Abstract

This study aimed to know the learning strategies that predict achievement among student teachers, specializing in Islamic education, at the College of Education at Sultan Qaboos University (n = 83), and the significance of the differences between the two genders (males/females). To achieve the objectives of the study, the researchers used the descriptive approach, and measured learning strategies, which consisted of 37 phrases distributed over seven learning strategies: memorization in learning, clarification in learning, organization in learning, critical thinking, cognitive self-regulation, companion learning, and seeking help. Verification of its validity and reliability, and then applied to the study sample, which consisted of (220) male and female students representing 81% of the study population. The results showed that the learning strategies of Islamic education students focused on the levels of religious thinking, especially memorization and organization. The results of the statistical analysis showed significant differences in the cumulative average in favor of females, and there was no statistical significance between the two types in all learning strategies. The regression results also showed the possibility of predicting achievement through the strategy of organizing learning in males, and through the strategy of memorizing learning in females. In light of these results, the study came out with a set of recommendations and suggestions.

Keywords

Learning strategies, predictive of achievement, student teachers.

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