Abstract

One of the basic skills in the knowledge society is the ability to learn (Hoskins and Fredriksson, 2008). Effective and meaningful learning requires the use of appropriate learning strategies to achieve the learning goals. In this thesis, learning strategies are defined as activities and thoughts in which the learner engages for the mastery and retrieval of knowledge and skills to improve academic performance. Studies done within and outside Malawi show that learners’ academic failure, among other factors, is due to lack of knowledge of learning strategies. The purpose of this study was, therefore, to explore the learning strategies used by students in learning biology at MSCE level in selected rural and urban conventional day secondary schools in the Northern Education Division. The study design, data collection and analysis were guided by constructivism as a theoretical framework in addition to concepts emphasized in metacognition. On the other hand, the Learning And Study Strategies Inventory (LASSI) was used as a conceptual framework. The Case study design employing interviews and a questionnaire was the means of collecting data from purposefully selected schools and participants. The findings show that basically learners mentioned to use a number of rehearsal strategies with group study technique being the core and common means of learning. However, textbook use was noted to be poor. There is neither gender related nor urban/rural divide strategies. The main challenges are study time particularly for the rural girl learner and disparities in the availability of types of learning materials between schools. These negatively affect the application of some strategies by many learners. The study, therefore, recommends that learners should be guided in developing meaningful learning strategies, effective use of textbooks as well as the incorporation of learning strategies in teacher training programmes since teachers ought to play a big role in helping learner to learn.

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School	: School of Education
Issued Date	: 2011

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