The extent to which learning strategies influence achievement in History

Abstract

This is an investigation into the use of learning strategies and their influence on achievement in History. As a principal of Matlasane Secondary School, with many years of experience in the teaching field, the researcher has for a long time been concerned about the difficulties pupils encounter in learning. Very often, pupils are taught without any prospects of achieving better marks because of non-use of learning strategies. Strategies can be a variable that might affect achievement in History. This study investigates the extent to which learning strategies influence learning in History, for the purpose of the investigation, a study was made of research findings pertaining to the influence of learning strategies on achievement by the standard eight History pupils at Tshadimosetso-, Metebong and Matlosane Secondary schools in the Klerksdorp area.

A pre-study conducted of learning strategies influenced achievement of better marks. II was then decided to select three groups randomly from the three secondary schools where academic performance was low, average and weak, and thus, they became the subject of this research. The respondents of the research were monitored at regular intervals to determine their progress with regard to mastery of the subject. This research indicated that learning strategies are the major factors in the pass rate of the pupils. In the light of these findings, it is recommended that schools, especially teachers, should address the problem of a higher failure rate by employing learning strategies. Different syllabi should also include the use of learning strategies to go along with respective subjects.

Hierdie is 'n ondersoek in verband met die toepassing van leerstrategiee en hul invloed op prestasie in Geskiedenis. As skoolhoof van Matlosane Sekondere skool met jare ondervinding in die onderrigveld, was die navorser vir 'n geruime tyd bekommerd oor die probleme wat studente met studie ondervind. Leerlinge word dikwels sander enige vooruitsig om beter te presteer onderrig omdat nie van leerstrategiee gebruik gemaak word nie. Strategiee kan 'n faktor wees wat prestasie in Geskiedenis kan be"invloed. Hierdie studie ondersoek die mate waarin leerstrategiee onderrig in Geskiedenis bernvloed. Vir die doel van hierdie navorsing is 'n studie gemaak van die bevindings van navorsing rakende die invloed van leerstrategiee op prestasies van die Standerd agt Geskiedenisleerlinge te Tshedimosetso-, Metebong en Matlosane skole in die Klerksdorp distrik.

'n Vooraf-studie is gedoen om vas te stel of leerstrategiee beter resultate tot gevolg het. Vir hierdie studie is die prestasies van drie groepe lukraak van drie sekondere skole, waar akademiese prestasie swak, gemiddeld en baie swak was, geselekteer en nagevors om vas te stel of leerstrategiee wat korrek ge"implimenteer is, in werklikheid prestasie in Geskiedenis bevorder. Die deelnemers aan hierdie proefneming is op 'n gereelde basis gemonitor om vordering met betrekking tot die bemeestering van die vak te bepaal. Hierdie navorsing het getoon dat leerstrategiee 'n belangrike faktor in die bepaling van die slaagsyfer van leerlinge is. In die lig van hierdie bevindinge, word dit aanbeveel dat skole, veral waar die onderwysers die probleem van 'n hoe druipsyfer moet aanspreek, leerstrategiee moet toepas. Verskillende sillabusse moet die gebruik van leerstrategiee in die onderrig van verskillende vakke insluit.