Learning strategies of concurrent enrollment students at Utah Valley State College

The purpose of this study was to identify the relationship between learning strategies and demographic and educational performance variables, and to explore patterns of learning of distinct clusters that existed in a sample of 279 high schools students. Differences in the use of learning strategies were found when the participants were grouped according to age, gender, grade point average, Degrees of Reading Power score, Computer-Adaptive Placement Assessment and Support System scores, and ACT scores. Several multivariate analyses using discriminant analysis identified five distinct learning processes. The Metacognitive Consciousness process involves a person having faith in their ability to learn. The Calibrating process involves a person who plans and analyzes the best way to proceed with a specific learning task. The Feedback Detachment process indicates the learner is not monitoring the learning process or using human resources to learn. The Metacognitive Adaption process involves analyzing the best way to proceed with a specific learning task and then making changes in the learning process to improve learning. The Critical Differentiating process involves a reflective and tentative review of a solution to determine if adjustments are needed before acceptance. The multivariate technique of cluster analysis identified five distinct clusters. The Total Physical Response Learner is interested in meaningful and in-depth learning. The Matrix Learner learns best in group settings. The Strategic Learner likes to be given a direction then follows it strictly. The Sequential Learner is able to organize his or her learning and focuses on details. The Creative Learners use higher order thinking skills to approach their learning. Two major conclusions from this study are: distinct groups of learners exist among young adult learners and that learning strategies are linked to specific educational performance measures. Based on the results in this study recommendations were made for continuing research. LEARNING STRATEGIES OF CONCURRENT ENROLLMENT STUDENTS AT UTAH VALLEY STATE COLLEGE byTed Rulon Ungricht A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Education MONTANA STATE UNIVERSITY Bozeman, Montana July 1997