An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance
Master Thesis
1993
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University of Cape Town
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Abstract
Applying theoretical conceptualisations of current theories of self-regulated learning, a biology instructional programme facilitating learner perceptions of control by offering choices in task engagement was undertaken with two intact samples of Caucasian standard ten higher grade biology pupils in Cape Town, with the student groups matched for IQ and ability. A counter-balanced, quasi-experimental research design was implemented for two five-day cycles. Learner locus of control and self-regulatory behaviour were established using, respectively, the Intellectual Achievement Responsibility Questionnaire (Crandall, et al, 1965), and the Motivated Strategies for Learning Questionnaire (Pintrich and De Groot, 1990). The primary aim was to test the prediction that, in contrast to teacher-regulated instruction, academic performance after learner self-regulation would be appreciably greater. Differences between the experimental and control group mean achievement scores at the end of the programme were highly significant.
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Bibliography: pages 189-198.
Reference:
Paterson, C. 1993. An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance. University of Cape Town.