South African Journal of Education

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Fostering self-regulated learning of Grade 10 learners by means of participatory action research

Monki M. Moseki, Salomé Schulze


Self-regulated learning (SRL) skills are crucial to improving learner achievement, to supporting effective lifelong learning, and to developing the capability to overcome learning difficulties arising from a disadvantaged environment. However, only a few South African studies address the development of SRL skills of secondary school learners. By means of participatory action research (PAR), this study aimed to foster SRL of Grade 10 learners in a selected secondary school in an  underprivileged urban environment. An intervention programme consisting of 10 action research cycles was implemented with 35 learners over the course of 10 weeks. The study implemented quantitative and qualitative data collection methods using a study skills inventory, learner diaries, weekly class discussions and interviews. A statistically significant improvement in learners’ SRL skills, time management, attitudes, motivation and certain cognitive strategies was observed and reported by learners. However, a key finding was that additional support was  needed to improve learners’ meta-cognitive skills.

Keywords: meta-cognition; participatory action research; secondary school learners; self-regulated learning; study strategies

AJOL African Journals Online