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Student assessment has long been considered as one of the key issues in education as it assists educators to know if students have learnt what they were taught (Mhlauli and Kgosidialwa, 2016). Through assessment learner‟s academic performance have been found to be influenced by various factors which among others include their learning aptitude, motivation, and the technics or strategies learners use to learn. The impact of such factors seem not to differ whether the learner is at primary, secondary or tertiary level of education. For example, when learners are motivated to do their work and understand the material they stand a better chance to perform well. However, some learners are less motivated in their school work, others are challenged academically, and some use study strategies or techniques that are less effective and do not enhance their learning. Slavin (2012) concurs with this view; “many students do poorly in school because they have failed to learn how to learn” (p.386). Slavin further suggests that strategies used by students have an impact on their academic performance; therefore, it would be beneficial if educators have a clear understanding of the strategies used by the learners in studying the materials at various levels of education.

international journal of humanities, social sciences and education

Implementation of Learning Strategies in the Classroom: A Case Study of Post-Graduate Diploma in Education (Pgde) Students at the University of Botswana