Developing self-regulated learners at sixth form: a cyclic intervention

Thesis

The current research aimed to look at whether self-regulatory learning (SRL) could be taught to sixth form students through an intervention programme. Five-year twelves were selected to take part who showed low scores on the SRSI-SR scale. These students took part in a five-week course designed to teach them various skills associated with SRL by educating them on the cyclic model of SRL, as first described by Zimmerman (2002). Students were taught various strategies to support the use of the three stages process, including effective ways to plan, revise and reflect on their learning. Qualitative data was collected during the process of how students reacted to the sessions as well as through interviews post-intervention. The data were analysed using a thematic analysis which found that student’s motivation generally increased over time, although this was meditated by closeness to the end of the school year. Equally, academic confidence increased as students felt they were better prepared for learning. Students also became more metacognitively and cognitively aware. However, future development of the intervention on the more explicit teaching of these last two concepts is important as students struggled to verbalise their understanding of learning. To conclude, the intervention did increase students’ self-regulatory skills, however more long-term interventions within the classroom would be useful.

Authors: Ralph, F

• DOI: 10.5287/ora-or1njbanq
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT; MLT 2020
• Subjects: Education