Promoting self-regulated learning to improve achievement: A case study in higher education/ Monki Moseki

By:

Moseki, Monki [author]

Contributor(s):

Schulze, Salome [author]

Material type: Text

TextSeries: Africa education review ; Volume 7 , number 2 ,Pretoria: Unisa Press and Routledge, 2010Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

1814-6627

Subject(s):

Online resources:

Click here to access online

Summary: The aim of this article is to report on a study conducted to assess the effect of an intervention programme to improve SRL and the achievement of a group of poorly performing undergraduate students at the Tshwane University of Technology. SRL was used as theoretical framework. The case study reports on 20 Engineering students who attended learning skills intervention sessions and wrote a college version of the learning and study strategies inventory (LASSI) pre-test and post-test. The intervention consisted of 12 workshop sessions presented over a period of three months. The LASSI pre-test showed that the group scored below the 50th percentile on four scales (anxiety, attitude, selecting main ideas and test-taking strategies). Observed improvements in the post-test scores of the LASSI scales for seven out of ten scales were statistically significant. The students’ academic achievements also improved. The findings are important for improving student success and throughput in South African higher education.

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Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	L81.A.33 AFR (Browse shelf(Opens below))	Vol 7, No 2 pages 356-376	SP6606	Not for loan	For In-house use only

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The aim of this article is to report on a study conducted to assess the effect of an intervention programme to improve SRL and the achievement of a group of poorly performing undergraduate students at the Tshwane University of Technology. SRL was used as theoretical framework. The case study reports on 20 Engineering students who attended learning skills intervention sessions and wrote a college version of the learning and study strategies inventory (LASSI) pre-test and post-test. The intervention consisted of 12 workshop sessions presented over a period of three months. The LASSI pre-test showed that the group scored below the 50th percentile on four scales (anxiety, attitude, selecting main ideas and test-taking strategies). Observed improvements in the post-test scores of the LASSI scales for seven out of ten scales were statistically significant. The students’ academic achievements also improved. The findings are important for improving student success and throughput in South African higher education.

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