The Effect of Learning Strategies Used for Rehearsal on the Academic Success

Abstract

The aim of this study is to determine whether there are differences between groups that summarize, using concept-map, prepare questions, telling to another person and do not use any learning strategies in regard to the effects of learning strategies used for rehearsal on the Academic Success of students. In this study, pretest, posttest controlled grouped experimental design was used. The study was performed on 135 grade 5 students and five teachers at Ankara Tevfik Fikret Primary School in 2010-2011 academic year. The data was collected from a multiple-choice test including 20 questions at the beginning and end of the experimental study. As a result, a significant difference was found between the pretest and posttest marks of experimental groups and control groups. In comparison of pre-test and post-test results of experimental group and control group, the increase in the marks of experimental group was statistically significant as compared to increase in the marks of control group. Furthermore, the highest increase was observed in the group that summarized and using concept-map.