Learning strategies and academic results in elementary students

The subject of learning strategies is of great importance because they favor learning and the performance of the learners. Investigating the existing relationship between the actions to learn that are at the base of the learning strategies and the academic results of the 5th and 6th grade students, constitutes a scientific problem in this research field with the aim of: Characterizing the existing relationship between the actions to learn underlying learning strategies, in students and their academic results as learners. Through the application of a self-report questionnaire and scientific observation, the use of underlying learning actions in the students' learning strategies was characterized. Taking into account the above,The relationship between learning strategies and the academic results of high and low results students was studied, determining the high, medium, low and very low presence of the actions to learn underlying the strategies used by them. It constitutes a tribute to Educational Psychology, allowing teachers and educational psychologists and other professionals interested in the subject, to expand their knowledge, which means valuable reference material.allowing teachers and educational psychologists and other professionals interested in the subject, to expand their knowledge, which means valuable reference material.allowing teachers and educational psychologists and other professionals interested in the subject, to expand their knowledge, which means valuable reference material.

Key words: Strategies, learning, learning underlying.

To achieve the effectiveness of the learning process, it is necessary to take into account all the factors involved in it, and one of them is undoubtedly occupied by the learning strategies of the students, due to their favorable effects of this process. and therefore of the integral growth of those who learn.

It is valuable to study methodologies that promote reflection at all levels of education that enable an active position in order to develop the actions to learn that underlie learning strategies, determining when their presence is high, medium, low or very low, such as individualized resources of each student to achieve efficient learning.

Many researchers, including pedagogues and psychologists, have dedicated significant efforts to the study of learning strategies, as this is an essential factor that decisively influences the learning process.

The subject of learning strategies is of great importance because they favor learning and the performance of the learners during their study activities in the presence of assigned learning tasks.

Studying about the actions to learn underlying the student's learning strategies is also important, since it will enable teachers to offer individualized treatment in the process of assimilation of knowledge and development of skills, helping to increase quality of the learning process. So it is considered that it is at this level of education where some of the fundamental strategies, good or bad, of the student are promoted, they are ultimately those who need to learn to learn, but for this they need a teacher who is a true facilitator of the learning task.

Its methodological contribution lies in the categories and indicators for the analysis of the learning actions, the self-report questionnaire of the actions underlying the learning strategies and the observation guide. All of them aimed at determining and diagnosing them.

Development

The learning that takes place in schools must be aimed at encouraging and promoting changes in the students' attitude.

According to Vygotsky, learning always involves the acquisition of knowledge and the construction of meaning. According to the Vygotskyan thesis on learning, the main actor in the process is the student, although not the only one. Learning takes place in an interpersonal system and, therefore, through interactions with the teacher and with classmates; the student learns the cognitive and communicative instruments of their culture. The aim of Vygotsky's theory is to discover and stimulate the zone of potential development (ZDP) or zone of proximal development in each student. (Febles Elejalde, 1999)

According to this theory, three basic factors are necessary for learning to take place:

Intelligence and other abilities, and previous knowledge (being able to learn) Experience (knowing how to learn) Motivation (wanting to learn)

Taking Vigotsky's theory into account, learning is always a social process; This characteristic properly expresses its nature (it is a process of appropriation of the historical-social experience, of culture), its ends and its conditions. Learning is determined by the existence of a culture, which conditions both the content of which learners must appropriate, as well as the methods, instruments, resources (material and subjective), as well as the specific spaces and situations in which it is carried finished.

It coincides with the Vygotskyan theory regarding the importance of personal factors in learning activity between activity and communication, as mediating agents between the student and the cultural experience to be assimilated.

Studies carried out under experimental conditions (López. J.1985, Labarrere. A. 1980. Silvestre, M, 1985, Rico, P, 1980, Santos, E. 1989), among others, have shown that by organizing the teaching process- learning under certain psychopedagogical and didactic conditions and requirements, it is possible to achieve higher levels in the intellectual activity of the students, as well as the formation of cognitive skills and procedures for the regulation of activity and a more conscious learning process that develops to the maximum their potentialities.

Developer learning and student learning strategies.

To venture into a developing conception of the teaching-learning process, it is necessary, of course, to use methods and procedures that promote developer learning.

The developing conception of learning has been addressed by a group of Cuban researchers, among which are Castellanos D., Castellanos B, Llivina M. (2000), among others.

For this group of authors, developer learning is "that which guarantees the individual the active and creative appropriation of culture, promoting the development of their constant self-improvement, their autonomy and self-determination, in close connection with the necessary socialization processes, commitment and social responsibility ”.

According to these researchers, to be a developer this learning would have to meet three basic criteria:

Promote the integral development of the student's personality, that is, activate the appropriation of knowledge, skills and intellectual capacities in close harmony with the formation of motivations, feelings, qualities, values, convictions and ideals. In other words, guarantee the unity of the cognitive and the affective-evaluative in the development and personal growth of the apprentices. Promote the progressive transition from dependence to independence and self-regulation, as well as the development in the subject of the ability to knowing, controlling and creatively transforming their own person and their environment. Developing the ability to carry out learning throughout life, from mastering the skills and strategies to learn to learn, and the need for constant self-education.

It is considered for learning to be a developer, it must enhance the unity of the cognitive, the affective, the motivational and the volitional, as this will contribute to adequate self-regulation and with the progressive and systematic transit towards independence, as a positive volitional quality of personalities healthy, efficient and mature.

The developer teaching-learning process is “… the essential mediating pathway for the appropriation of knowledge, skills, norms of emotional relationship, behavior and values, bequeathed by humanity, which are expressed in the content of teaching, in close connection with the rest of the teaching and extra-teaching activities carried out by the students ”. (Silvestre, 2000.)

Each learning acquired by students must be stable and generalized, and thus they will be able to use them throughout their lives, in multiple contexts, at the same time that they will be able to use their own learning strategies, abilities, actions, etc., putting they manifest the need for constant self-education.

On the scope of the term: learning strategy.

Some definitions of learning strategies given by other researchers on the subject will be analyzed below:

According to Chadwick the learning strategies are: "The different techniques, skills, affective and cognitive and metacognition skills that the person uses consciously or unconsciously to manage, control, improve and direct their efforts in learning". (Chadwick, 1987)

A conceptualization of learning strategies must take into account both the coping of the strategies themselves, and the system of interactions of these with the entire context, sharing the ideas expressed by Bernad, when he writes: “… suspicious of any generalist approach that underestimates the connection and interdependence between what is learned (content) and what is done to learn it (apprentice), therefore, I consider versions of learning disconnected from the environments, fields and levels in which it takes place for the time being… (Bernad, 1994).

"Procedure (set of steps or skills) that a student intentionally acquires and uses as a flexible instrument to learn significantly and solve academic problems and demands." (Díaz Barriga Arceo, 1999)

"Set of processes, actions and activities that learners can intentionally deploy to support and improve their learning." (Castellanos D., 2002.)

The various conceptualizations provided by the cited authors, although they do not coincide in all their aspects, since they refer indistinctly to processes, activities, actions, procedures, techniques or skills, if they coincide in proposing that the student uses them to improve their learning and that said utilization is marked by conscious activity.

"Strategic learners deliberately project and deploy a plan of actions and procedures with the aim of making their own learning more efficient" (Castellanos, 2002).

It is deduced from the above that the apprentices, also in the face of the representation of problem situations, intentionally activate their mental actions (general intellectual skills), which allows them to make decisions about the operations to be performed and the personal knowledge to be activated in order to achieve the proposed objectives.

Cognitive strategies help students acquire, process, fix, recover and use information based on a certain goal or purpose of learning, while metacognitive strategies are the center of self-regulated learning, ensuring regulation through reflection. and the control of own learning.

Learning support strategies, sometimes called auxiliary, are related to the distribution of external and personal resources, as well as emotional-motivational control of learning. "Strategic learning requires functional integration of the three types of strategies." (Castellanos, 2002)

The most controversial thing in the conceptualization of the strategies is, without a doubt, the one related to the conscious character or not of the same in the metacognitive sense, coinciding in their conscious character Paris, Lipon, Wilson, 1983; Nisbet, Shucksmith, 1986; Oxford, 1990; Chamot, 1993; Monereo, 1994, among others. The latter pointed out: "acting strategically in a teaching-learning situation means being able to make conscious decisions." Also Weinstein & Mayer, 1986; Pramling, 1993; Bernad, 1993; Rodríguez and Hernández, 1996; Blagoeva, Zalazar, 1999; among others, they coincide with the conscious character of the strategies and specify that the conscious character or not, at the metacognitive level, will ultimately depend on other variables such as: previous learning experience,level of complexity of the tasks to be solved, teaching strategies and degree of automation in the use of previously acquired strategies. While other authors such as Bruner, (1956), suggest the use of strategies even when it is not consciously.

Certain acquired modes of use of individual cognitive activity that the subject deliberately uses with the intention of planning, in a conscious or partially conscious way, the way to solve problems that involve obtaining learning (Rodríguez, 2003) They are processes structurally shared by the student, modulated by the contents that are learned and by how they are taught by the teacher. ”(Bernad, 1994)“… Those ways of proceeding that serve the student to learn different types of content ”. (González, 1995) Deliberate and planned use of a sequence made up of actions or procedures, aimed at achieving an established goal. (Well, 1998)

The answers to the following questions are evident in the related definitions.

For what purpose do students implement learning strategies in the Teaching-Learning Process? / In order to achieve a goal or an end related to learning, what are they? / Set or system of actions, processes and / or activities that learners can carry out during and outside of classes, when solving homework, problems or other assigned activities. What character will they have? / They will be intentional and planned. Why are they shaped? / They are shaped by knowledge and procedures acquired by the students in their student stories and which they fully master.

Common traits are perceived in the different definitions of learning strategies (Justicia and Cano, 1994, cited by Blagoeva, 1999 and Hernández, 1999).

They are generally deliberate and planned (conscious) actions by the learner himself, with a purpose to be achieved. The actions are concatenated in a sequence. The existence of the specific task as the purpose of learning.

Based on what Pozo proposed (1998) and taken up by Castellanos et al. (2002) summarize the following phases through the implementation of a strategy:

Determination of the objective or goal to be achieved with it. The selection of a way to achieve the objective based on the available resources and the specific situation. The implementation thereof, executing the actions that comprise it. evaluation of the achievement of the objectives set, through control and supervision of the task set.

Diagnosis of learning strategies in students

The diagnosis of learning strategies has as a basic and essential feature, the search for those actions that the student intentionally uses to efficiently solve an exercise, task or assigned learning problems. They are part of the comprehensive school diagnosis and must be complemented by other exploratory studies of the school and its learning.

It is diagnosed not only to those who present some difficulty with a corrective nature, but to all students and at an individual and group level with a preventive nature.

Its basic functions are identification, prognosis and intervention. It allows to identify deficiencies and potentialities, causes that slow down their development and the factors that accelerate the achievement of a certain objective.

When addressing the diagnosis of actions to learn based on learning strategies, it is necessary to consider the schoolchild as the center of the diagnostic activity, demanding to take into account their individual characteristics, which presupposes an individual approach in each specific case. and flexibility in executing it.

Methodology used to determine the current state of use of the actions to learn underlying learning strategies

On the basis of the theoretical assumptions expressed, the methodology is selected and the different instruments are elaborated to characterize the learning actions that underlie the strategies that students predominantly use.

The empirical methods used to collect information were: scientific observation and the self-report questionnaire, considering that these allow an approximation to the phenomenon. Once the information was obtained, it was categorized and tabulated for better organization of the data. In this way, we combine a qualitative approach with a quantitative rearrangement, using descriptive and inferential statistics.

Sample: A simple, non-random, intentional sample (in correspondence with the objective of the research), made up of the selected students, was used, being definitively made up of 72 students, representatives of the 319 students taking the second cycle at said school, for 22.57% of the school enrollment in the cycle.

Criteria that are finally assumed for the selection of the subjects (students) of the sample:

Academic results of the students: (60 to 79 points and 90 to 100 points) in the evaluations. Evaluation criterion of their main teachers: They were asked for a qualitative evaluation of the students using the categories: Excellent, Good and Regular. In this scale, the Excellent category corresponded to students with high academic results, considering those who successfully meet the grade objectives; the Good category corresponded to those considered to have medium results; that is, those who meet the objectives of the degree with some difficulty ,and the Regular category, to those students evaluated with low results, taking into account that they meet the objectives but do so by presenting difficulties systematically. General average in the previous grade (according to the Cumulative Record). We took into account the academic average in the quantitative order, at limit points 100, we considered an average greater than 90 points (high academic results), and less than 79 points (low academic results), from the previous grade. Students with less than 90 points and up to 79 points, we decided not to be part of the sample.

Finally, students with high academic results were considered to be those who, being selected by teachers in this group, had a general index higher than 90 points, according to the cumulative record of the previous grade and evaluative results, also higher than 90 points. in the evaluations of the grade that it is taking. In turn, we consider as low academic results those who were initially selected as such by their teachers and their academic index is between 60 and 79 points, according to the Cumulative Record of the previous grade and evaluative results, also less than 79 points in the evaluations in the subjects of the current grade.

Composition of the sample by academic results, grades, groups and sexes. (Look at annex 1)

School learning questionnaire

The instrument is made up of a multiple-choice question consisting of 30 items, which was prepared taking into account the bibliographic review and analysis presented in the previous chapter (Torroella, 1988; Oxford, 1990; Rodríguez, 1991, 2003; Monereo et al, 1994; Hernández & Rodríguez, 1995; Salazar & Rodríguez, 1999 and Puentes & Rodríguez, 1999, Bonilla, 2005, Cala 2006), and for organizational purposes, the classification of learning strategies is assumed in: Cognitive, metacognitive and of learning support (González-Tourón, 1994; Castellanos, 2001), and we related them to the actions to learn that, based on their self-determination, the subjects in the sample self-report using during the learning process.

Firstly, the actions to learn underlying the learning strategies were identified, which are always, almost always, or never used by the students in the sample, and a possible relationship was established between these and the academic results of the same.

The predominant learning strategies were explored from the learning actions expressed in the 14 items corresponding to cognitive strategies, which are used by the student with the aim of acquiring, understanding and setting the information based on a learning goal.. The metacognitive strategies guarantee the regulation of the learning process, are related to 7 items and the learning support strategies constituted by auxiliary procedures, which contribute to learning success, are related to 9 items. Students, by self-determining their learning actions, report valuable information about their learning strategies.

The questionnaire question asks the subjects in the sample to indicate all those learning actions they prefer, when carrying out exercises, problems or assigned learning tasks, within the actions proposed in the instrument. With the number three they express that they always use the action, with the two that they do it only sometimes and with the one they indicate that they never make use of the determined action.

The instrument allows identifying those learning actions that they select with high, medium, low or very low presence, as well as the diversity of selections made, and the possible combinations.

Among its structural components are the main categories, which coincide with the main moments of the activity from the structural point of view and from the classification of strategies adopted by González and Tourón, 1998, and are the following:

Category I: Initial understanding of what they must do to solve the exercise, problem or learning task (orientation).

Category II. How to carry out exercises, problems or learning tasks to optimize your results during classes (execution).

Category III: Possible ways to control the efficiency of your learning activity (control).

Category IV: Ways in which they lean to carry out the activity (support).

Category V: Reflected consciousness, from its metacognitive reflections.

Procedures followed to obtain information from the questionnaire on school learning.

The frequency of selection for each schoolchild, tended to be very varied, so it was determined, for each case.

Based on the self-reported selections for each one, the selection frequency, percent, average and mode, by indicators, categories and in a general and comprehensive manner, for each schoolchild is required.

The sum of the items belonging to each of the categories was carried out for each of the students in the sample and we calculated the percentage of these, the mean and the mode, to determine if the underlying learning actions in the strategies are of (high, medium, low, or very low), presence for each student with high and low academic results, in our sample.

In addition, the “t” or Student test was used as a statistical procedure, for means of independent groups. The level of significance used was 0.05.

The variables analyzed were:

Actions to learn underlying the learning strategies reported by the students in their relative use (preferences and intensity). High presence of the orientation, execution, control, support and metacognitive actions in the learning strategies Medium presence of the orientation actions, execution, control, support and metacognitive in learning strategies. Low presence of orientation, execution, control, support and metacognitive actions in learning strategies. Very low presence of orientation, execution, control, of support and metacognitive in learning strategies.

There is a certain variability in the students in the presence of the different underlying actions in the learning strategies. In other words, not all the subjects were equally consistent in the presence of orientation, execution, control, support and metacognitive actions, so it was necessary to determine the nuances of this presence through the mean.

To process the data, negative items were converted, in terms of strategic connotation, into positive (in terms of the numerical value of their ordinal scale), seeking the same sense of analysis. For example, when the item is negative, that is, the action does not strategically favor the development of learning, if the student's response is 3, which according to the scale means “always”, it was replaced by the value of 1, which on the scale means "never". In this way, the item takes the opposite direction necessary to the characteristics of our analysis.

The presence for each student in the sample was determined by each indicator and by categories when:

High presence of orientation, execution, control, support and metacognitive actions in learning strategies: When the percentage of the selections obtained (from the sum of the students) in the self-report is equal to or greater than 90. Median presence of orientation, execution, control, support and metacognitive actions in learning strategies: When the percentage of the selections obtained (from the sum of the students) in the self-report ranges between 79 - 90. Low presence of orientation, execution, control, support and metacognitive actions in learning strategies: When the percentage of the selections obtained (from the sum of the students) in the self-report ranges between 60 - 79.Very low presence of orientation, execution, control, support and metacognitive actions in learning strategies: When the percentage of the selections obtained (from the sum of the students) in the self-report is less than 60.

A qualitative analysis was carried out by categories, based on the percentages, and we also infer from the comparative analysis of the intensive use of actions to learn underlying learning strategies in the mean for each schoolchild the favorable or unfavorable trend in relation to the strategic action of each school.

The high, medium, low and very low presence of the actions to learn (underlying the learning strategies) were determined according to the self-reported by each schoolchild, according to the established parameters and we determined in this direction the characterization of each one.

Scientific observation

The Observation Guide for students is the instrument selected to identify learning actions, based on their behavioral manifestations and responses that denote their strategic presence, during the leading role in classes, in carrying out learning tasks, problems or exercises..

The Mathematics, Spanish Language and History classes were used as the context to carry out the observations to the students, where they manifest the actions to learn underlying the learning strategies, when carrying out exercises, problems or other assigned learning tasks, during three observations of classes.

Among its structuring structural components are the main categories, which coincide with the first four used in the self-report questionnaire on learning and are as follows:

Category I: Initial understanding of what they must do to solve the exercise, problem or learning task (orientation).

Category II. How to carry out exercises, problems or learning tasks to optimize your results during classes (execution).

Category III: Possible ways to control the efficiency of your learning activity (control).

Category IV: Possible ways in which they help others to carry out the activity (support).

Procedures followed to obtain the observation information.

Descriptive statistics for the underlying learning actions in the learning strategies, used by each of the students in the sample, and recorded in class observations are included in a table.

The variables analyzed coincide with those analyzed in the questionnaire on school learning.

The information collected in the three observations of classes made to each subject in the sample was analyzed, which allowed us to identify the high, medium, low or very low presence of the actions to learn by categories and in the corresponding indicators, which require them.. For this we start from the following decision rule:

The presence for each student in the sample was determined at the level of each indicator and by categories when:

High presence of orientation, execution, control, support and metacognitive actions in learning strategies: When the percentage of the indicators (based on the sum of the perceptions) registered in the class observations is equal to or greater than 90. Median presence of actions targeting, implementation, monitoring, support and metacognitive learning strategies: When the percentage of indicators (from the sum total of perceptions) recorded in the observations of classes ranging between 79-90. Low presence of orientation, execution, control, support and metacognitive actions in learning strategies: When the percentage of the indicators (based on the sum of the perceptions) registered in the class observations is equal to or higher, it ranges between 60-79. Very low presence of orientation, execution, control, support and metacognitive actions in learning strategies: When the percentage of the indicators (based on the sum of the perceptions) registered in the class observations is less than 60.

The integrative summary table allowed me to identify students with both high and low academic results who make use of each action to learn present in the instrument, which coincide with the structural components of all activities and with actions to support learning.

The results obtained allow me to establish a first comparative analysis between the subjects with high and low academic results from the actions to learn underlying the learning strategies manifested in the observation and academic results of the subjects in our sample.

Procedures followed to integrate the information obtained from the questionnaire on school learning and scientific observation.

The information collected in both instruments is related for each subject in the sample, which enabled us to identify when the presence of the actions to learn underlying the explored strategies is high, medium, low or very low, by categories and indicators, from of the coincidence in both instruments. To do this, the decision rules previously established were used.

The students in the sample belong to extreme groups (they have high or low academic results). A relationship was established between the academic results of each scholar with the presence of the actions to learn underlying the learning strategies, which allows us to characterize each scholar with a qualitative value and only one, based on the aforementioned criteria.

Comparative analysis of the intensive use of learning actions underlying those of orientation learning strategies in extreme groups, from the means. N = 72. (See annex 2)

Comparative analysis of the intensive use of learning actions underlying those of execution learning strategies in extreme groups, from the means. N = 72. (See annex 3)

Comparative analysis of the intensive use of learning actions underlying those of control learning strategies in extreme groups, from the means. N = 72. (See annex 4)

Comparative analysis of the intensive use of learning actions underlying those of support seeking learning strategies in extreme groups, from the means. N = 72. (See annex 5)

General results of integration in students with high and low academic results. (See annex 6)

According to data expressed in the table in annex 6, it can be seen that only 4 (11.11%) high-achieving students have a medium presence of the actions to learn underlying the explored strategies, 24 (33.33%) students characterized by the low presence, of them 14 (38.88%) students with a tendency to medium presence and 44 (61.11%) students have a very low presence, of them 17 (47.22%) with a tendency to medium or low presence, which is slightly encouraging.

The students with high academic results are characterized as follows: 4 with a medium presence of the actions that concern us, 21 (58.33%) students with a low presence, of them 14 (38.88%) students with a tendency to the medium presence and 11 (30.55%) students with a very low presence of said actions, 10 of them with favorable trends.

Students with low academic results: only 3 (8.33%) students are characterized by the low presence of actions and 33 (91.66%) students with very low presence, of them 7 (19.44%) students with somewhat favorable trend.

Although the actions to learn are present, they are not at the desired and necessary levels. This should concern us and occupy us, because students need tools to access, in addition to knowledge, the skills that will enable them to know how to play an active role during their learning.

Students may have mastery of the content, but it is demonstrated that they have limited use of the underlying actions in the search strategies of orientation, execution, control and support for learning that allow them to operate with them depending on the context for learning, given the assignment by the teacher of an exercise, problem, or other learning tasks to solve.

Conclusions

The characterization of the actions to learn, underlying the learning strategies, it is necessary to implement them from a historical-cultural conception, from the pedagogical paradigm "learning to learn", starting from primary education. Students with high academic results have higher use of the actions to learn, underlying the learning strategies during the development of the teaching-learning process. There is a relationship between the underlying actions in the learning strategies and the academic results, so that the students who make the most use of the actions that underlie learning strategies, achieve better academic results and vice versa. The instruments (school self-report questionnaire and observation guide),They are an alternative for primary school teachers in Pinar del Río, so that they can better characterize the underlying actions in their students' learning strategies, as part of the comprehensive school diagnosis.

Bibliography

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Annexes

Annex 1: Composition of the sample by academic results, grades, groups and sexes.

Degrees	Females	Males	High Res.	Low Res.	Total
5th	14	22	18	18	36
6th	eleven	25	18	18	36
Total Gral.	25	47	36	36	72

Annex 2: Comparative analysis of the intensive use of learning actions underlying those of orientation learning strategies in extreme groups, from the means. N = 72.

Indicators	High res. N = 36	Ord.	Low res. N = 36	Ord.
I pay attention to the teacher's guidance.	2.8	two	2.2	one
I take time to read (as many times as necessary) looking for the general idea.	2.8	two	2.1	two
I express what I am going to do to achieve the result.	2.8	two	2.0	3
I underline or identify the data, looking for the most useful information.	2.8	two	2.0	3
I order the necessary data and separate the ones that I don't need.	3.0	one	2.0	3
I explain to the others how I am going to solve the exercises.	2.8	two	1.9	4

Annex 3: Comparative analysis of the intensive use of learning actions underlying those of execution learning strategies in extreme groups, from the means. N = 72.

Indicators	High res. N = 36	Ord.	Low res. N = 36	Ord.
I make a solution plan for the exercise or assigned problem.	2.0	4	2.0	two
I lean on other classmates in the classroom or on the teacher.	2.3	two	2.0	3
I solve the problem or the exercises guiding myself from other problems or exercises.	2.0	4	2.0	3
I only do the exercise or the problem using the path selected by myself.	2.4	one	2.4	one
I solve step by step, with an order until I reach the final result.	2.0	4	2.0	3
I try to find various alternative solutions to the exercises, problems.	2.2	3	2.1	two

Annex 4: Comparative analysis of the intensive use of learning actions underlying those of control learning strategies in extreme groups, from the means. N = 72

Indicators	High res. N = 36	Ord.	Low res. N = 36	Ord.
I raise my hand to participate and express the solution of the exercises performed by myself.	2.3	4	1.8	5
I express to others the steps I followed to arrive at the solution.	2.0	5	2.0	4
When I answer an exercise or problem, I try to know if I did everything right or where I was wrong.	2.6	one	2.3	one
I am controlling step by step how I am carrying out and achieving the solution of the assigned problem or exercise, by the collective check that is carried out on the board.	2.5	two	2.1	3
I compare my results with those of other classmates in the classroom.	2.4	3	2.2	two

Annex 5: Comparative analysis of the intensive use of learning actions underlying those of support seeking learning strategies in extreme groups, from the means. N = 72

Indicators	High res. N = 36	Ord.	Low res. N = 36	Ord.
I try to clarify all the doubts before answering the assigned exercise or problem.	2.0	two	2.0	two
I copy notes of important content during classes.	3.0	one	2.0	two
I consult and work with the textbook during classes and when doing independent studies and other tasks.	3.0	one	2.0	two
I create my content summaries during classes.	2.0	two	2.0	two
I ask questions, seeking understanding about the different aspects of the exercise.	2.0	two	2.0	two
I create a calm atmosphere that facilitates my concentration.	2.0	two	3.0	one
I confront the content notes with other learners or with the teacher.	3.0	one	3.0	one