The effect of learning potential enhancement intervention (LPEI) on student's regulation of learning at school

Abstract

Regulation of learning as regarded by many researchers as important skills in student's learning. By having right regulation of learning students will be able to control their learning activities in and out of school. This study was conducted to explore the effect of the Learning Potential Enhancement Intervention (LPEI) on the student's regulation of learning at school. This regulation of learning has three subscales such as self-regulation of learning, external regulation of learning and lack of regulation. Pakistan educational context was purposely selected as a place for this quasi experimental study. 60 students from the same class were selected as the subject of the study. They have been divided into two groups - the experimental group and the control group. A pre and post-test using adapted Inventory of Learning Style (ILS) by Vermunt was conducted before and after the experiment to measure the changes among the subject. Statistical analysis such as mean and mixed-design anova was executed to address the research objectives. Result shows that the intervention has positively increased the self-regulation of learning of the students but insignificant in the other two subscales - the external regulation and lack of regulation. It is concluded that specific teaching and learning approach is required before the self-regulation of learning among students is to be improved. Several suggestions and recommendations are also presented.