The impact of learning strategies on the academic achievement of university students in Saudi Arabia

Abstract

PurposeThis study aimed to investigate the learning strategies adopted by Saudi university students and explore the differences in the use of learning strategies due to gender and academic achievement.Design/methodology/approachThe study utilized a cross-sectional descriptive analytic approach and adopted the brief “ACRA-C” learning strategies scale. The study sample consisted of 365 students enrolled at a Saudi university selected using the random clustering technique.FindingsThe study revealed that microstrategies and study habits are the most preferred strategies by Saudi university students. Statistically significant differences in the use of learning strategies were found between male and female students in favor of the female students. The study also found that learning strategies are a significant predictor of students' academic achievement.Research limitations/implicationsThe study was limited to one college in one Saudi university. Future studies should use larger samples from different colleges and universities in Saudi Arabia and incorporate a variety of measures of academic achievement, such as students' grades in specific courses rather than the overall grade average.Originality/valueWhile there are a number of studies that investigated the use of learning strategies by students, there is a lack of such research in the higher education context of Saudi Arabia. Hence, the current study contributes to closing this gap in the literature by looking at the use of learning strategies by university students in Saudi Arabia and the relationship between strategy use, gender and academic achievement.

Influencia de factores personales e institucionales en el rendimiento académico de estudiantes universitarios mexicanos

“…Autores como Ramos et al (2020) han profundizado en factores personales y han encontrado que, la competencia cognitiva se asocia con el éxito académico. demostraron que los alumnos que estudian sistemáticamente obtienen rendimientos 15 veces superiores, mientras que, aquellos que están motivados por su carrera tienen tres veces mayor posibilidad de obtener mejores calificaciones; lo anterior coincide con Najarro et al (2020) y Tan et al (2021) y Almoslamani (2022) quienes sostienen la importancia de los hábitos de estudio pues cuando los estudiantes tienen un entorno favorable de estudio, adoptan estrategias que les permitan administrar su tiempo y regulan su esfuerzo tienen un mayor desempeño académico que aquellos que no lo hacen. Dicha proactividad e iniciativa de parte del estudiante es importante, Gkorezis et al (2017) encontraron que los estudiantes que buscan información y novedosas experiencias tienen un mayor desempeño en sus tareas académicas.…”

Hubungan Strategi Pembelajaran, Suasana Akademik dan Sarana Prasarana dengan Kualitas Praktek Belajar Lapangan dalam Mewujudkan Penerapan Program Kampus Merdeka

“…Strategi pembelajaran merupakan suatu teknik dalam proses belajar mengajar yang dapat menentukan pencapaian prestasi akademik mahasiswa (Almoslamani, 2022). Menurut Yoo dan Jung (2022), strategi pembelajaran yang tepat dapat memberikan kesempatan belajar mandiri dan menstimulus karakter kepemimpinan mahasiswa dalam penyelesaian masalah.…”

Pre-service Teachers’ Cognitive or Non-Cognitive Preferences: Variance in the Learning Strategies from the Lenses of Gender Category in Balochistan, Pakistan

“…Taking notes, organizing and underlining the important points, and finally summarizing, all come under the umbrella of learning strategies definitions (Iqbal, et al 2022). In countries like Saudi Arabia (Almoslamani, 2022), Spain (Muelas & Navarro, 2015), Pakistan, and in various other countries rote learning has remained the traditional learning strategy. It is fact that rote learning makes the students passive (Almoslamani, 2022;Al-Seghayer, 2021;Kim & Alghamdi, 2019), and the Pakistani education system focuses the rote learning at the lower level.…”

“…In countries like Saudi Arabia (Almoslamani, 2022), Spain (Muelas & Navarro, 2015), Pakistan, and in various other countries rote learning has remained the traditional learning strategy. It is fact that rote learning makes the students passive (Almoslamani, 2022;Al-Seghayer, 2021;Kim & Alghamdi, 2019), and the Pakistani education system focuses the rote learning at the lower level. Therefore, the current researchers want to check students' interest in learning strategies through gender comparison.…”

“…Therefore, the current researchers want to check students' interest in learning strategies through gender comparison. Good performance and high exam scores are predictors of academic achievement (Almoslamani, 2022;Vermunt & Donche, 2017) which should be linked to learning strategies; therefore, to see which learning strategy is preferred is important to know through gender comparison with reference to Balochistan, Pakistan.…”