murcia
Fuensanta Monroy-Hernández
University of Murcia (Spain)
MIDE
Murcia
65
Mari Paz García-Sanz
Universidad de Murcia (SPAIN), Spain
Mirian Martínez-Juárez
Universidad de Murcia (SPAIN), Spain

Update Modus of this Database

The current conference programme can be browsed in the conference management system (conftool) and, closer to the conference, in the conference app.
This database will be updated with the conference data after ECER. 

Search the ECER Programme

  • Search for keywords and phrases in "Text Search"
  • Restrict in which part of the abstracts to search in "Where to search"
  • Search for authors and in the respective field.
  • For planning your conference attendance, please use the conference app, which will be issued some weeks before the conference and the conference agenda provided in conftool.
  • If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.