Exploring the Relationship between Learning Strategies, Self-management and the Learning Efficiencies- Example of Undergraduate Student’s Learning in Taiwan

MUIR > Seminar > 2011 International Conference on Management Learning and Business Technology Education > Item 987654321/1028

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Title:	Exploring the Relationship between Learning Strategies, Self-management and the Learning Efficiencies- Example of Undergraduate Student’s Learning in Taiwan
Authors:	Kun-Hsi Liao
Contributors:	Dept. of Product Development and Design, Taiwan Shoufu University No. 168, Nanshi Li, Madou Dist., Tainan City, 72153, Taiwan Email: [email protected]
Keywords:	learning strategy;cognitive strategy;meta-cognitive strategy;resource management;time management;learning efficiency;organization learning
Date:	2011-04
Issue Date:	2011-07-06T03:04:41Z (UTC)
Abstract:	In recent years, undergraduate students have shown low academic motivation and low academic performance in Taiwan. The reasons may be due to the large number of universities, the high rate of admissions, and lack of management education. Higher education is imperative in enhancing the student’s will to learn and improve their academic performances. This study used “management theory” and modern psychology theory of “cognitivestrategy”, to exploring the relations of strategy, management and performance on the period of academic learning. The study selects undergraduate students as example to explore the relationship between learning strategy (Ls), self-management (Sm) and the learning efficiency (Le) in the student’s academic learning. A total of 283 undergraduate students from Taiwan were voluntarily participated this study, and the SPSS and LISREL software were used for data analysis. The Ls variable includes two indicators, cognitive strategy (CS), and meta-cognitive strategy (MCS), and the Sm variable includes two items, resource management (RM), and time management (TM). The dependent variable Le includes two indicators; academic records (AR) and course pass credits (CPC) that were used to evaluate the learner’s achievements in the semester. The results showed that the Le depended on the personal Ls and Sm. The AR was correlated with CS (r = 0.274, p < 0.01), MCS (r = 0.321, p < 0.01), RM (r = 0.403, p < 0.01), and TM (r = 0.313, p < 0.01). Student’s learning style, time of reading per week and the causal relationship (LISREL) between Ls, Sm and Le were also exported in this study. Based on the results, learner’sacademic performances were closely with their self-management, especially with the “resource management”, and “time management”. It was strong suggested that in order to promote the academic performance, educator needs firstly to improve student’s self-management ability. Conclusively, all of the findings in this study would provide a reference for student’s learning, and organization learning.
Appears in Collections:	[Seminar] 2011 International Conference on Management Learning and Business Technology Education

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