Supramaniam, Kalaiselvi
(2016)
Self-Regulated Learning Among Low Achievers: Its Relationships With Psychological Attributes And School Climate.
PhD thesis, Universiti Sains Malaysia.
Abstract
Kementerian Pendidikan Malaysia mengutamakan isu tentang pelajar berpencapaian rendah bagi menjamin masa depan mereka yang lebih baik secara khusus dan peningkatan pembangunan negara secara amnya. Kajian ini menerokai pembelajaran regulasi kendiri dalam kalangan pelajar berpencapaian rendah dan hubungannya dengan atribut psikologi dan iklim sekolah. Kajian Kes Penerokaan telah dijalankan ke atas enam orang pelajar berpencapaian rendah. Hasil kajian kualitiatif menunjukkan bahawa pelajar berpencapaian rendah mampu menggunakan strategi pembelajaran regulasi kendiri, seperti strategi ulangkaji dan minta bantuan. Walau bagaimanapun, penggunaan strategi yang memerlukan pemikiran aras tinggi (KBAT) seperti pemikiran kritis dan kemahiran metakognitif adalah terhad. Hasil analisis menunjukkan bahawa pelajar yang kurang pemikiran strategi dalam pembelajaran, jarang menggunakan strategi regulasi kendiri dan kurang cekap dalam pemikiran aras tinggi. Terdapat juga variasi dalam pembelajaran regulasi kendiri pelajar berpencapaian rendah dari aspek pencapaian akademik dan jantina. Kajian penerokaan ini telah juga menemui dua faktor yang mempengaruhi pembelajaran aturan kendiri mereka iaitu atribut psikologi dan iklim sekolah. Bagi tujuan generalisasi dan triangulasi, kajian yang berskala lebih besar telah dijalankan untuk mendalami masalah kajian. Kajian Kuantitatif Korelasi yang melibatkan 450 pelajar berpencapaian rendah telah dijalankan.
The Malaysian Education Ministry has prioritized the issues of low achievers to ensure the well-being of these students in particular and the productivity of the nation in general. This study explored the self-regulated learning of low achievers and its relationships with psychological attributes and school climate. Exploratory Case Study was conducted on six low achievers. The qualitative findings showed that low achievers do use strategies in learning, for instance, rehearsal and help seeking strategies. However, they seldom employ strategies that require higher order thinking skills (HOTs) such as critical thinking and meta-cognitive skills. The findings also suggested low achievers are less strategic in learning, used lesser amount of strategies and were less competent in executing strategies that involved higher order thinking. There are also variations in low achievers’ self-regulated learning by gender and academic performance. This exploratory study also unveiled factors that influenced low achievers’ self-regulated learning behaviors. The two main factors that emerged from the qualitative data were psychological attributes and school climate. In order to further investigate and triangulate the qualitative findings, a Quantitative Correlational Study was conducted on 450 low achievers sampled from five national schools.
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