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Factors that Influence Learning Strategy Use among Senior High School Economics Students in Ghana: A Quantitative Approach

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dc.contributor.author Owusu, Anthony Akwesi
dc.contributor.author Cobbold, Cosmas
dc.date.accessioned 2022-02-22T12:07:08Z
dc.date.available 2022-02-22T12:07:08Z
dc.date.issued 2020-05
dc.identifier.issn 23105496
dc.identifier.uri http://hdl.handle.net/123456789/7609
dc.description 19p:, ill. en_US
dc.description.abstract The purpose of this study was to investigate factors that influence Senior High School (SHS) economics students’ use of learning strategies. We conducted the study using 668 final year economics students drawn from 24 public and private SHSs in the Central Region of Ghana. A questionnaire was used to collect data, which was analyzed using multiple regression analysis. The results showed that learning style and teaching method influence students’ choice of cognitive learning strategies. Also, learning styles, teaching method, motivation to study the subject, and student-status significantly influence students’ use of metacognitive strategies. Finally, the study showed that learning style, teaching method, motivation, student-status, and school-type significantly explain variability in resource management learning strategies of Economics students. The study, therefore, suggested that teachers should adopt practices that actively engage students in a class. Also, teachers, heads, and parents of students should motivate students to develop an interest in studying economics. Also, the study recommended that government and school authorities should formulate and implement policies that provide similar learning opportunities for day and boarding students since all students irrespective of their status, require equal opportunities to unearth their learning potentials. Finally, based on the findings, a conceptual model was developed to enhance learner autonomy through the use of metacognitive strategies. en_US
dc.language.iso en en_US
dc.publisher University of Cape Coast en_US
dc.subject teaching method en_US
dc.subject learning styles en_US
dc.subject motivation en_US
dc.subject student-status en_US
dc.subject school-type en_US
dc.subject learning strategies en_US
dc.title Factors that Influence Learning Strategy Use among Senior High School Economics Students in Ghana: A Quantitative Approach en_US
dc.type Article en_US


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