Learning Strategies and Their Relationship to Learning Motivation among Fourth-Year Middle School Students: A Field Study in the City of Tiaret

Abstract

This study aimed to investigate the nature of the relationship between learning strategies and learning motivation among fourth-year middle school students. It also sought to identify the relative hierarchy of learning strategies utilized by students, as well as to examine gender-based differences in both learning strategy usage and the level of learning motivation. The study was conducted on a sample of 80 male and female fourth-year middle school students in the city of Tiaret during the 2025/2026 academic year, selected via a simple random sampling method. A descriptive-correlational research design was adopted due to its appropriateness for the nature of the topic.

For data collection, two instruments were employed: the Learning Strategies Scale and the Learning Motivation Scale. Following statistical processing and data analysis, the results demonstrated a statistically significant correlational relationship between learning strategies and learning motivation among fourth-year middle school students. The findings also revealed a significant variation in the ranking of learning strategies employed by the sample members. Furthermore, no statistically significant differences were found between males and females regarding the use of learning strategies, whereas statistically significant gender differences were identified in the level of learning motivation