Procedure for collecting data
Data analysis
Validity, reliability and trustworthiness
Validity
Reliability
Trustworthiness
Ethical Considerations
PROPOSED CHAPTERS
CONTRIBUTION OF THE STUDY
CONTRIBUTION TO RESEARCH IN THE RESEARCH FOCUS AREA
SELF-REGULATED LEARNING
INTRODUCTION
Finally, Zimmermann and Moylan's (2009) social-cognitive model of SRL (§2.7) is discussed, as it forms the framework on which the study is based. The second part of this chapter discusses the constructivist teaching approaches (§2.8), the relationship between constructivist teaching and SRL development (§2.9), teachers' beliefs, perceptions and knowledge of SRL (§2.10) and the importance of supporting teachers in development SRL (§2.11).
TOWARDS A DEFINITION OF SELF-REGULATED LEARNING
Mega, Ranconi & De Beni state that SRL is more focused on students being able to make independent decisions and take responsibility for their own learning. Learners are able to monitor, manage and regulate their actions to achieve their goals and become experts in what they learn and improve in areas that are lacking.
TOWARDS A DEFINITION OF SELF-DIRECTED LEARNING
THE LINK BETWEEN SELF-REGULATED LEARNING AND SELF-
To summarize the definitions above, both SRL and SDL are guided by metacognition, planning, monitoring, evaluating one's personal progress against a standard, and motivation to learn. SRL and SDL describe the process of taking control of and evaluating one's own learning and behavior.
THEORETICAL PERSPECTIVES OF SELF-REGULATED LEARNING
- Behaviourist theory or operant theory of self-regulated learning
- Phenomenological theoretical perspective of self-regulated learning
- Information processing theoretical perspective of self-regulated learning
- Volitional theoretical perspective of self-regulated learning
- Cognitive constructivist perspective
- Social cognitive theoretical perspective of self-regulated learning
For learners to learn in the classroom, they must have good concentration when focusing on the academic task and overcome many potential distractions. Olusegun (2015:67) explains that the constructivist view of learning can point to several different teaching practices in the classroom.
MODELS OF SELF-REGULATED LEARNING
- Boekaerts’ model (1999)
- Borkowski’s process-oriented model of metacognition
- Pintrich’s general framework for self-regulated learning
- Winne and Hadwin’s (1998) model of self-regulated learning
Pintrich's (2000) model for SRL includes four phases: the forethought, planning, and activation phase, the monitoring, control, and response phase, and the reflection phase. The model asserts the goal-directed nature of SRL and the effects of self-regulation on motivation.
ZIMMERMAN AND MOYLAN’S (2009) CYCLICAL PHASES MODEL
- Forethought phase
- Performance or volitional control phase
- Self-control
- Self-instruction
- Self-observation
- Self-reflection phase
- Self-judgement
This helps them stay focused as they know they need to follow these steps to achieve the learning outcomes. Thus, it covers how students react after evaluating the results of the learning process (Zimmerman Alvi et al iv) Complacency or effect.
CONSTRUCTIVIST TEACHING APPROACHES THAT CAN AID IN THE
Defensive behavior involves ways in which learners justify their poor performance in the learning task so that they can achieve a sense of self-justification, although this strategy only helps the learner to "hide behind their problems" (Harding et al., 2018:10) ) . The next paragraph provides a detailed discussion of the constructivist teaching approaches that can also help in the development of SRL skills. Constructivist teaching provides learning environments that are more effective than traditional teaching and it provides teaching that promotes academic achievement because it raises learners'.
Constructivist teaching is based on cognitive learning, and it is the result of the mental construction of the situation (Bansode & Bantankar, 2016:56).
THE LINK BETWEEN CONSTRUCTIVIST TEACHING APPROACHES
SRL includes aspects such as goal setting, metacognition and self-evaluation and is considered the key to successful learning. SRL encourages students to be competent and build their knowledge and promotes motivation and achievement. Erdem, Ozgur, Oskay & Sen (2014:26) explain that constructivist learning theory encourages active student participation and students take responsibility for their own learning by actively participating in the learning process.
It is a process where learners set targets for their learning, try to control, regulate and observe their cognitions, behavior and motivations in order to achieve their goals.
THE ROLE OF TEACHERS’ BELIEFS AND KNOWLEDGE IN THE
Geduld (2019:61) states that knowledge about SRL, as well as their perceptions and beliefs about, and their teaching behavior in relation to developing SRL, indicates that the concepts of SRL are vague and unclear for many of them, despite their positive beliefs regarding SRL, teachers, especially the inexperienced ones, do not have a broad knowledge of how to foster SRL. Teachers generally accept the important role they play in students' self-regulatory activities; they often do not know how to teach self-regulatory skills or how to improve students' use of self-regulatory principles in the classroom. Nilson (2013:9) also explains that lack of knowledge about self-regulatory skills is caused by factors such as teachers' educational beliefs and their educational program, which focuses more on the content area of knowledge and mastery of pedagogical methods, less focus is placed. on principles for learning, development and motivation.
Teachers must give learners choices, opportunities to manage challenges and to evaluate their own and peers' learning, together with instrumental support, scaffolding, feedback and evaluation that is non-threatening and mastery-oriented" (Patience, 2019:72 as cited in Schunk , 2014). .
TEACHERS’ ROLE in SUPPORTING AND PROMOTING SELF-
Zimmerman (2002:69) explains that teachers must prepare learners to use self-regulatory processes and be prepared to learn on their own. Teachers should encourage learners to set specific goals for teaching academic work, self-evaluate or estimate their competence on new tasks. Teachers should be aware that SRL skills are not only learned on socially isolated learning methods, but rather their personal initiative, perseverance and adoption skills”.
Therefore, teachers should instill in children personal theories of self-competence, academic tasks, cognitive strategies, motivation, and social cognition in the classroom.
CHALLENGES TEACHERS EXPERIENCE WHEN THEY ARE NOT
- Changing teaching and learning environment
- Teachers’ lack of knowledge of self-regulated learning
- Workload, time, and overcrowding
- Teachers’ lack of self-efficacy beliefs
- Collaboration between learners, teachers, and parents
It is therefore crucial that teachers have self-directed and SRL skills (Leijen & Saks, 2014:191). 2017:6) state that teachers need to continuously improve their own SRL skills so that they will be able to manage and overcome the challenges they encounter in the classroom and meet the diverse and individual needs of their students. Patience argues that teachers who lack the knowledge of SRL will not be able to develop their students' SRL skills.
Patience takes into account factors such as time, workload and student diversity that make it difficult for teachers to help their students develop SRL skills.
TEACHING STRATEGIES PRIMARY SCHOOL TEACHERS CAN USE IN
Phenomenologists focus on describing what all participants have in common as they experience a phenomenon” (the development and growth of SRL in students. The following theoretical perspectives of SRL were discussed: Behavioral theory, operational theory (§2.5.1), phenomenological theoretical perspective (§2.5.2), information processing theoretical perspective (§2.5.3), voluntary theoretical perspective (§2.5.4), cognitive constructivist perspective (§2.5.5), Vygotskian or sociocultural theoretical perspective (§2.5 .6) and the social cognitive theoretical perspective (§2.5.7) Constructivist teaching approaches (§2.8), the connection between constructivist theories (§2.9), the role of teachers' beliefs and knowledge about the development of SRL (§2.10), the roles of teachers in supporting and promoting SRL (§2.11), teachers' challenges when they are not self-directed and must model SRL skills for students (§2.12), and teaching strategies that primary school teachers can use in general to developed and improved SRL (§2.13) were also discussed.
TITLE OF THE RESEARCH PROJECT: Primary school teachers' teaching strategies that develop and strengthen self-regulated learning.
THE ROLE OF LIFE SILLS TEACHERS IN PROMOTING SRL IN THE
THE ROLES AND RESPONSIBILITIES OF THE SCHOOL MANAGEMENT
SUMMARY
RESEARCH DESIGN AND METHODOLOGY
- INTRODUCTION
- RESEARCH DESIGN AND METHODOLOGY
- RESEARCH PARADIGM
- QUALITATIVE RESEARCH APPROACH
- STRATEGY OF INQUIRY
- POPULATION AND SAMPLING
- Sampling
- Contextual information about the research site
- THE ROLE OF THE RESEARCHER
- DATA COLLECTION
- Individual semi-structured interviews
- Procedures to collect data
- DATA ANALYSIS
- TRUSTWORTHINESS
- Validity
- Reliability
- Credibility
- Transferability
- Confirmability
- ETHICAL CONSIDERATIONS
- SUMMARY
During the interview, the researcher explained to the participants what the purpose of the research was and what was expected of them as participants. The researcher was aware of their own biases that could influence the findings of the research. The study participants were asked to review the accuracy of the research report (member checking).
The researcher made sure to explain the objectives of the research thoroughly to the participants.
DATA ANALYSIS AND INTERPRETATION
INTRODUCTION
Analysis PROCESS OF QUALITATIVE DATA
- Data analysis of the semi-structured interviews
Participants' data was then categorized to identify the themes and sub-themes and notes were made about the data. A priori themes and sub-themes were identified from the literature on SRL, mainly from Zimmerman's three-stage model for the development of SRL (2000) and Zimmerman and Moylan's modified model for SRL (2009). Other predetermined themes and sub-themes included the strategies participants use to develop SRL in the intermediate stage, the challenges elementary school teachers face in developing self-regulated learning, the support participants receive from the SMT and the DoE to develop SRL develop skills. Saldana, 2009:12).
The theoretical framework was used to identify themes and sub-themes, to analyse, categorize and interpret the collected data.
DISCUSSION AND ANALYSIS OF QUALITATIVE DATA
- Theme 1 – Knowledge and beliefs of SRL
- Sub-theme 1: Familiarity with concept self-regulated learning
- Sub-theme 2: Participants’ comprehension of the concept self-regulated
- Sub-theme 3: Value of SRL for academic learning
- Sub-theme 4: Instruction to utilise and develop self-regulated learning
- Sub-theme 5: The roles of teachers to develop and enhance self-regulated
- Theme 2: Knowledge and beliefs of how self-regulated learning is
- Sub-theme 1: SRL development before task completion in the forethought
- Sub-theme 2: Self-regulated learning development in volitional or
- Sub-theme 3: Self-regulated learning development in self-reflection
- Theme 3: Challenges teachers experience with developing self-regulated
- Theme 4: The support teachers get from the school management team and
The responses of the participants indicated that most of them were not aware of the concept of SRL. Participants' responses showed that they recognize, praise and encourage students' good work. The majority of the participants indicated that they help students learn how to spend time on different activities.
Some participants stated that they help students plan their time by creating a timetable.
SUMMARY
Finally, in the fourth theme, the support, if any, that teachers receive from SMT to develop SRL was discussed. In the next chapter, Chapter 5, a summary and the findings are discussed in line with the four research questions that serve to answer the primary research question, followed by the study's recommendations, conclusion and limitations.
FINDINGS AND RECOMMENDATIONS
INTRODUCTION
SUMMARY OF THE RESEARCH
The chapter also presented the thematic content analysis of the research and the themes and subthemes that arose (§4.5). Findings related to the first secondary question (§5.4), second sub-question (§5.5), teaching strategies used by primary school teachers to develop SRL skills in the self-reflection phase (§5.6), as well as findings related to the third sub-question discussed (§5.7), followed by conclusions regarding the fourth sub-question (§5.8). After the findings regarding the research questions have been discussed, recommendations are made based on these findings (§5.9).
Finally, the chapter is concluded with the contributions to the research (§5.10), the contribution to the research focus area (§5.11), the limitations of the research (§5.12) and recommendations for further research (§5.13).
FINDINGS OF THE RESEARCH
- Findings concerning the first sub-question (cf. 1.6)
- Findings concerning the second sub-question (cf 1.6)
- Findings concerning the third sub-question (cf. 1.6)
- Findings concerning the fourth sub-question (cf. 1.6)
- Curriculum and policy reviews
The responses of the participants showed that most of them do not know the concept of SRL. Most of the participants revealed that they use different strategies to help students understand the learning content. However, most of the participants found that they have not reached the level where their classrooms are well equipped with teaching and learning resources.
The majority of participants revealed that they give students different assessments during class, both formally and informally.
CONTRIBUTIONS TO THE STUDY
- Contribution to the research focus area
Teachers need to be developed in SRL skills, especially metacognitive self-monitoring, which enables learners to self-monitor and track their progress and learning outcomes. Furthermore, teachers need to know how to develop metacognitive modeling where learners use their thinking skills to focus on interpreting information, analyzing standards and drawing conclusions about what they have learned. Training on SRL should focus more on equipping teachers with methods to deal with learners who display adaptive or defensive behavior when learners do not perform well in a task.
Teachers also need training on how to teach students to set short and long-term learning goals and what teaching strategies to use to teach students how to set goals.
LIMITATIONS TO THE STUDY
The second limitation is the COVID 19 pandemic, because even though the participants agreed to be interviewed and all the rules for COVID 19 were followed, it appeared that some of the participants were in a hurry to finish the interview because they were anxious about to be in contact with other people.
RECOMMENDATION FOR FURTHER STUDY
CONCLUSION
To determine teachers' perceptions of their roles in the development of self-regulated learning skills.
