การวิจัยเชิงปฏิบัติการแบบมีส่วนร่วมในการส่งเสริมการเรียนรู้ด้วยตนเอง มีความสำคัญต่อการปับปรุงผลสัมฤทธิ์ของผู้เรียน เพื่อสนับสนุน การเรียนรู้ตลอดชีวิตอย่างมีประสิทธิภาพ และพัฒนาทักษะการรู้คิดของผู้เรียน (Moseki and others, 2019)
Moseki and others (2019) Fostering Self-Regulated Learning of Grade 10 Learners by Means of Participatory Action Research
South African Journal of Education, v39 suppl 1 Article 1623 Sep 2019
Fostering Self-Regulated Learning of Grade 10 Learners by Means of Participatory Action Research
South African Journal of Education, v39 suppl 1 Article 1623 Sep 2019
Resouse : ERIC
Self-regulated learning (SRL) skills are crucial to improving learner achievement, to supporting effective lifelong learning, and to developing the capability to overcome learning difficulties arising from a disadvantaged environment. However, only a few South African studies address the development of SRL skills of secondary school learners. By means of participatory action research (PAR), this study aimed to foster SRL of Grade 10 learners in a selected secondary school in an underprivileged urban environment. An intervention programme consisting of 10 action research cycles was implemented with 35 learners over the course of 10 weeks. The study implemented quantitative and qualitative data collection methods using a study skills inventory, learner diaries, weekly class discussions and interviews. A statistically significant improvement in learners' SRL skills, time management, attitudes, motivation and certain cognitive strategies was observed and reported by learners. However, a key finding was that additional support was needed to improve learners' meta-cognitive skills.
Descriptors: Self Management, High School Students, Grade 10, Urban Schools, Disadvantaged Environment, Student Improvement, Skill Development, Study Skills, Time Management, Student Attitudes, Student Motivation, Learning Strategies, Metacognition, Intervention, Measures (Individuals), Self Efficacy, Public Schools, Foreign Countries
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Learning and Study Strategies Inventory
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