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ERIC Number: EJ1108898
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1814-6627
Exploring Differences between Self-Regulated Learning Strategies of High and Low Achievers in Open Distance Learning
Geduld, Bernadette
Africa Education Review, v13 n1 p164-181 2016
Open distance students differ in their preparedness for higher education studies. Students who are less self-regulated risk failure and drop out in the challenging milieu of open distance learning. In this study, the differences between the application of self-regulated learning strategies by low and high achievers were explored. A multi-method research design was applied. Quantitative data were statistically analysed by factor analysis (n = 246) and effect sizes. Medium to small effect sizes were found in quantitative data. Qualitative data were collected by means of semi-structured interviews. Low achievers rated their self-regulatory behaviour higher than high achievers, yet qualitative data revealed that high achievers are more self-regulated. The value of this research lies in the identification of low achievers' use of self-regulated learning, and recognising the need to create awareness of the self-regulated learning skills necessary to support these students.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A