| Abstract [eng] |
The use of effective learning strategies is identified as one of the most important factors in improving learning outcomes, including academic achievement (Hui, de Bruin, Donkers, & Van Merrienboer, 2021). There is extensive research on which learning strategies are positively associated with students’ academic achievement and which are disadvantageous to academic success, but most such research is conducted in traditional higher education (Neroni, Meijs, Gijselaers, Kirschner, & de Groot, 2019). The characteristics of distance learning, such as flexibility, distance, diversity of learning resources, and distractions in the online learning environment, require a high level of autonomy. Therefore, the use of effective learning strategies is particularly important for distance learners. As the COVID-19 pandemic has shown that distance learning can be an alternative to traditional learning, it is relevant to examine the use of learning strategies in distance learning and their relationship with academic achievement to ensure the quality of distance learning (Carter, Rice, Yang, & Jackson, 2020). The object of research was the relationship between learning strategies and university students’ academic achievement in distance learning. The aim of the study was to determine the relationship between learning strategies and university students’ academic achievement in distance learning. Objectives of the study: 1) to reveal the theoretical foundations of the relationship between learning strategies and university students’ academic achievement in distance learning; 2) to justify the methodology of the relationship between learning strategies and university students’ academic achievements in distance learning; 3) to investigate the learning strategies used by university students and their relationship with academic achievement in distance learning. The following data collection methods were used: analysis of scientific literature and an online anonymous survey. Part B of the Motivated Strategies for Learning Questionnaire, adapted for distance learning by Meijs et. al (2019) was translated to Lithuanian and used in this study to measure university students’ use of learning strategies. Statistical analysis methods performed using the IBM SPSS program were employed to analyze the study data. The results of the study showed that the respondents of the study used various learning strategies in distance learning. Time and effort management was the most used strategy, while academic thinking was the least used strategy. Women used all learning strategies more than men, except for contact with others, the use of which did not differ between women and men. In addition, the use of learning strategies did not differ in terms of age and field of study. Analyses revealed that time and effort management, academic thinking, and contact with others were the factors predicting the academic achievement of the university students who participated in the survey, together explaining 52.8% of the academic achievement. Time and effort management was the most important positive predictor of academic achievement, academic thinking was a less important positive predictor of academic achievement, and contact with others strategy was a negative predictor of academic achievement in distance learning. |
