摘要：This study investigates the influence of learning processes on student achievement. One hundred and thirty-four students from eight secondary schools in Barbados were purposively selected and surveyed using the Inventory of Learning Processes (ILP; Schmeck, Ribich, & Ramanaiah, 1977) subscales: fact retention, study methods, elaborative processing, and deep processing. The results indicate that the elaborative processing subscale was the only measure that was significantly related to student achievement in the sample. No significant differences emerged between high and low-achieving students in terms of the learning processes they employ. The findings suggest the importance of using higher-order learning strategies to facilitate academic success.
其他摘要：This study investigates the influence of learning processes on student achievement. One hundred and thirty-four students from eight secondary schools in Barbados were purposively selected and surveyed using the Inventory of Learning Processes (ILP; Schmeck, Ribich, & Ramanaiah, 1977) subscales: fact retention, study methods, elaborative processing, and deep processing. The results indicate that the elaborative processing subscale was the only measure that was significantly related to student achievement in the sample. No significant differences emerged between high and low-achieving students in terms of the learning processes they employ. The findings suggest the importance of using higher-order learning strategies to facilitate academic success.
