ERIC Number: EJ1025655
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Knowledge-Linking Perceptions of Late-Elementary Students
Schuh, Kathy L.; Kuo, Yi-Lung; Knupp, Tawnya L.
Mid-Western Educational Researcher, v26 n1 p3-27 2014
This study describes student perceptions of potential elaborative or generative learning strategies called student knowledge links. This construct was assessed using the Student Knowledge Linking Instrument-Perceptions (SKLIP), a new learning inventory to measure late-elementary student perceptions of the creation of student knowledge links. After conducting two pilot studies, a total of 469 fifth-and sixth-grade students participated in the field study. With an internal reliability of [alpha] = 0.80, this 13-item instrument included three subscales: "Seeking Relationships," "School Learning across Time and Content," and "Contextual Remindings." Post hoc analysis indicated that for some out-of-school links such as connections to people they know or places they have been, students try to determine if the link would be helpful in their learning. However, students who indicated making connections to TV shows or movies were also more likely to say they would then stop paying attention in class.
Descriptors: Elementary School Students, Student Attitudes, Measures (Individuals), Prior Learning, Cognitive Processes, Surveys, Demography, Student Characteristics, Reliability, Rural Schools, Correlation, Statistical Analysis, Mass Media Use
Mid-Western Educational Research Association. P.O. Box 34421, Chicago, IL 60634-0421. Tel: 419-372-7401; Fax: 419-372-2828; e-mail: email@example.com; Web site: http://www.mwera.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 5; Grade 6; Intermediate Grades
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning and Study Strategies Inventory; Learning Style Inventory; Learning Style Profile (NASSP); Motivated Strategies for Learning Questionnaire