چکیده:
Aim: This paper aimed at studying the learning strategies and effort/persistence of the traditional
and nontraditional students. Methods: Through cluster sampling, 245 students from four major
and large Islamic Azad University branches in Iran were randomly selected, and questionnaires were
distributed among them. The research method was correlation and casual‑comparative. Cronbach’s
alpha method was used to calculate the reliability. The Item analysis and expert consensus were applied
to calculate the validity of instruments. Results: The results indicated that there was no significant
difference between the learning strategies of these two groups of students. Furthermore, there was
no significant difference between the academic success of these two groups.
خلاصه ماشینی:
Learning strategies and academic success in traditional and nontraditional higher education students Alireza Ghasemizad Department of Educational Science, Kazerun Branch, Islamic Azad University, Kazerun, Iran Address for Correspondence: Dr. Alireza Ghasemizad, Department of Educational Science, Kazerun Branch, Islamic Azad University, Kazerun, Iran.
Key words: Academic success, effort/persistence, higher education, learning strategies, nontraditional students Introduction It is believed that various psychological variables involved in the learning process play an important role in the academic success of any given group of students.
[5‑8] Based on the literature review, it can be said that the relationship between learning strategies of traditional and nontraditional students and their academic success is not studied comprehensively in case of Iranian Ghasemizad: Learning strategies and academic success universities.
The present study intends to compare the different learning strategies (surface and deep) among students and investigate the role of learning strategies and effort/persistence of two groups of students’ academic success ‑traditional (<23‑year‑old), nontraditional (>23‑year‑old) in different Azad University branches of Fars Province in Iran.
Research questions • Is there a significant difference between traditional and nontraditional students’ academic success?
Which one of the variables (deep strategy, surface strategy and effort/persistence) is more important in nontraditional students’ academic success?
Which one of the variables (deep strategy, surface strategy and effort/persistence) is more important in nontraditional students’ academic success?
The t‑test for independent groups showed that nontraditional students have deep learning strategies, but this does not lead to a significant difference.
Learning strategies and academic success in traditional and nontraditional higher education students.