the effect of teaching strategies on

8/16/2019 The Effect of Teaching Strategies On

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Abstract

This research was conducted to determine whether teaching strategies used by teachers had a

significant effect on learning strategies used by students, and (if so) to determine the quality andthe level of the effect. The research was carried out on 32 students enrolled in the Faculty of Health Education at Ankara University. In order to determine the learning strategies used by the subject. The Overall Learning Strategies Evaluation Scale (OLSES; Öztürk, 1995) was usedas a pretest. Throughout the 6 week practices, inquiry and expository teaching strategies wereused on two different groups. At the end of the practices the scale was readministired as a post-test. The variations in the type and the number and the way of the learning strategies used by the students were compared by the McNemar-test, Chi Square-test, Mann-Whitney U test andWicoxon test. Findings indicate that teaching strategies used by the teachers had significant

effects on type, number and way of learning strategies used by the students.

Key Words

Learning Strategies, Teaching Strategies, Inquiry Teaching, Expository Teaching

The Effect of Teaching Strategies onthe Usage of Learning Strategies

Þerife KARAKOÇ * , Nurettin ÞÝMÞEK *

Kuram ve Uygulamada Eðitim Bilimleri / Educational Sciences: Theor y & Practice4 (1) • Mayýs / May 2004 • 116-121

*Correspondence: M.A., Ankara University Faculty of Health Education, Department of Health Education,Research Assistant, Keçiören, Ankara, Turkey. E-mail: [email protected]

** Assis. Prof., Ankara University Faculty of Educational Sciences Department of Computer &Instructional Technologies. E-mail: [email protected]

© 2004 Eðitim Danýþmanlýðý ve Araþtýrmalarý Ýletiþim Hizmetleri Tic. Ltd. Þti. (EDAM)


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The questions of how can educational practices be made effective? and how can

we teach? have still been prevailing since the existence of mankind. As aresult of the attempts made to answer these types of questions created theconcept of teaching strategies. In general, a strategy is a followed way toget something (Açýkgöz, 1996). Teaching strategies are ways that are fol-lowed in order to reach learning objectives. Some of the contemporary strategies are commonly classified as student-centered and teacher-cen-tered strategies (Gözütok, 2000). According to Senemoðlu (2001), teach-ing strategies have been classified in five groups as discovery teaching,expository teaching, cooperative learning, the model of learning activities,and model of direct instruction. In a different classification, Gözütok(2000) classified the teaching strategies in three groups as expository teaching, discovery teaching, and inquiry teaching.

Another important question is how does a person learn? In one respect, thisquestion is the answer of the question of how can we teach?

Learning strategies are plans which are followed in order to reach learn-ing objectives and are techniques that are improved by person to carry outthese plans (Derry, 1989). While learning strategies have been defined in various ways by various researchers (Gagne & Driscoll, 1989; Pressley &Harris, 1990; Weinstein & Mayer, 1986), in the present study, Öztürk(1995)’s classification was used. According to this classification, learningstrategies are clustered around seven groups as attention, rehearsal, elabo-

ration, metacognition, recall, and settle in mind, and sensory.

When the literature is reviewed, it was seen that researchers have beenmore interested in issues such as the effectiveness level of teaching strate-

gies and the assessment of teaching strategies (Öztürk, 1995), the teach-ing of learning strategies (Özer, 2002; Öztürk, 1995), and the effect of learning strategies on student success and attitude (Babadoðan &Gürkan, 2002; Kaçar, 1999; Sünbül, 1998; Talu, 1997; Wise, 1996).Other studies examined issues such as the students’ evaluations for teach-ing approaches and their perceptions of learning environment (Campbellat al., 2001; Hativa & Birenbaum, 2000). However, no experimentalresearch that has investigated the effect of teaching strategies on learningstrategies was encountered. The importance of the subject and the lackresearch in the field evoke the need for researchers to determine whetherteaching strategies used by teachers have a significant effect on learningstrategies used by students.

Therefore, this research was conducted to determine whether teachingstrategies used by teachers had significant effects on the learning strate-gies used by students, and (if there is) to determine the quality and thelevel of these effects. The following questions served as the researchgoals in the study:

Öðretme Stratejilerinin Öðrenme Stratejileri Kullanýmýna Etkisi · 125


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Do the types of learning strategies used by students vary as to teaching

strategies used by teachers? Does the number of learning strategies usedby students vary as to teaching strategies used by teachers? Do the waysof learning strategies used by students vary as to teaching strategiesused by teachers?

MethodSubjects

The research was carried out on 32 students enrolled in the Faculty of Health Education at Ankara University. The university entrance examscores and gender were used as the control variables in determining theexperimental group.

Instrument

In the study, the Overall Learning Strategies Evaluation Scale (OLSES), afive-point Likert type scale, was used to determine the learning strategiesused by the experimental group. The test-retest reliability of the OLSESis .64 for attention strategy (6 items), .71 for rehearsal strategy (9 items), .74for elaboration strategy (19 items), .61 for settle in mind strategy (6 items), .71for recall strategy (6 items), .79 for metacognition strategy (6 items), and .64for sensory strategy (11 items) (Öztürk, 1995).

Procedures

In order to determine the learning strategies used by the study groups,the OLSES was applied as a pretest. Throughout the 6 week practices,inquiry and expository teaching strategies were used on two different

groups. At the end of the practices, the scale was readminitered to thegroups as a post test.

Data Analysis

The variations in learning strategies used by the students were comparedby the McNemar and Chisquare tests; the variations in the number of the learning strategies used by the students were compared by theMann-Whitney U and Wilcoxon tests; the change in the way of thelearning strategies used by the students were compared by theMcNemar and Chi Square tests.

ResultsChanges in the t y pe of learning strategies used by students: After the

experimental treatment, significant differences were found within andbetween the groups. On one hand, students using the inquiry teachingstrategy began to use elaborative strategy more intensively and rehearsalstrategy occasionally. On the other hand, students using expository teach-ing strategy began to use rehearsal and recall strategies more intensively.

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Changes in the number of learning strategies used by students: Whereas

no significant difference was found between groups, significant differences were found within groups. After the experimental treatment, the number of students using the expository teaching strategy increased significantly.

Changes in the way of learning strategies used by students: It was foundthat the way of learning strategies used by students changed significantly.

Discussion

Findings indicate that the teaching strategies used by teacher had a sig-nificant effect on the learning strategies used by students. It was hypoth-esized that teaching strategies used by teacher could affect type, numberand way of learning strategies used by students. It was found that whilestudents using the inquiry teaching strategy began to use elaborativestrategy more intensively, students using the expository teaching strategy began to use rehearsal and recall strategies more intensively. More stu-dents started using the expository teaching strategy was increased. Also,it was found that teaching strategies used by the teachers had an effect onthe learning strategies used by the students.

These results can be related to the nature of teaching strategies. It can beasserted that the use of inquiry teaching strategy facilitates, necessitates,or encourages the use of learning strategies which require thinking andinterpreting. The use of expository teaching strategy can be said to havethe effect to facilitates, necessitates or encourages the use of learningstrategies which facilitate settle in mind and recall.

The encouragement effect of the use of inquiry teaching strategy to useof elaborative strategy by students supports the results of pervious stud-ies (i.e., Babadoðan & Gürkan, 2002) where the researchers found that,that inquiry teaching strategy showed a significant effect on such studentabilities as analysis, synthesis, and interpretation.

On the applications related to use of teaching strategies, the followingpoints should be taken into consideration:

Different teaching strategies should be used in courses so that studentscan use different learning strategies. Expository teaching strategy shouldbe supported by student-centered teaching strategies. Inquiry teaching

strategy should be used more in order to improve such student abilities asanalysis, synthesis, and interpretation. Similar studies should be conduct-ed at different levels of instruction and in different groups. Other teach-ing strategies’ effects on the use of learning strategies by students shouldalso be investigated.



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