The effects of self-regulated learning intervention on students’ motivation in learning history

In academic and educational field, self-regulated learning (SRL) has drawn great interest for educational research in the past few decades because of its characteristics that could influence students learning behavior and their achievement levels. Previous studies have revealed the importance of SRL...

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Main Author:	May Lee, Yong
Format:	Thesis
Language:	English
Published:	2013
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/43972/5/YongMayLeePFP2013.pdf
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id	my-utm-ep.43972
record_format	uketd_dc
spelling	my-utm-ep.439722017-07-24T01:01:26Z The effects of self-regulated learning intervention on students’ motivation in learning history 2013-02 May Lee, Yong L Education (General) In academic and educational field, self-regulated learning (SRL) has drawn great interest for educational research in the past few decades because of its characteristics that could influence students learning behavior and their achievement levels. Previous studies have revealed the importance of SRL by linking it to positive motivation, application of appropriate learning strategies and desirable academic outcomes. SRL studies in Malaysia mainly focus on the examination of factors and predictors that affect students SRL. No research was conducted to determine the effectiveness of SRL strategies intervene students motivation and use of learning strategies in learning. As such, the main purpose of this study is to investigate student motivational level and use of learning strategies in learning History before and after intervention program. In order to attain comprehensive picture and rich information for teachers and policy makers to design appropriate learning contexts in schools, SRL strategies used in this study has been integrated into form four History. This is a pre- and post-test quasi-experimental design which consists of 58 form four students from a secondary school. Thirty (30) of them were in experimental group and twenty eight (28) were in control groups. Sequential quantitative and qualitative data collections were engaged. Motivated Strategies for Learning Questionnaire (MSLQ) was used as research instrument to collect quantitative data in this study whereas Self-regulated learning Interview Schedule (SRLIS) was used as qualitative research instrument. T-test was used as statistical method to analyze quantitative data and thematic transcription was used to analyze qualitative data. Statistic findings indicate that mean score of student motivation and use of learning strategies increased significantly after intervention of SRL strategies. 2013-02 Thesis http://eprints.utm.my/id/eprint/43972/ http://eprints.utm.my/id/eprint/43972/5/YongMayLeePFP2013.pdf application/pdf en public phd doctoral Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) May Lee, Yong The effects of self-regulated learning intervention on students’ motivation in learning history
description	In academic and educational field, self-regulated learning (SRL) has drawn great interest for educational research in the past few decades because of its characteristics that could influence students learning behavior and their achievement levels. Previous studies have revealed the importance of SRL by linking it to positive motivation, application of appropriate learning strategies and desirable academic outcomes. SRL studies in Malaysia mainly focus on the examination of factors and predictors that affect students SRL. No research was conducted to determine the effectiveness of SRL strategies intervene students motivation and use of learning strategies in learning. As such, the main purpose of this study is to investigate student motivational level and use of learning strategies in learning History before and after intervention program. In order to attain comprehensive picture and rich information for teachers and policy makers to design appropriate learning contexts in schools, SRL strategies used in this study has been integrated into form four History. This is a pre- and post-test quasi-experimental design which consists of 58 form four students from a secondary school. Thirty (30) of them were in experimental group and twenty eight (28) were in control groups. Sequential quantitative and qualitative data collections were engaged. Motivated Strategies for Learning Questionnaire (MSLQ) was used as research instrument to collect quantitative data in this study whereas Self-regulated learning Interview Schedule (SRLIS) was used as qualitative research instrument. T-test was used as statistical method to analyze quantitative data and thematic transcription was used to analyze qualitative data. Statistic findings indicate that mean score of student motivation and use of learning strategies increased significantly after intervention of SRL strategies.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	May Lee, Yong
author_facet	May Lee, Yong
author_sort	May Lee, Yong
title	The effects of self-regulated learning intervention on students’ motivation in learning history
title_short	The effects of self-regulated learning intervention on students’ motivation in learning history
title_full	The effects of self-regulated learning intervention on students’ motivation in learning history
title_fullStr	The effects of self-regulated learning intervention on students’ motivation in learning history
title_full_unstemmed	The effects of self-regulated learning intervention on students’ motivation in learning history
title_sort	effects of self-regulated learning intervention on students’ motivation in learning history
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2013
url	http://eprints.utm.my/id/eprint/43972/5/YongMayLeePFP2013.pdf
_version_	1747817126128779264

The effects of self-regulated learning intervention on students’ motivation in learning history

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