Teachers’ attitudes to learning techniques in secondary school education: The case of Montenegro

The goal of the research reported on here was to identify teachers’ attitudes towards rational learning techniques in secondary schools in Montenegro. In this research study, we used factor analysis to identify the factors uniting the key learning techniques that teachers use and to find possible differences in teachers’ attitudes to the selected variables. The research sample included 185 secondary school teachers in Montenegro. The results show that learning techniques from the teachers’ point of view included the cognitive engagement of students, connecting knowledge and memorising, separating the essential content from the irrelevant, and contrasting/associating in relation to the learning content. Depending on the subject taught at school, the differences in the teachers’ attitudes were identified for the factors of memory and connecting, and separation of the essential from the irrelevant. The differences in the teachers’ number of years for the factors of students’ cognitive engagement and contrasting and association were also identified. The results of our research have great application value as they refer to the permeation of different techniques, as well as to the key areas in which teachers can significantly contribute to teaching-learning techniques.