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.