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ORIGINAL ARTICLE
Year : 2017  |  Volume : 3  |  Issue : 2  |  Page : 100-105

The comparative consideration of the amount of applying learning strategies between successful and unsuccessful students


Department of Educational Management, Islamic Azad University, Bojnourd Branch, Bojnourd, Iran

Correspondence Address:
Mahboubeh Soleimanpour Omran
Department of Educational Management, Bojnourd Branch, Islamic Azad University, Bojnourd
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2395-2296.204119

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Aim: The purpose of this research is to compare the amount of applying learning strategies between successful and unsuccessful students of Islamic Azad University of Isfarayen. Methods: This research is collative-causative, and the statistics society of research concludes all the 500 successful and unsuccessful students of Islamic Azad University of Esfarayen in 2014. The whole statistics society of research was used to reach better and more exact results as a sample. Learning strategies and its basic concepts were measured by a standard questionnaire of learning strategies (Learning and Study Strategies Inventory), framed by Weinstein and Palmer (2002) was used for variable data collection of learning strategies and their main components The questionnaire had the range of 80–90% with the help of Cronbach alpha coefficient method, in dictating the validity and durability of mentioned questionnaire. The validity of this questionnaire has been previously approved and implemented the obtained data was analyzed by using descriptive statistics method (table, abundance, diagram) and inferential statistics (test, the analysis of variance, regression analysis). Results: The findings indicate that there is a meaningful difference between successful and unsuccessful students in case of using learning strategies and its basic components. Conclusions: There is no meaningful difference between the students of different fields in using the basic components of learning strategies. Furthermore, it was determined on the basis of the research that learning strategies cannot predict educational progression.


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