2014 Volume 23 Issue 1 Pages 46-48
This study examined the relationship between students' strategy profiles and learning performance. Participants (85 vocational school students) were divided using cluster analysis of their questionnaire data into three strategy profile groups (metacognitive and deep-processing profile, high all-strategy profile, and low all-strategy profile). The results of a one-way between subjects ANOVA indicated that the high all-strategy profile students took more notes during class than did the low all-strategy profile students, and had better test scores than the students with the other two profiles. These results indicate that for effective learning, it is important to use various learning strategies in accordance with study content.