Abstract:

Agarwal et al. (2014) suggested that high school students do not use effective learning strategies. To promote using learning strategies, we focus on Knowledge, Belief, Commitment, and Planning (KBCP) framework (McDaniel & Einstein, 2022). The KBCP framework consists of Knowledge of students’ learning strategies, Belief in their effectiveness, and Commitment to and Planning for their use. Then, Jitsukawa et al. (2022) developed and implemented classes with the KBCP framework for about a week. The results suggested that students used superficial learning strategies and did not use deep learning strategies. In addition, we did not determine the effect of the classes on the learning outcomes (Jitsukawa et al., 2022). Therefore, this study aimed to design and evaluate classes with the KBCP framework to promote using learning strategies and to improve learning outcomes for high school students.

Jitsukawa et al. (2022) developed classes that students shared and revised their learning strategies plan in classes and reviewed their plan outside of classes. In this study, we added Commitment activities, such as sharing the benefits of using learning strategies with the group. Furthermore, we added Belief activities, such as listening to the teacher’s experience using the learning strategies. In addition, we added Planning activities, such as reflecting on whether using the learning strategies and improving the plan based on the teacher’s feedback. We implemented the classes lasted about a month.

We conducted a questionnaire and test survey, including using learning strategies, the status of KBCP framework utilization, and learning outcomes. The learning outcomes included intellectual skills, cognitive strategies, and attitude. We conducted analyses on 31 students who had completed the pre-assignment and improved their learning strategies plans.

We conducted a Wilcoxon singed-ranks test for the pre-and post-learning strategies use. The results show that the students were significantly more likely to use “I consider cautions and countermeasures to avoid making similar mistakes” after the classes than before, W = 38.00, p = .063, r = .50. Furthermore, when we checked the students’ artifacts, we found that many of them use deep learning strategies. Thus, the students significantly used the deep learning strategies after the classes. We also conducted a Wilcoxon singed-ranks test for the mathematics pre-and post-intellectual skills scores. We found a significant difference before and after classes, W = 67.00, p = .042, r = .47. Thus, the students significantly improved their mathematics intellectual skills after the classes.

We conducted a multiple regression analysis to determine which KBCP elements contributed to using the learning strategies. The results indicate that Planning may contribute to using the learning strategies, β = 0.46, R^2 = 0.41, p < .001. In addition, to clarify whether using the learning strategies contributed to improving the learning outcomes, we conducted a correlation analysis. The results show that the using learning strategies is correlated to their cognitive strategies (r = .73, p < .001) and attitude (r = .83, p < .001) in mathematics.

The findings of this learning strategies instruction with the KBCP framework suggest that the classes have the potential to promote using the deep learning strategies and improving the mathematics intellectual skills. Furthermore, Planning may contribute to using learning strategies.

Keywords:

Learning Strategies, KBCP Framework, Instructional Design, Learning Outcomes.