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Exploring self-regulated learning through differentiated feedback
Author
Nithiyah Sokumaran
Supervisor
Tay, Hui Yong
Abstract
Self-regulated learning (SRL) is learning that is self-directed, intrinsically motivated and has a key role in proactive, life-long learning and outcomes (Zimmerman, 2002). SRL has been positively linked to higher academic achievement and self-efficacy, both in and outside of school (Schunk & Zimmerman, 2007). However, SRL may be challenging for students with special educational needs (SEN) such as in analysing tasks, or activating, altering and sustaining specific learning practices (Montague, 2007). Studies have found that SRL can be successfully taught explicitly in classroom-based interventions and teacher feedback can serve as a scaffolding and social guidance in learning SRL strategies even for students with SEN (Buzza & Dol, 2015; Butler, Beckingham & Lauscher, 2005; Kang, 2010; Nelson & Manset-Williamson, 2006).
This research study aimed to explore the impact on SRL of different types of feedback provided to students with SEN. It aimed to answer “What is the impact of different types of feedback on students' SRL?” This study employed a mixed method, quasi-experimental with repeated measures pre-test-treatment-post-test design. Participants consisted of 45 13- and 14-year-old students diagnosed with mild intellectual disability from a special education school in Singapore. All students, in four intact classes, were explicitly taught SRL strategies in nine instructional sessions over a seven-week period. This explicit SRL instruction was to establish a baseline for comparisons between two feedback-type groups. Students were matched on reading ability to form the two groups. The experimental group were provided different types of feedback (DF group) targeted at the phases in Zimmerman’s (2002) Cyclical Three Phase Model of SRL, while the comparison, control group was provided with corrective feedback only (CF group).
Quantitative data was gathered from pre- and post-intervention scores on the SRL instrument. This instrument was adapted from Tay (2011) and included open-ended question prompts from the Self-regulated Learning Interview Schedule (SRLIS) (Zimmerman, 2000). Interview data from all students on the SRL instrument at post-test and strategy use in assignments formed two sources of qualitative data. In-depth interview data was also gathered from eight selected students, determined to be of high or low reading ability and one each from the experimental and control group. The interview data was analysed using a priori coding to draw recurrent themes and patterns to gather in-depth information on the different phases of SRL. The inferences from the SRL instrument were complemented by the different sources of qualitative data.
In line with current research, beneficial effects of SRL instruction were found. However, the impact of feedback on SRL was found to be statistically not significant between the two feedback groups. Nevertheless, analyses of assignments and interview data found differences in strategy use at all three cyclical phases of SRL. The findings coalesced around the themes of Skill and Will. These findings have important implications for facilitating SRL especially volition in students with SEN. The implications involve curriculum restructuring to include explicit instruction in SRL goals and self-monitoring processes. Changes in school policy and teacher professional development are necessary to foster feedback-rich learning environments to facilitate SRL.
This research study aimed to explore the impact on SRL of different types of feedback provided to students with SEN. It aimed to answer “What is the impact of different types of feedback on students' SRL?” This study employed a mixed method, quasi-experimental with repeated measures pre-test-treatment-post-test design. Participants consisted of 45 13- and 14-year-old students diagnosed with mild intellectual disability from a special education school in Singapore. All students, in four intact classes, were explicitly taught SRL strategies in nine instructional sessions over a seven-week period. This explicit SRL instruction was to establish a baseline for comparisons between two feedback-type groups. Students were matched on reading ability to form the two groups. The experimental group were provided different types of feedback (DF group) targeted at the phases in Zimmerman’s (2002) Cyclical Three Phase Model of SRL, while the comparison, control group was provided with corrective feedback only (CF group).
Quantitative data was gathered from pre- and post-intervention scores on the SRL instrument. This instrument was adapted from Tay (2011) and included open-ended question prompts from the Self-regulated Learning Interview Schedule (SRLIS) (Zimmerman, 2000). Interview data from all students on the SRL instrument at post-test and strategy use in assignments formed two sources of qualitative data. In-depth interview data was also gathered from eight selected students, determined to be of high or low reading ability and one each from the experimental and control group. The interview data was analysed using a priori coding to draw recurrent themes and patterns to gather in-depth information on the different phases of SRL. The inferences from the SRL instrument were complemented by the different sources of qualitative data.
In line with current research, beneficial effects of SRL instruction were found. However, the impact of feedback on SRL was found to be statistically not significant between the two feedback groups. Nevertheless, analyses of assignments and interview data found differences in strategy use at all three cyclical phases of SRL. The findings coalesced around the themes of Skill and Will. These findings have important implications for facilitating SRL especially volition in students with SEN. The implications involve curriculum restructuring to include explicit instruction in SRL goals and self-monitoring processes. Changes in school policy and teacher professional development are necessary to foster feedback-rich learning environments to facilitate SRL.
Date Issued
2021
Call Number
LC4037.S55 Nit
Date Submitted
2021