Inovacije u Nastavi (Jan 2020)
Good Quality Reading and Note Taking in the Classroom
Abstract
The goal of this experimental research was to examine whether the quality of the research subjects’ (experimental group) reading and note-taking skills can be improved by using specific learning strategies. In this research, the experimental group (with parallel groups) worked on the lesson content using the strategies and techniques of successful learning. The classes were held in the form of workshops and pupils were using: mental images, cognitive mapping, distinguishing relevant facts from the irrelevant ones, and the associative technique. The usual, mostly traditional, teaching was carried out in the control group. By means of the experimental programme, the authors of the paper influenced the implementation of the learning strategies and pupils’ active involvement in the class processes and dynamics. The results of the initial and final measurements, as well as the conclusions drawn from the obtained findings, are presented in the paper, and some questions for further discussion in the future research are also suggested. The authors look at two key questions formulated as hypotheses. The first hypothesis is that the subjects in the experimental group will be more successful in taking notes than the subjects in the control group after the experimental programme has been implemented. The second hypothesis is that the subjects in the experimental group will demonstrate a statistically significant progress in terms of improved reading skills under the influence of the experimental programme. The SUS – scaler learning strategy (in Suzić, 2005) was used as the research instrument. The authors selected only two subtests, while the scaler consists of five subtests with a total of 55 statements. Given that learning how to learn begins with good quality reading skills, followed by note-taking, the authors rightly focused on the findings obtained for these two segments of successful learning.
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