Exploring Learning Strategies through the Social Cognitive Theory

Abstract

Learning strategies were fundamental in the educational system as a guide for learners to achieve success in education. They referred to the methods and approaches used by individual learners to enhance their learning process, comprehension, and retention of new information. These strategies were categorized into three main types: cognitive, metacognitive, and resource management strategies. Understanding the acceptance and implementation of these strategies was important to ensure their relevancy and impact. This study aimed to investigate how learners perceived cognitive components, behavior, and environment in learning, as well as the relationship between these components. The quantitative study examined learning strategies among undergraduates, utilizing a purposive sample of 103 students from UiTM Cawangan Johor who responded to a survey instrument structured on a 5-point Likert scale. The survey, informed by theoretical frameworks from Bandura (1986) and Wenden and Rubin (1987), was designed with four distinct sections. Section A collected demographic data, while Sections B, C, and D focused on cognitive components, behavioral aspects (specifically metacognitive self-regulation), and environmental influences, respectively. The data obtained were further analyzed using SPSS. The results showed a strong correlation between the components, indicating a balanced approach to studying that combined these three elements as part of learning strategies. In terms of cognitive strategies, the findings revealed that students employed a variety of study methods integrating both traditional techniques and higher-order thinking skills. Additionally, students demonstrated proactive learning behaviors, including generating questions, clarifying confusion, and setting study goals. Regarding environmental factors, the findings indicated that students managed their study environments effectively. The study recommended future research incorporating actual student performance to explore its alignment with Social Cognitive Theory.