Learning Strategies Used by Students While Preparing for National Examinations: A Case of Lower Secondary Schools in Rwanda

Abstract

The study examined the learning strategies used by Rwandan students while preparing for Lower Secondary National Examinations specifically aiming at determining the level of preference of each of the learning strategies. The study was guided by Social Cognitive Theory propounded by Albert Bandura. The embedded version of concurrent Mixed Method Research Design was adopted. Systematic and stratified sampling techniques were used to select 673 students and 18 headteachers yielding a sample size of 691 to participate in the study. Questionnaire, interview schedules and observation guidelines were used to collect data. The findings established that cognitive learning strategies commonly used by students while preparing for national examinations included: elaborative strategies; organizational strategies; self-regulation strategies; motivational strategies; concentration strategies; help seeking strategies and rehearsal. It was concluded that the relatively balanced usage of these strategies notwithstanding, concentration was the most predominant. It was recommended that teachers need to be conversant with these learning strategies, integrate them in their teaching-learning activities so as to gradually educate the students on how to use them effectively. As for headteachers, they should create a scholarly and conducive learning environment that enables learners to learn and interact with teachers and peers