Learning Strategies in Colombian University Students
Ingrid Fonseca Milthon Betancourt Jiménez
UNIMINUTO
Cll 81 Nª 72 B 70
Bogotá, Colombia
(+57)3144477867
ingrid.fonseca@uniminuto.edu
ABSTRACT
Learning strategies are planned and intentional activities and
processes that students perform to achieve educational objectives
and facilitate the storage and use of information. In the university
context it is important to have academic environments where
students feel supported and motivated, taking into account the
characteristics of each one to promote the ability to make decisions,
acquire skills to process, and evaluate information. Therefore, the
main objective of the article is to identify the learning strategies of
Colombian university students. The incidental sample of the
research is 164 students aged between 19 and 28 years. The
CEVEAPEU questionnaire (Evaluation Questionnaire for the
Learning Strategies of University Students) was used as an
instrument, which consists of 88 items and 2 scales, strategies
affective, support and control and strategies related to the
processing of information. The reliability of the instrument was
analyzed (very high) and the descriptive statistics were determined.
The average of all items is high and the highest values are
intrinsic motivation, task value, transfer and use of information
and acquisition of information. The lowest correspond to external
attributions, extrinsic motivation, anxiety, storage, simple
repetition, organization and memorization. It is concluded that
students value the importance of 'learning to learn' and have
strategies for their training such as time planning, counseling,
interaction and cooperation. In aspects to improve, it is necessary
to train students to perform previous readings, diagrams,
conceptual maps and summaries of the topics studied. Similarly, it
is recommended that teachers promote an active and participatory
teaching, with a greater role of students and an appropriate
motivational climate.
CCS Concepts
• Applied computing➝ Education➝ Learning management
systems.
Keywords
Learning strategies; higher education; university; CEVEAPEU.
1. INTRODUCTION
Learning is a process to create knowledge through the
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© 2018 Association for Computing Machinery.
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https://doi.org/10.1145/3290511.3290550
231
UNIMINUTO
Cll 81 Nª 72 B 70
Bogotá, Colombia
(+57)3152440021
mibetancourt@uniminuto.edu
transformation of experience taking into account the previous
preparation, where there is a process of adaptation and
transformation. [1] Learning strategies are planned activities,
designed, organized, intended to support the processes performed
by students to achieve educational objectives and facilitate the
storage, retrieval, acquisition, coding and use of information. [1,2,
3, 4, 5].
That is why in the university context it is essential to have flexible
academic environments where students feel supported and
motivated, taking into account the characteristics of each one, also
promote the ability to make decisions and acquire skills to process,
and evaluate information. For this reason, it is necessary in the
curricula to include workshops or courses to train students to
achieve meaningful learning. [2,4]
It is necessary to emphasize that universities should look for a
training in students where they know the learning strategies they
can use and prepare them to be an active part of their training
process, making use of the skills acquired in their academic work.
In addition, in this way apply effectively their cognitive abilities in
different academic conditions, strengthening their self-confidence
and their knowledge. Thus, they can be trained to transform
learning strategies according to the tasks to achieve an optimal
personal and professional development. [5, 6, 7]
Consequently, university professors should be a guide so that
students can learn, taking into account the different learning styles
to promote self-knowledge, autonomy, self-determination and
motivation as well as providing techniques to achieve the academic
goals envisaged and training to learn to learn at a personal,
professional and work level. [8,5,7] Based on the above
considerations, the authors consider that learning competences,
skills, knowledge and cognitive resources can be learned. That is
why it is important to create an environment where teachers can
positively influence the learning habits and academic aspirations of
students and teach them to have study methodologies with clear,
precise and measurable times, goals and strategies. [9,7]
For the above, the purpose of this research is to identify the
learning strategies of Colombian university students that are
relevant to their academic training.
2. METHOD
2.1 Participants
The sample of the research consisted of 164 students of the
Bachelor of Physical Education, Recreation and Sports of the
Minuto de Dios University Corporation. The population was from
19 to 28 years old, with a higher percentage in the age of 19 to 24
years (83%). Regarding gender, the majority are men (84%) and
the students are finishing their undergraduate studies as they study
Semesters 7th and 8th (74%).
In relation to the educational level of the parents, the majority of Intrinsic motivation 1,2,3 4,44 .039 .498
them are high school graduates (52%) followed by primary school
(32%) and university level (16%). The sample was selected for Extrinsic motivation 4,5 2,39 .0715 .912
convenience, in the city of Bogotá, Colombia. Value of the task 6,7,8,9 4,44 .0532 .681
Internal attributions 10,11,14 4,17 .052 .663
2.2 Procedure External attributions 12,13 2,15 .096 1.22
For the collection of the data, the 164 students were selected at Self-efficacy and expectations 4,19 .053 .676
random during the first semester of 2018; they were informed of 15,16,17,18
the objective and the basic characteristics of the research. Once Intelligence as modifiable 4,39 .054 .694
the participants accepted the conditions of the questionnaire, an 19,20
explanation of the questionnaire and its relation to the study Affective components
variables and learning strategies were made. Each participant had
30 minutes to answer the instrument in a self-administered Physical and emotional 4 .0525 .673
manner, with the presence of researchers to answer any questions state 21,22,23, 24
that may arise. It is convenient to specify that the participation Anxiety 25,26,27, 28 2,83 .066 .846
was voluntary and at the end of the investigation, students can Metacognitive strategies
have access to the results. Knowledge of objectives and 4,29 .055 .711
evaluation criteria 30,31
2.3 Instrument
Planning 32,33,34,35 3,65 .062 .794
For the analysis of learning strategies, the CEVEAPEU
Questionnaire (Evaluation Questionnaire for Learning Strategies Self-evaluation 29,36,39 4,05 .049 .628
of University Students) was used, with an adequate construct Control, self-regulation 3,84 .058 .756
validity and a very high internal consistency (α = .897), consisting 37,38,40,41,42,43
of 88 items, 2 scales. The first scale affective strategies, support Strategies for context control, social interaction and resource
and control (or self-management) (53 items) with a reliability of management
(α = .819) has 4 subscales, a) motivational strategies (20 items), b) Control of the context 3,66 .051 .651
components affective (8 items) c) metacognitive strategies (15 44,45,46,47
items) and context control strategies, social interaction and Social interaction and peer 3,87 .059 .766
resource management (10 items). learning skills
48,49,50,51,52,53
The second scale presents cognitive strategies related to Search and information selection strategies
information processing (35 items) with a reliability of (α = .864) Knowledge of sources and 3,82 .063 .810
that has 2 subscales, a) search and information selection strategies information search
(8 items) and b) strategies for processing and use of information 54,55,56,57
(27 items). Participants answered a Likert scale with 5 response Selection of information 3,84 .043 .558
options: very agree (5), agree (4), undecided (3), disagree (2) and 58,59,60,61
strongly disagree (1). Information processing and use strategies
3. RESULTS Acquisition of information. 3,98 .055 .706
62,63,64,65
The average of all the items of the instrument gave a high value,
close to 4 (3.77), which corresponds to the option according to the Elaboration 66,67,68 3,77 .064 .825
scale. When performing the analysis of the descriptive statistics, Organization 69,70,71,72,81 3,60 .059 .762
in the scale of affective strategies, support and control, it can be Personalization and creativity, 4 .047 .609
highlighted that the highest values are intrinsic motivation and critical thinking 73,74,75,76,77
value of the task. The lowest are external attributions, extrinsic Storage. Memorization Use of 3,73 .054 .690
motivation and anxiety with a deviation High average. Regarding mnemonic resources 80,82,83
the scale of information processing strategies, it is highlighted that Storage. Simple repetition 3,10 .08 1.026
the average of the responses has a homogenous distribution of 78,79
opinion. The highest values are transfer and use of information Transfer. Use of information 4,27 .050 .647
and acquisition of information and the lowest are storage and 86,87,88
simple repetition, organization and storage, memorization and use Resource management to use 3,86 .045 .581
of mnemonic resources. information acquired 84,85

Table 1. Descriptive Statistic of Variables

In order to analyze the reliability of the instrument applied to the
Strategies Average Error Des.
164 students of the degree in physical education, recreation and
Average typical
sport it is demonstrated that it has a very high reliability at a
Global score 3,815 .565 .724 global level and of each of the scales, (α = .903,. 852 and .864)
respectively. These values are higher than in the research carried
Affective strategies, support 3,809 .0572 .733 out to build the CEVEAPEU. [2].
and control. 1-53
Information processing 3,824 .0555 .710
strategies. 54-88
Motivational strategies

232
 Table 2. Reliability statistics
Reliability Cronbach's Based on N of
Alpha standardized elements
elements
Global score .903 .905 88
Affective strategies, .852 .849 53
support and control.
Information processing .864 .867 35
strategies
4. DISCUSSION AND CONCLUSIONS
The purpose of the study is to identify the learning strategies of
Colombian university students, with a range of ages between 19
and 28 years taking into account the affective, support and control
strategies, as well as the strategies related to the processing of
information. In general terms, the items gave a high value, close
to 4 (Agree).
The results of the scale of affective strategies, support and control
allow to conclude that the participants have the highest values in
intrinsic motivation and value of the task and the lowest in
external attributions, extrinsic motivation and anxiety. From these
results it is concluded that students study by their own will and
consider that their academic performance depends on themselves,
as well as being able to control anxiety and can be calm when
they are going to present exams or make presentations. Students
are satisfied to understand the contents thoroughly and consider
that learning is the most important thing of being in the university,
for this consideration it is important to provide tools for their
personal and professional training. [10, 2, 4, 6, 11] They also state
that they study with interest to learn and consider that what they
have developed in a subject can be useful for others and for their
professional future.
Regarding the scale of information processing strategies, it is
highlighted that the average of the responses is more
homogeneous. The highest values are transfer and use of
information and acquisition of information and the lowest storage
and simple repetition, organization and storage, memorization and
use of mnemonic resources. It is concluded that students consider
that they use what they have learned in the university in their daily
lives. In the same way that to study it is necessary to take notes,
do previous readings and diagrams with the relevant ideas of the
subjects studied to develop reading and writing comprehension
and be able to understand the information provided in class.
[12,13]
For aspects to improve students should include among their
strategies make charts and diagrams to organize the study material
and identify the most important ideas. In the same way,
summarize the material to be studied, select key concepts, relate
them to concept maps, and make use of keywords to understand
what worked in class. [13]
According to the analyzes carried out, it is important to mention
that previous research on learning strategies in university students
made use of the same instrument (CEVEAPEU). [14,12] Studies
have also been carried out on the effects of an adequate teaching
style on student satisfaction and commitment [10]. In them, there
is evidence of the need to give more prominence to university
students in the process of teaching learning, with an active
participation to increase their commitment.
233
Given the situation raised in the studies mentioned, it is stated that
students like to work, advice and receive advice from their peers,
in this way they recognize their mistakes and successes. Students
must be able to identify their strengths and weaknesses to adjust
their learning strategies and thus achieve academic success, it is
also essential to encourage interaction and cooperation between
peers. It is necessary that they know the objectives of the subjects,
plan their time to study, solve problems, carry out activities to
understand, and strengthen their skills and comments for their
work and professional performance. [9,11,13]
It is evident then, that teachers must be a fundamental element for
the transformation of education, getting involved in generating a
motivational environment. In this way students are encouraged to
believe in themselves, are interested in defining learning
objectives, establish achievable goals and measurable to enhance
them and improve their academic performance. It is necessary that
teachers understand that the methodology of teaching and
evaluation influences the way of working of students and should
use strategies such as problem solving, case studies, class
discussion, elaboration of projects to favor participation,
commitment to evaluation and continuous feedback of learning. [8,
2, 5, 9, 7, 15]
As a conclusion, when the teaching is focused on the student,
there are more strategies and higher quality, than when they are
placed in the teacher, in the lectures and exams as evaluation. It is
recommended to use tutorial and accompanying actions, with
participative and committed teaching with and for students,
through training that seeks to improve strategic learning and
achieve loyalty with the university to enhance excellence. It is
necessary to promote effective strategies through instructions,
self-control, motivational tools and metacognitive strategies of
self-knowledge. People, task and cognitive processes in learning
have a positive impact on academic performance. It is necessary
that the teacher carry out an adequate planning to improve the
learning strategies since they are reflected in the teaching-learning
process. [8, 2, 13]
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