The extent to which learning strategies influence achievement in history

Abstract

This is an investigation into the use of learning strategies and their influence on achievement in History. As a principal of Matlasane Secondary School, with many years of experience in the teaching field, the researcher has for a long time been concerned about the difficulties pupils encounter in learning. Very often, pupils are taught without any prospects of achieving better marks because of non-use of learning strategies. Strategies can be a variable that might affect achievement in History. This study investigates the extent to which learning strategies influence learning in History, for the purpose of the investigation, a study was made of research findings pertaining to the influence of learning strategies on achievement by the standard eight History pupils at Tshadimosetso-, Metebong and Matlosane Secondary schools in the Klerksdorp area. A pre-study conducted of learning strategies influenced achievement of better marks. It was then decided to select three groups randomly from the three secondary school~ where academic performance was low, average and weak, and thus, they became thE subject of this research. The respondents of the research were monitored at regular intervals to determine their progress with regard to mastery of the subject. This research indicated that learning strategies are the major factors in the pass rate of the pupils. In the light of these findings, it is recommended that schools, especially teachers, should address the problem of a higher failure rate by employing learning strategies. Different syllabi should also include the use of learning strategies to go along with respective subjects.