The Effects of Group differentiation by students’ learning strategies

Abstract This study analyses the effects of group differentiation by students’ learning strategies around 1200 students in 46 classes from eight secondary schools Netherlands. In an experimental setup with randomization at class level, division over three groups per (an instruction-independent group, average and instruction-dependent group) is based on strategies, measures using Motivated Strategies for Learning Questionnaire (MSLQ). Each offered instruction fitting their own strategy. The results show that student performance higher where was applied, these score some scales posttest questionnaire motivation, metacognition self-regulation. However, there are differences between classrooms different teachers. Additional teacher questionnaires confirm discrepancy attitudes towards intervention.