How can primary school students learn self-regulated learning strategies most effectively?

2008 ◽  
Vol 3 (2) ◽  
pp. 101-129 ◽  
Author(s):  
Charlotte Dignath ◽  
Gerhard Buettner ◽  
Hans-Peter Langfeldt
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
Primary School Students ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning

Mine the process: investigating the cyclical nature of upper primary school students’ self-regulated learning

2020 ◽  
Vol 48 (4) ◽  
pp. 337-369
Author(s):  
Sofie Heirweg ◽  
Mona De Smul ◽  
Emmelien Merchie ◽  
Geert Devos ◽  
Hilde Van Keer
Keyword(s):  
Primary School ◽  
Primary School Students ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Primary School Students’ Self-Regulated Learning Skills in Music Lessons

2020 ◽  
Author(s):  
Ligita Stramkale ◽  
◽  
Laila Timermane ◽  
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Primary School Students ◽  
Music Learning ◽  
School Students ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Music Lessons ◽  
Regulated Learning

The topicality of the study was determined by the increasing role of self-regulated learning (hereinafter SRL) in primary education. The aim of the study is to compare the teacher’s assessment with the students’ self-assessment, to identify whether there are differences in awareness of the required level of SRL skills in music learning. Previous researches on SRL have been analysed, and an empirical study involving 86 (N=86) 4th- grade students of primary school has been conducted to achieve the aim of the study. To determine the level of primary school students’ SRL skills in music learning, the SRL skills of each student during music lessons were observed by the music teacher and were recorded in the observation protocol according to four criteria: motivation, setting learning outcomes, monitoring of learning and outcomes assessment. The questionnaire provided an opportunity to reveal the self-assessment of each student’s SRL skills and compare them with the results obtained by pedagogical observation. The study found that there is no difference between the teacher’s assessment and students’ self-assessment. Both teacher and students believe that the students’ skill of setting learning outcomes in a music lesson is at a low level, while the skills of monitoring their learning and assessing the outcomes are at a medium level. The study concluded that primary school students understand their SRL skills level, which is a prerequisite of monitoring learning and outcomes assessment strategies for joint learning.

scholarly journals Active Learning Using Digital Smart Board to Enhance Primary School Students’ Learning

2019 ◽  
Vol 13 (07) ◽  
pp. 4
Author(s):  
Soh Hon Mun ◽  
Abdul Halim Abdullah ◽  
Mahani Mokhtar ◽  
Dayana Farzeeha Ali ◽  
Nurul Farhana Jumaat ◽  
...  
Keyword(s):  
Active Learning ◽  
Primary School ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Research Approach ◽  
Data Handling ◽  
Primary School Students ◽  
School Students ◽  
Smart Board

Digital smart board is one of interactive technology tools which has been used widely in schools to facilitate teaching and learning. Empirical evidence shows that digital smart board allows students to construct their knowledge while mastering more advanced thinking skills. Thus integration of digital smart board facilitates active learning, which is fundamental to mastery of skills. Active learning using smart board program is a program which integrates smart board in Data Handling so that primary school students can learn Data Handling concept actively and meaningfully. Therefore, this study was conducted to identify the effectiveness of active learning using smart board program to enhance primary school students’ learning. Five experts in teaching Mathematics Education and thirty year five students were involved in this study. The students were selected based on purposive sampling. This study used both quantitative and qualitative research approach. A set of interview protocol and a set of questionnaire were used during the data collection phase. Findings from the questionnaire were analysed based on descriptive and inferential statistics by using Winsteps Version 3.72.3. In addition, thematic analysis was used to analyse the qualitative data. Findings from the study indicate that active learning using smart board program has the attributes which can effectively enhance primary school students’ learning. It is hoped that the results from this study can contribute towards development of active learning strategies, methods or activities using smart board in order to enhance primary students’ learning in school.

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