University of Twente Student Theses
Self-regulated learning skills enhancement of primary school children using explicit, and integrated instructions in an inquiry learning environment.
Santing, V.E. (2022) Self-regulated learning skills enhancement of primary school children using explicit, and integrated instructions in an inquiry learning environment.
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| Abstract: | Self-regulated learning (SRL) is crucial for an individual’s learning process over time. However, teaching SRL skills is often done in an ineffective way or failed to implement in classes at all. Most current research that is focused on teaching SRL is done on high school and university level, while primary school students can also greatly benefit from better self-regulation. This study focuses on investigating the effect of explicit SRL instruction and a checktool in which students could regulate their progress on the SRL usage and availability of 7th and 8th grade primary school students in the Netherlands. Furthermore, it investigates the effect of SRL level on knowledge gain. Results indicate that the experimental group (N = 33) that received the intervention did not show more SRL, and contrary to the hypothesis the experimental group knew significantly less about SRL than students in the control group (N = 42). For most students, no significant effect was found of SRL level on knowledge gain, except one theme where students with a lower SRL level showed higher knowledge gain. These results are contrary to the assumptions and more research should be done to investigate instruction of SRL and the relationship between SRL level and knowledge gain. |
| Item Type: | Essay (Bachelor) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 77 psychology, 81 education, teaching |
| Programme: | Psychology BSc (56604) |
| Link to this item: | https://purl.utwente.nl/essays/92223 |
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