The Usage Levels of Motivation and Learning Strategies in Turkish Course of Secondary School Students
Abstract
The aim of this research is to reveal the level of motivation and use of learning strategies in secondary school students’ Turkish lessons. As emphasized in many studies, the high level of motivation and learning strategies affect the academic achievement positively. There are many studies on determining the factors affecting the academic achievement of the students. The data of the research carried out with the “Motivation and Learning Strategies Scale” and “Personal Information Form”. The sample of this research conducted by the screening model is composed of 12 students in 16 secondary schools, at least one province from each of the provincial units, according to the statistical classification of the regional unit laid out by the Turkish Statistical Institute (TSI). As a result of the data analysis, it was determined that motivation strategies that 6, 7, and 8th grade students needed most in helping and supporting were in the strategies of intrinsic goal orientation, external goal orientation and mission value in the main component of value. While helping and supporting the least needed strategy was affective strategies; the learning strategies that students most need for help and support were found to be cognitive strategies, it was determined that the strategies that they needed the least help and support were metacognitive strategies. In this context, it can be said that; it is important for Turkish teachers to be guided by the students in order to use motivation and learning strategies adequately, to carry out various activities for support and assistance, to take necessary precautions, and to have Turkish teachers in cooperation with guidance and counseling teachers and elementary school teachers.
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References
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