Adoção de estratégias de aprendizagem pelos estudantes ingressantes no curso de ciências contábeis

Abstract

The University enrollment comes with several challenges and responsibilities, which demands some obligations from students, requiring discipline and dedication in the teaching-learning process. Thus, the present study aims to verify if the students recently enrolled in the Accounting Sciences course know and adopt learning strategies in their studies and what is the role of the teacher in choosing these methods (classified into cognitive, metacognitive and absence of strategies). The data collection was implemented during the workshops called “How do students learn? The learning strategies in the teaching-learning process” offered to students who were entering the Accounting Sciences course. Questionnaires were applied and some focus groups were also conducted for team interviews. The study sample corresponds to 132 students who answered the questionnaire and 26 students who participated in the focus groups in the team interviews. In general, it was possible to notice the adoption of the metacognitive learning strategy among students. It was observed that students are aware that the act of studying is related to good performance and those distractions during studies can impact during learning, especially the misuse of social networks at inappropriate times. In conclusion, it is also understood that the teacher has some influence on the academic development of his student, since students believe that teachers have more experience and can help in the learning of a certain subject. Under these circumstances, the results showed that students recognize the importance of learning strategies and adopt them at the university, using some tools that help prevent learning difficulties.