Abstract:
Aim: The present article is based on research aiming to study the simple and multiple relationships between learning strategy and distance learners’ achievement. Methods: The sample was consisted of 476 students at Payam Noor University who was selected using multistage cluster sampling and Krejcie‑Morgan table. The methodology of the research was a correlation. In order to gather data, 31 questions of motivated strategies for learning questionnaire made by Pintrich et al., were used. These questions are related to the learning strategies. The reliability of the questionnaire was calculated to be α = 0.92. The collected data were analyzed using Pearson’s correlation and multiple regression‑inter model. Results: The results indicated that the categories of learning strategies were predictors for distance learners’ achievement significantly (R = 0.67, R2 = 0.45, F (5,570) = 75.2, P < 0.01). Conclusions: This study mainly aims to investigate the relationship between categoriesof learning strategies and distance learners’ achievement.
Machine summary:
Learning strategies refer to the attempts learners make in order to plan and organize studies, set goals, and observe their educational achievement.
[14] In the study conducted by Rezaee and Seif on conventional education 278 International Journal of Educational and Psychological Researches / Vol 1 / Issue 4 / October-December 2015 and in the study conducted by Dungun and Curry on distance education, categories of learning strategies are considered meaningful predictions for the educational success of students.
[16] In this study, categories of learning strategies include rehearsal, elaboration, information organization, critical thinking, and metacognition.
Meanwhile, no study has been conducted in regard to the relationship between learning strategies and achievement in distance education in Iran.
The results of regression analysis indicated that the categories of learning strategies such as rehearsal, elaboration, information organization, critical thinking, and metacognition can be strong predictions for achievement as R = 0.
Studies by Pintrich and DeGroot, Skitka, and Sungur into conventional education and the study by Kosnin into distance education have also shown that there is a positive and meaningful relationship between metacognition and learners’ achievement.
Studies by Pintrich and DeGroot, Skitka, and Sungur into conventional education and the study by Kosnin into distance education have also shown that there is a positive and meaningful relationship between metacognition and learners’ achievement.