A survey on the use of metacognitive self-regulatory learning strategies by students from the different faculties of UiTM Pulau Pinang / Rasaya Marimuthu … [et al.]
Self-regulated learning (SRL) is one of the focal points of learner selfdirectedness in any given learning situation, especially in higher learning institutions where learning autonomy is greatly emphasized. Within SRL, it has been discovered that the metacognitive self-regulatory strategies have...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universiti Teknologi MARA, Pulau Pinang & Pusat Penerbitan Universiti (UPENA)
2015
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| Subjects: | |
| Online Access: | http://ir.uitm.edu.my/id/eprint/15311/1/AJ_RASAYA%20MARIMUTHU%20EAJ%2015.pdf http://ir.uitm.edu.my/id/eprint/15311/ |
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| Summary: | Self-regulated learning (SRL) is one of the focal points of learner selfdirectedness
in any given learning situation, especially in higher learning
institutions where learning autonomy is greatly emphasized. Within SRL, it has
been discovered that the metacognitive self-regulatory strategies have only
been moderately used by students of higher learning institutions. Therefore,
this survey was carried out to gauge the level of metacognitive self-regulatory
learning strategies employed by the degree students from the different faculties
of Universiti Teknologi MARA Pulau Pinang (UiTMPP). The metacognitive
self-regulatory strategies subscale from the Motivated Strategies for Learning
Questionnaire (MSLQ) by Pintrich, Smith, Gracia and McKeachie (1991) was
used for this purpose. It was found that no significant difference existed among
the students from the different faculties for the subscale overall. However,
some degree of significant difference was discovered for two of the individual
items. Additionally, the findings also showed that the majority of the students
were only moderate strategy users, besides also highlighting the most
commonly used strategies among them, by faculty and overall. The findings of
this study could prove useful for course instructors in trying to understand the
learning practices of their students, especially the metacognitive strategies and
also help to create better learning environments for their students |
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