A comparative study of the perceived learning strategies junior and senior high school students adopt when assessed with different item formats

Abstract

This study aimed at comparing the types of learning strategies Junior and Senior High School students adopt when they are assessed with different item formats in English Language, Core Mathematics and Integrated Science examinations. The population for the study was students from the Junior and Senior High Schools in the Komenda-Edina-Eguafo-Abirem (KEEA) District. A sample size of 600 students (300 from each level) were selected for the study. The Lottery method of the simple random sampling and a multi-level sampling technique were used in selecting the Junior and Senior High School students respectively. A descriptive survey design was carried out using questionnaire as the main instrument for data collection. The data were analysed using frequencies, percentages and Chi-square tests. Results revealed that the Senior High School students adopt deep learning strategies towards both multiple-choice and essay item formats in all the three core subjects. In contrast, the Junior High School students adopted surface learning strategies in preparing towards both items formats in all the three core subjects. The results also showed that students’ adoption of specific learning strategies were based on several reasons like their prior experience and control of examination anxieties. The study recommended that the Teacher Education Division of the Ghana Education Service in collaboration with the Faculty of Educational Foundations of the University of Cape Coast and the Department of Psychology and Education of the University of Education, Winneba, who have experts in this regard organise in-service training for teachers on how to construct multiple-choice and essay items that measure outcomes beyond the knowledge level and this will challenge students to adopt appropriate strategies in learning.