Modeling of Relationships between Learning Approaches and Quality of Using Learning Strategies

Learning is a very complex process by its nature. It is highly important to merge different concepts and theories in order to bring a more comprehensive explanation to learning processes of students in terms of accurate intervention to the teachinglearning process. The significance of a model developed between learning approaches including deep, surface and strategic sub-scales and the quality of using learning strategies including elaboration (E), metacognitive plan support (MPS), metacognitive control support (MCS) and metacognitive management support (MMS) dimensions was tested in this study. For this purpose, a structural equating model was developed to investigate the relationship patterns between the learning approaches - and - the quality of using learning strategies - with the data collected from 374 students from the Department of Primary Education in the Faculty of Education at Erzincan University. According to fit and error statistics used to evaluate the developed model, the first model was developed without any modification was at an acceptable level. The fit and error statistics for the model modified through the association of the errors of surface and strategic sub-scales were found at an excellent level. In both models, the best approach, which defines the learning approach of the students, was deep learning approach. The dimension which defines the quality of using learning strategies best was metacognitive management support. In the structural equation model, it was found out that the surface learning approach had an effect to detect neither the learning approaches of students nor the quality of using learning strategies.