Learner profile stability and change over time: the impact of the explicit strategy instruction program “learning light”

Amelie Rogiers, Emmelien Merchie and Hilde Van Keer

The Journal of Educational Research, 2020, vol. 113, issue 1, 26-45

Abstract: This study examined the stability and change in secondary school students’ learner profiles after receiving an explicit strategy instruction (ESI) to foster their text-learning strategy use. A randomized quasi-experimental repeated measures design was set up with one experimental condition – receiving an eight-lesson-teacher delivered instructional treatment – and one control condition. Four learner profiles (i.e., integrated strategy users, information organizers, mental learners, and limited strategy users) were corroborated at three measurement occasions in a sample of 444 students. Cluster movement analysis identified positive changes in students’ learner profiles over time. Both short- and long-term results were promising.

Date: 2020
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DOI: 10.1080/00220671.2019.1711005

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