Learner profile stability and change over time: the impact of the explicit strategy instruction program "learning light". Issue 1 (10th February 2020)

• Record Type: Journal Article
• Authors: Rogiers, Amelie; Merchie, Emmelien; Keer, Hilde Van
• Is Part Of: Journal of educational research. Volume 113:Issue 1(2020)
• Page Start: 26
• Page End: 45
• Publication Date: 2020-02-10
• Subjects: Explicit strategy instruction -- learner profiles -- secondary education -- text-learning strategies; Education -- Periodicals; 370.705
• DOI: 10.1080/00220671.2019.1711005
• Languages: English
• ISSNs: 0022-0671

Abstract

Abstract: This study examined the stability and change in secondary school students' learner profiles after receiving an explicit strategy instruction (ESI) to foster their text-learning strategy use. A randomized quasi-experimental repeated measures design was set up with one experimental condition – receiving an eight-lesson-teacher delivered instructional treatment – and one control condition. Four learner profiles (i.e., integrated strategy users, information organizers, mental learners, and limited strategy users) were corroborated at three measurement occasions in a sample of 444 students. Cluster movement analysis identified positive changes in students' learner profiles over time. Both short- and long-term results were promising.