Effects of intervention to develop self-regulated learning behaviour in learning history

Abstract

In academic field, previous studies have revealed the importance of self-regulated learning (SRL) by linking it to positive motivation, application of appropriate learning strategies and desirable academic outcomes. SRL is a personal learning approach and it has been viewed as essential learning procedures that could influence students learning behavior and their academic achievement. The main purpose of this study is to investigate the motivational level and use of learning strategies of secondary four students in learning History before and after an intervention program. The activities and materials designed in the intervention program have integrated the content of History in order to provide a comprehensive picture and rich information for effective teachers practice in school contexts. This was a pre- and post-test quasi-experimental design which consists of experimental and control groups. Sequential quantitative and qualitative data collections and analysis methods were engaged to obtain a deep insight of the findings results. Quantitative research instruments used in this study was Motivated Strategies for Learning Questionnaire whereas Self-regulated learning Interview Schedule was used as interview protocol. Convergence and divergence data emerged between students' responses on the questionnaire and interview for particular constructs within self-regulatory strategies in the intervention.