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ERIC Number: EJ933564
Record Type: Journal
Publication Date: 2011-Aug
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1556-1623
EISSN: N/A
Available Date: N/A
Applying Learning Strategy Questionnaires: Problems and Possibilities
Schellings, Gonny
Metacognition and Learning, v6 n2 p91-109 Aug 2011
This article discusses measuring learning strategies by means of questionnaires. In "multi-method" research, in which think-aloud measures are compared with questionnaires, low or moderate correlations are found. A conclusion often drawn is that learners are not able to verbally report on their learning activities. Alternative explanations concern two other possibilities: first, that different "learning strategies" may be measured by the two methods; second, that the measuring methods may be aimed at different "learning tasks." Keeping these prerequisites in mind, we constructed a task-specific questionnaire directly based on a taxonomy for coding think-aloud protocols in text studying. We found a higher correlation (r = 0.51) between the questionnaire and think-aloud protocols than is regularly reported. A case-study, in which four students answered the questionnaire while thinking aloud, led to new insights into why a questionnaire may lead to somewhat different ratings of activities than the think-aloud method. Based on these results, task-specific questionnaires may be improved. Our studies involved a fair comparison between a questionnaire and think-aloud protocols. We cautiously conclude that if task-specific questionnaires are meticulously constructed and examined in new ways, they might become reasonably adequate alternatives for the labor-intensive think-aloud method in measuring learners' learning strategies. (Contains 6 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A