Evaluation of the Learning to Learn Processes of Secondary Students

Abstract

This investigation seeks to evaluate the 'learning to learn' mechanisms among secondary school students in Zonguldak province, Turkey. Employing a quantitative survey model, the research involved 681 students selected via simple random sampling. The primary instrument used was the Learning to Learn Scale, which encompasses 21 items across five sub-dimensions: Learning/Thinking Style, Integrity in Theory and Practice in Learning, Personal Awareness in Learning, Willingness to Learn, and Affective in Learning. Data analysis incorporated t-tests, one-way ANOVA, and Scheffe tests. Key findings revealed gender-based differences: male students showed significantly higher scores in Learning/Thinking Style and Personal Awareness in Learning. School type also influenced results, with Anatolian high school students excelling in Personal Awareness in Learning. No notable differences were observed across different grade levels. However, study habits significantly impacted outcomes. Students dedicating 5 or more hours daily to study outperformed their peers in Integrity in Theory and Practice in Learning, Personal Awareness in Learning, Willingness to Learn, Affectivity in Learning, and overall scale scores. Additionally, the use of printed resources correlated with higher scores in Personal Awareness in Learning. These findings highlight the importance of gender, school type, study habits, and resource types in learning processes among secondary school students.