Learning Strategies of Students Attending a “Second Chance” School

Authors

  • Sylvie C. Cartier Université de Montréal
  • Louise Langevin Université du Québec à Montréal
  • Josianne Robert Université de Montréal

DOI:

https://doi.org/10.11575/ajer.v57i2.55475

Keywords:

"second chance" schools, students at risk, learning strategies, school activities, drop out

Abstract

This study was conducted in Quebec with 608 students (aged 16-19) in four “second chance” schools of the greater Montreal area. The objectives were twofold: (a) to identify the strategies of these students in the context of five learning activities; and (b) to compare the strategies of students who had withdrawn from school after their mandatory attendance period (age 16-17) with those of students exceeding the age limit for high school (age 18-19). Results from a self-reported questionnaire in French show that the students lack many learning strategies, particularly for two of the five activities. The differences between the two groups always favor the older students and pertain to a specific aspect of the activity. These results argue for differentiation in research and classroom practices according to the activities presented to the students and according to the two age groups.

Cette étude a été réalisée au Québec auprès de 608 élèves (âgés de 16 à 19 ans) de quatre écoles de « raccrocheurs » de la région métropolitaine de Montréal. La recherche a poursuivi deux objectifs : (a) identifier les stratégies des élèves « raccrocheurs » dans le cadre de cinq activités d’apprentissage; et (b) comparer les stratégies des élèves qui avaient abandonné l’école après la période de fréquentation obligatoire (16-17 ans) à celles des élèves qui avaient dépassé l’âge limite de fréquentation de l’école secondaire (18-19 ans). Les résultats à un questionnaire validé en français indiquent que tous les élèves, en général, disent avoir recours à un nombre restreint de stratégies d’apprentissage, notamment dans deux des cinq activités. Les différences entre les deux groupes favorisent toujours les élèves plus âgés et sont pertinentes pour un aspect spécifique de l’activité. Ces résultats militent en faveur d’une différenciation de la recherche et des pratiques pédagogiques selon les activités présentées aux élèves d’une part, et les deux groupes d’âge d’autre part.

Author Biographies

Sylvie C. Cartier, Université de Montréal

Sylvie C. Cartier is an associate professor at the Département de psychopédagogie et andragogie at the Faculté des sciences de l’éducation at the Université de Montréal. Her research interests and publications are on self-regulated learning and learning difficulties in different learning activities at school, classroom practices, and the professional development of teachers and pedagogical consultants.

Louise Langevin, Université du Québec à Montréal

Louise Langevin is a retired professor at the Faculté des sciences de l'éducation at the Université du Québec à Montréal. She was the director of a teaching programme in higher education. She has published on school dropout and on teaching and learning strategies.

Josianne Robert, Université de Montréal

Josianne Robert is an invited professor at the Département de psychopédagogie et andragogie at the Faculté des sciences de l’éducation at the Université de Montréal. She is a specialist of learning difficulties and a doctoral student focusing on the accommodation process of postsecondary students with learning disabilities.

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How to Cite

Cartier, S. C., Langevin, L., & Robert, J. (2011). Learning Strategies of Students Attending a “Second Chance” School. Alberta Journal of Educational Research, 57(2), 171–184. https://doi.org/10.11575/ajer.v57i2.55475

Issue

Vol. 57 No. 2 (2011): Summer

Section

ARTICLES

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