Learning strategies during Covid-19 pandemic: How well do they predict school achievement and how they differ in classroom and remote-learning situation

Abstract

Considering the fact that the Covid-19 pandemic has called for the urgent adaptation of the remote-learning environment and hence the modification of learning habits, the aim of this research was to examine which learning strategies the secondary high-school student use during this transition and how well these strategies predict school achievement. Four subscales were adapted from the MSLQ questionnaire and administrated to 135 students (82% of girls; Mage=16; SDage = .64), as well as one open-ended question regarding the difference between learning in the classroom and remote learning situations. Results showed that only Elaboration was a statistically significant predictor of school achievement, while conducted qualitative analysis of the answers revealed that students find the classroom environment to be more stimulating and beneficial to their learning, suggesting that the elaborative learning is a prerequisite when it comes to school achievement ant the remote-learning should be more engaging.