Learning strategies and academic performance in STEM subjects in secondary education
DOI:
https://doi.org/10.12795/revistafuentes.2024.23324Keywords:
Learning processes, Academic achievement, Science education, Secondary education, Critical Thinking, Traditional education, Creativity, Quantitative analysisAbstract
Although the importance of learning strategies for meaningful learning has been known for decades, science subjects continue to be taught on many occasions without taking into account the control that students can have over their cognitive processes. Many teachers are aware of that and want their students to receive high-quality education, but before teaching strategies, the knowledge and practice that students have about these processes and how they affect their learning should be analyzed. In the present study, the Cuestionario de estrategias de Aprendizaje (CEA) was used to study how 252 students of Secondary Education use these strategies. The initial statistical analysis indicated the existence of a moderate significant relationship between all the learning strategies studied and academic performance in science subjects except for attitude, organization and retrieval. Subsequently, the regression analysis indicated that only the variables of motivation, transfer and emotional control are able to explain up to 26.4% of academic performance in STEM subjects, leaving out of this model important variables such as critical and creative thinking. It is concluded that students with better management of metacognitive and affective-social skills obtain better grades in science.
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Copyright (c) 2023 Amaya Satrústegui Moreno, Alberto Quílez-Robres, Ester Mateo González, Alejandra Cortés-Pascual
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