Implications of Supporting the Development of SelfSelfRegulated Learning through Modelling and

Scaffolding.

Aloysius C. Anyichie & Deborah L. Butler

The University of British Columbia, Vancouver

Poster presented at the 2015 (June) Conference of

Canadian Society for the Study of Education, in
Ottawa, ON.

Implications of Supporting the Development of Self-Regulated Learning

through Modelling and Scaffolding.
Aloysius C. Anyichie & Deborah L. Butler - The University of British Columbia
STRATEGIC
INSTRUCTION

Introduction

Students who do not take up effective forms of selfregulated learning (SRL) procrastinate, leading to poor
academic performance (Tuckman, 2002).

SR learners are more successful academically because they
are proactive, motivated, and strategic.

SRL research has mostly been limited to Europe and North
American contexts; research in African context is critical.
PURPOSE

to examine the academic implications of supporting the
development of students SRL strategy in Nigerian
classroom context through modelling and scaffolding

 2 days workshop for the

teachers of experimental
groups.
 Experimental classes were
exposed to SRL strategies
for eight weeks with
thirteen sessions of forty
minutes each.

Findings and Analysis

45

significant main effect of

SRL strategy on mean gain
score F (1, 126) = 28.97,
p < .001.

40

35

Theoretical Perspective

30

experimental group had

higher mean gain score (13.22),
than the control group (4.97)

25

20

15

Bandura (1986)
Socio-cognitive
theory: reciprocity
of influencethought, behaviour
& social influence

Vygotsky (1978)
Socio-cultural
Theory: zone of
proximal
development,
psychological tools,
& internalization

10

0
Experimental Group
Mean Achievement Scores on MAT

Control Group

Experimetal Boys
pretest
postest

Control Boys

Experimental Girls

Control Girls

Interaction Effect
F (1,126) = 4.30, p<.04.

Exp. Males (M=16.6, SD =
12.63)

Exp. Girls (M= 10.8, SD =
9.34)

Conclusion and Implications

SRL strategy instruction increased students academic
performance

Learning and Social

interaction

reveals
approaches to
support SRL in
classroom
context

modeling SRL
strategies as
psychological
tools

Advance
success of
diverse learners
both in school
and in real life
situation

Increases
students
repertoire of
strategy and
its usage in
learning

Zimmermans (2013) self-regulatory training model

observation

emulation

Selfcontrol

Selfregulation

Research Questions
What are the effects of modelling and scaffolding on
Mathematics Achievement Test of Senior Secondary Two (SS
II) students who received SRL strategy instruction when
compared with the students that received traditional
classroom instruction in Nigeria?

Methodology
Design: quasi-experimental, pretest-posttest
Participants:

Four intact classrooms. Two intact class groups for each of the
experimental or control conditions. 131 students : 25 boys and
35 girls (Experimental group) and 40 boys and 31 girls (Control
group).
SRL Strategy Instruction

Montague (2003)s cognitive strategy instructional model (Read,
Paraphrase, Visualize, Hypothesize, Estimate, Compute, and
Check) Self-instruction, -questioning, and-Monitoring.
Measures

Direct observation.

Standardized Mathematics Achievement Test (MAT).

Limitations

Teaching all students the same strategy does not allow for
consideration of specific experiences, strengths, weaknesses,
challenges, interests and needs of diverse learners.

no measurement of initial strategy knowledge and usage.

no data collection about mastery, autonomy and strategy transfer.

friction between school curriculum, administrators and
implementation time .

Future Directions and Research

PhD Research:
Supporting the
development of
SRL among diverse
learners in the
classroom context.

 How can students autonomy and coconstruction of strategies be supported?

 How can teachers be supported to create
enabling classroom environment with researchbased activities and practises that foster SRL?
 How does a learner transition from otherregulated learning to SRL?