Habits and learning techniques at the end of elementary school

Abstract

A detailed research into the connection between the habits and learning techniques and the quality of students' knowledge was carried out with a special task to find out which are the habits and learning techniques in the eighth year elementary school pupils. 399 pupils from sic Belgrade elementary schools were examined. We applied the Inventory of habits and learning techniques, the new version of which was worked out for the needs of this research. This work presents the results of the qualitative analysis of the pupils ' answers to some questions from the questionnaire. The answers were grouped into eight factors achieved by the previously done factor analysis of the questionnaire and refer to: I. how burdened they are by studying, concentration, experience of their own ability to study forgetting, difficulties they meet in using textbooks; 2. valuing school (ready to attend classes, being late, absences, anxiousness related to achievement, how important school is for future life, expectations from school); 3. tendency to achieve independence in work (how much time is devoted to studying, attitude to parents' control); 4. planning work, habits of place and time; 5. tendency to study with understanding (motivation to solve problems, asking questions and seeking help from teachers, linking the fresh knowledge with the already familiar, selecting information according to their importance, explaining unknown word, underlining and summarizing taking notes in class); 6. Presence in classes and concentrating in class and while studying; 7. conditions for work (study, desk, being disturbed during studying); 8. discipline at work (studying matter that is not interesting, making effort to achieve high marks, tidy and complete notes).

U okviru obimnijeg istraživanja usmerenog na ispitivanje veza između navika i tehnika učenja i kvaliteta znanja učenika, poseban zadatak odnosio se na utvrđivanje kakve su navike i tehnike učenja učenika osmog razreda osnovne škole. Uzorak je obuhvatio 399 učenika iz šest beogradskih osnovnih škola. Primenjen je Inventar navika i tehnika učenja, čija je nova verzija sastavljena za potrebe ovog istraživanja. U ovom radu prikazani su rezultati kvalitativne analize odgovora učenika na pojedina pitanja iz upitnika. Odgovori učenika grupisani su u osam faktora dobijenih prethodno izvršenom faktorskom analizom upitnika i odnose se na: 1. opterećenost učenjem koncentraciju pažnje, doživljaj sopstvene sposobnosti za učenje zaboravljanje, teškoće u korišćenju udžbenika; 2. pridavanje značaja školi (spremnost za časove, zakašnjavanje, izostajanje, anksioznost vezanu za postignuće, doživljaj značaja škole za budući život, očekivanja od škole) 3. težnju za samostalnošću u radu (posvećivanje vremena učenju, odnos prema roditeljskoj kontroli); 4. planiranje rada, navike mesta i vremena; 5. težnju za učenjem sa razumevanjem (motivisanost za rešavanje problema postavljanje pitanja i traženje pomoći od nastavnika, povezivanje novog gradiva sa poznatim, razlikovanje informacija po važnosti, objašnjenja nepoznatih reči, podvlačenje i pravljenje rezimea, pisanje beleški na času) 6. praćenje nastave i koncentraciju pažnje na času i tokom učenja; 7. uslove rada (radna soba, radni sto, uznemiravanje tokom učenja); 8. disciplinovanost u radu (učenje nezanimljivog gradiva, ulaganje truda da se dobiju visoke ocene, uredne i potpune beleške).