Exploring the role of the lecturer in developing self-regulated learning skills in students

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dc.contributor.author Wilmot, Lanelle Jean
dc.date.accessioned 2015-02-05T11:20:39Z
dc.date.available 2015-02-05T11:20:39Z
dc.date.issued 2015-02-05
dc.identifier.uri http://hdl.handle.net/10539/16887
dc.description Thesis (M. Com. (Accountancy))--University of the Witwatersrand, Faculty of Commerce, Law and Management, School of Accountancy, 2014. en_ZA
dc.description.abstract This paper reports the findings of an action research intervention designed to explore the student experiences of a lecturer’s role-modelling specific cognitive self-regulated learning (SRL) skills on third year Financial Accounting students’ motivation and strategies for learning. The intervention involved a series of enrichment tutorials with a pilot group of Financial Accounting III students at the University of the Witwatersrand, Johannesburg. A mixed methods research approach was used in the study. Qualitative data was collected in the form of verbal and written feedback from group participants and the lecturer’s research diary. Quantitative data was gathered by means of the Motivated Strategies for Learning Questionnaire (MSLQ), which was used to measure the students’ motivations and strategies for learning before and after the intervention. The intervention involved a lecturer role-modelling specific learning skills through the use of active learning activities. The skills role-modelled focussed on the following MSLQ learning strategies: rehearsal, organisation, elaboration, critical thinking, meta-cognitive self-regulation, and time and study environment management. Results suggest that role-modelling in an active learning environment does help students to implement SRL skills and experience the value of using the skills. Students reported making changes to their learning approaches to Financial Accounting III as a result of the intervention. Additionally the study identified the need for students to be taught the academic discourse of financial accounting within the course content. en_ZA
dc.language.iso en en_ZA
dc.subject Self-regulated learning en_ZA
dc.subject Accountancy education en_ZA
dc.subject Lecturer role-modelling en_ZA
dc.subject Action research en_ZA
dc.subject Cognitive learning strategies en_ZA
dc.subject Active learning en_ZA
dc.subject Academic discourse en_ZA
dc.title Exploring the role of the lecturer in developing self-regulated learning skills in students en_ZA
dc.type Thesis en_ZA


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