A Comparative Study of Learning Strategies Used by Romanian and Hungarian Preuniversity Students in Science Learning

Oct 15, 2026

Uploaded by Rizky

Development of pupils’ deep learning approach is an important goal of education, enabling conceptual understanding and transfer. Differences in PISA performance between Romanian and Hungarian students prompted a study analyzing learning approaches used by these groups. Empirical data analysis showed no significant differences in learning strategies, while z-test interpretation indicated a larger variance in Romanian students’ learning approaches compared with Hungarian students. Keywords include surface, deep, and strategic learning approaches in science learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Abstract

Introduction

Framework for Teaching Science in Romania and Hungary

Approaches to learning

A COMPARATIVE STUDY OF LEARNING STRATEGIES USED BY ROMANIAN AND HUNGARIAN PREUNIVERSITY STUDENTS IN SCIENCE LEARNING Mónika Lingvay, Roxana S. Timofte, Liliana Ciascai, Constantin Predescu Abstract: Development of pupils’ deep learning approach is an important goal of education nowadays, considering that a deep learning approach is mediating conceptual understanding and transfer. Different performance at PISA tests of Romanian and Hungarian pupils cause us to commence a study for the analysis of learning approaches employed by these pupils. Analysis of empirical data did not reveal any significant difference in learning strategies of the two groups. Interpretation of z tests analysis of empirical data revealed a larger variance in learning approaches of Romanian pupils comparing to Hungarian pupils. Key words: high school pupils’ learning, surface learning approach, deep learning approach, strategic learning approach, Science learning 1. Introduction 1.1 Framework for Teaching Science in Romania and Hungary In all European countries Science is taught as a generic subject in primary schools. Many countries maintain the same policy for teaching Science even in the first two years of secondary school, and only in the final years are Biology, Chemistry and Physics taught as separate subjects. In Romania the Science subjects (Biology, Physics, and Chemistry) are taught in the regime of 2h / week, from Vth to VIIth grade for Biology, from VIth to VIIIth grade for Physics and from VIIth to VIIIth grade for Chemistry. Regarding the number of Science hours taught in class at High School level, a larger number of classes of Science subjects are taught to pupils enrolled for a Natural Sciences specialization than to those enrolled for Human sciences specialization. Teachers select the textbooks used in their teaching from a list of textbooks approved by the Ministry of Education. The competencies which are expected to be acquired by pupils are related to the ability to use inquiry as sciences’ fundamental approach, to communicate by using scientific language, to use algorithms, to transfer and integrate working methods and knowledge into new contexts. In Hungary Science is taught as a general subject during Vth–VIth grade (2h / week) . Starting with seventh grade, Biology, Physics and Chemistry are taught as separate subjects (1.5h / week each, in VIIth–VIIIth grades) . At High School level, minimum 1.5h / week of Physics and Biology respectively 1h / week Chemistry is mandatory for all kinds of sections; however, the number of classes and the difficulty level might vary depending on the type of High School and the profile of studies. During Science classes pupils use materials (textbooks, practice notebooks, exercise books) selected by teachers from a list of materials recommended by Ministry of Education and Research. The philosophy of teaching Science in Hungary is that at the end of teaching units, students should be able to understand the purpose and importance of phenomena in science and technology. Students should be able to apply methods and algorithms, to formulate hypotheses, to think and create an experimental setup, to observe the occurrence of phenomena, to record the experimental data and to analyse the results of experimental data (Revákné Markóczi, 2011) . 1.2. Approaches to learning Rote memorising is a well-known issue in education. The aim of teaching personnel is not to instruct, but to facilitate the development of pupils for having the capacity to learn (Coombs, 1971; Kiss, 1973) and to use self-regulating and metacognitive strategies (Schraw, 2001:3) . Skinner (1973, p. 107) suggested long ago that teachers should create conditions for pupils to be able to solve problems and to be able to take decisions in an independent way. A possible solution for the poor performance of the students could be the creation of appropriate conditions for pupils to approach deep learning. Deep learning repre

FAQs

What was the purpose of the comparative study?

The study aimed to analyze learning approaches used by Romanian and Hungarian preuniversity students in science learning, motivated by differing PISA performance.

Did the study find major differences in learning strategies between the two groups?

Empirical data analysis did not reveal any significant difference in learning strategies between Romanian and Hungarian students.

What did the z-test results show about learning approaches?

Z-test interpretation revealed a larger variance in learning approaches among Romanian students compared with Hungarian students.

Oct 15, 2026

Uploaded by Rizky