The Effect of Teaching Learning Strategies on Academic Achievement, Learning Strategies Used and Learning Problems of Pre-service Teachers’

This study was conducted to determine the effects of teaching strategies on academic achievement, learning strategies and learning problems of pre-service teachers. Pretest-posttest control group design from quasi-experimental designs was used in the study. In line with the objective of the research, three experimental and one control group were identified and the "Motivation and Learning Strategies Scale" and achievement test were applied to experimental and control groups before and after experimental intervention. One of the experimental groups was applied strategy teaching, one was applied interview, and the other was applied both strategy teaching and interview and the interviews were considered as experimental intervention. Content analysis method was used for the analysis of interview data and variance analysis was used for the analysis of quantitative data. According to the results of the research, it has been determined that teaching of learning strategies contributes to decrease of learning problems. Moreover, while the teaching of learning strategies has no effect on pre-service teachers' strategy use, it has a positive effect on their achievement scores; but this effect did not differ significantly from each other in the experimental or control group