Impact of learning support intervention on preclinical students' conception of self-regulated learning: A quasi-experimental study based on the Motivated Strategies for Learning Questionnaire / Radha Kodiappan
Self-regulated learning (SRL), which includes the ability to regulate motivational, cognitive and metacognitive strategies based on the contextual and task demand, is recognized as a critical element for lifelong learning. However, past literature indicate a deficit in undergraduate medical stude...
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| Format: | Thesis |
| Published: |
2020
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| Online Access: | http://studentsrepo.um.edu.my/12265/4/radha.pdf http://studentsrepo.um.edu.my/12265/ |
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| Summary: | Self-regulated learning (SRL), which includes the ability to regulate motivational,
cognitive and metacognitive strategies based on the contextual and task demand, is
recognized as a critical element for lifelong learning. However, past literature indicate a
deficit in undergraduate medical students’ capabilities to self-regulate their learning and
shortcoming of implicit methods to develop students’ SRL in medical schools. Thus, the
objectives of this research were to analyse (i) the baseline level of the preclinical students’
SRL and (ii) the impact of the learning support intervention on the students’ conception
of SRL. These objectives were approached from the perspectives of the students’
motivation orientation and learning strategies. Understanding the impact of this
intervention on the students’ SRL conception will enable opportunities for medical
teachers to plan and design effective learning support programmes that will enrich the
students’ lifelong learning skills. In this one-group pretest-posttest quasi-experimental
research involving explicit training on SRL strategies, the Motivated Strategies for
Learning Questionnaire (MSLQ) was administered to the first-year, and second-year
undergraduate medical students at the Perdana University-RCSI School of Medicine,
Malaysia. A total of 53 students participated in this research. The baseline level of the
preclinical students’ motivation and learning strategies for SRL were determined based
on the descriptive statistics analysis of the pre-test MSLQ data. The findings revealed that
the preclinical students had high task value and control beliefs. However, they were
extrinsically motivated and reported low self-efficacy beliefs. Although the data showed
that the students do use some higher-order cognitive learning strategies such as
organization and elaboration, the high dependence of surface learning strategies such as
rehearsal, and the deficits in critical thinking, metacognitive self-regulation, and resource
management strategies were indicative of inefficient self-regulation of learning among
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the preclinical students. The independent t-test and the Mann-Whitney test showed no
significant difference in the baseline level of SRL between the first-year and second-year
students. The paired-sample t-test and Wilcoxon signed-rank test revealed that the
intervention significantly reduced students’ test anxiety and significantly increased the
post-test mean scores for all subscales, except effort regulation and extrinsic motivation.
Notably, the explicit SRL teaching favourably enhanced the students’ self-efficacy beliefs
and extrinsic motivation to self-regulate their learning. Hence, medical schools should
take serious consideration on imparting explicit learning skills instruction as it can
positively impact the students’ motivation and learning strategies to effectively selfregulate
their learning. |
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