ISSN 2394-5125
 

Research Article 


TEACHERSí ROLES IN DEVELOPING SELF-REGULATED LEARNING STRATEGIES AMONG STUDENTS OF PUTTALAM DIVISION IN SRI LANKA

Fareed Mohamed Nawastheen, M.I.M. Jazeel, K.C. Rasif Sifani, Kartheges Ponniah.

Abstract
Developing Learning to learn related competencies is given prominent in the Sri Lankan School curriculum. Self-learning is given a most prominent place in the teaching-learning process. Self-Regulated Learning (SRL) means that students can practice self-control in their cognition, behaviour, and feelings to achieve their learning goals. In this context, students can generate patterns of cognition, behaviour, and feelings themselves to achieve their target learning goals. Teachers in the classroom can impact studentsí self-regulated learning skills. Based on the available data for the period from 2013 to 2017, it was observed that the achievement levels of the students in the Tamil medium secondary schools in the division were low. The main purpose of this study was to find out teachers' role in developing self-regulated learning among students in the Tamil-medium secondary schools in Puttalam. To achieve the purpose of the study, there were three research questions formulated: What are the teachersí perceptions towards SRL strategies that are used by students?, What are the SRL strategies that teachers use to develop self-regulated learning practices among students? and What are the techniques that teachers use in their teaching process to develop SRL practices among students? A total of 72 teachers were selected from 12 Tamil medium secondary schools in the Northern Educational Division in the Zonal Education of Puttalam using a stratified sampling technique. A developed questionnaire was employed to collect data from the teachers. Based on the analysis of the data, it was found that teachers opined that the studentsí use of the following SRL strategies was low: resource management (M=2.3, SD= 0.7) and self-evaluation (M=2.3, SD=0.8). In addition, teachers also stated that students had moderate practice in other SRL strategies: setting goals, planning, help-seeking, building the environment, memory, meta cognitive skills, self-motivation, self-control, and self-monitoring. It was also found that teachers stated that they were at a high level of usage in the SRL strategies of setting goals, planning, responsibility, time management, resource management, help-seeking, building the environment, self-organization, memory meta cognitive skills, self-motivation, self-monitoring and self-evaluation in their teaching-learning process. However, majority of teachers rarely used some of the relevant SRL strategies in their teaching process. Further investigation using qualitative approaches is required, especially classroom observation of whether they are using such techniques in their teaching-learning process. It is recommended that teacher training programmes should make teachers aware about the SRL practices and train them on it, which would facilitate the improvement of studentsí learning achievements.

Key words: Self-Regulated Learning, Secondary Schools, Teachersí Role


 
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How to Cite this Article
Pubmed Style

Fareed Mohamed Nawastheen, M.I.M. Jazeel, K.C. Rasif Sifani, Kartheges Ponniah. TEACHERSí ROLES IN DEVELOPING SELF-REGULATED LEARNING STRATEGIES AMONG STUDENTS OF PUTTALAM DIVISION IN SRI LANKA. JCR. 2020; 7(19): 5076-5084. doi:10.31838/jcr.07.19.600


Web Style

Fareed Mohamed Nawastheen, M.I.M. Jazeel, K.C. Rasif Sifani, Kartheges Ponniah. TEACHERSí ROLES IN DEVELOPING SELF-REGULATED LEARNING STRATEGIES AMONG STUDENTS OF PUTTALAM DIVISION IN SRI LANKA. http://www.jcreview.com/?mno=127909 [Access: September 15, 2020]. doi:10.31838/jcr.07.19.600


AMA (American Medical Association) Style

Fareed Mohamed Nawastheen, M.I.M. Jazeel, K.C. Rasif Sifani, Kartheges Ponniah. TEACHERSí ROLES IN DEVELOPING SELF-REGULATED LEARNING STRATEGIES AMONG STUDENTS OF PUTTALAM DIVISION IN SRI LANKA. JCR. 2020; 7(19): 5076-5084. doi:10.31838/jcr.07.19.600



Vancouver/ICMJE Style

Fareed Mohamed Nawastheen, M.I.M. Jazeel, K.C. Rasif Sifani, Kartheges Ponniah. TEACHERSí ROLES IN DEVELOPING SELF-REGULATED LEARNING STRATEGIES AMONG STUDENTS OF PUTTALAM DIVISION IN SRI LANKA. JCR. (2020), [cited September 15, 2020]; 7(19): 5076-5084. doi:10.31838/jcr.07.19.600



Harvard Style

Fareed Mohamed Nawastheen, M.I.M. Jazeel, K.C. Rasif Sifani, Kartheges Ponniah (2020) TEACHERSí ROLES IN DEVELOPING SELF-REGULATED LEARNING STRATEGIES AMONG STUDENTS OF PUTTALAM DIVISION IN SRI LANKA. JCR, 7 (19), 5076-5084. doi:10.31838/jcr.07.19.600



Turabian Style

Fareed Mohamed Nawastheen, M.I.M. Jazeel, K.C. Rasif Sifani, Kartheges Ponniah. 2020. TEACHERSí ROLES IN DEVELOPING SELF-REGULATED LEARNING STRATEGIES AMONG STUDENTS OF PUTTALAM DIVISION IN SRI LANKA. Journal of Critical Reviews, 7 (19), 5076-5084. doi:10.31838/jcr.07.19.600



Chicago Style

Fareed Mohamed Nawastheen, M.I.M. Jazeel, K.C. Rasif Sifani, Kartheges Ponniah. "TEACHERSí ROLES IN DEVELOPING SELF-REGULATED LEARNING STRATEGIES AMONG STUDENTS OF PUTTALAM DIVISION IN SRI LANKA." Journal of Critical Reviews 7 (2020), 5076-5084. doi:10.31838/jcr.07.19.600



MLA (The Modern Language Association) Style

Fareed Mohamed Nawastheen, M.I.M. Jazeel, K.C. Rasif Sifani, Kartheges Ponniah. "TEACHERSí ROLES IN DEVELOPING SELF-REGULATED LEARNING STRATEGIES AMONG STUDENTS OF PUTTALAM DIVISION IN SRI LANKA." Journal of Critical Reviews 7.19 (2020), 5076-5084. Print. doi:10.31838/jcr.07.19.600



APA (American Psychological Association) Style

Fareed Mohamed Nawastheen, M.I.M. Jazeel, K.C. Rasif Sifani, Kartheges Ponniah (2020) TEACHERSí ROLES IN DEVELOPING SELF-REGULATED LEARNING STRATEGIES AMONG STUDENTS OF PUTTALAM DIVISION IN SRI LANKA. Journal of Critical Reviews, 7 (19), 5076-5084. doi:10.31838/jcr.07.19.600