Influence of Learning Strategies on Academic Achievement of Final Year Aviation College Students in Mombasa County, Kenya

Abstract

Learning strategies are used by learners to achieve their academic goals. This study sought to establish the influence of learning strategies on the academic performance of final year aviation college students in Mombasa County. The specific objectives of the study were to establish the influence of the deep learning strategy on academic achievement and to determine the influence of the surface learning strategy on academic achievement. The study was based on the Experiential Learning Theory. This theory was relevant to the study because it places the subject to be learned at the centre to be experienced by both the learner and the instructor, which tends to be the case in aviation-related courses. The study adopted a positivist research philosophy because it involved quantitative data collection and analysis. The researcher was also independent. A cross-sectional research design was adopted by the study, and the target population was the aviation colleges licensed by TVETA to operate in Mombasa County, and there were three (3) in number. The sample size was 130 students, and those who responded were 109. This translated to an 84% response rate, which was excellent. Data analysis was done using simple linear regression analysis. The results of the simple linear regression analysis indicated that the deep learning strategy positively and significantly affected academic achievement (F = 22.384, p = 0.000, t = 4.731, p = 0.000). Surface learning strategy was found to have a positive but insignificant influence on academic achievement (F = 1.475, p = 0.227, t = 1.1214, p = 0.227). This led the study to reject H01, which stated that the deep learning strategy has no significant influence on academic achievement. However, the study failed to reject H02, which stated that the surface learning strategy has no significant influence on academic achievement. The findings of this study will add to the existing body of knowledge on learning strategies and academic achievement and can also be used in policy formulation by stakeholders of the Competency￾Based Education and Training in Kenya. The researcher recommended that first year college and university students be taken through workshops on learning strategies so that they are well informed about the influence that their choice of learning strategies will have on their ability to achieve their academic goals. The researcher also suggested that future studies should consider investigating the moderating or mediating influence of academic