- Title
- An experimental study of self-regulated learning with mildly gifted learners in grade 3 mathematics
- Creator
- Allers, Amanda Lynette
- Subject
- Gifted children -- Education
- Subject
- Motivation in education Academic achievement Mathematics -- Study and teaching (Primary)
- Date Issued
- 2019
- Date
- 2019
- Type
- Thesis
- Type
- Doctoral
- Type
- DEd
- Identifier
- http://hdl.handle.net/10948/42074
- Identifier
- vital:36623
- Description
- The study investigated whether self-regulated learning (SRL) strategies can be used successfully by Grade 3 mildly gifted learners (MGLs), in order to master an enriched advanced level mathematics curriculum. In accordance with internationally and nationally accepted principles, learners of diverse abilities should be given equal opportunities to achieve their full learning potential. The stark reality is that rigid application of the national curriculum currently used in South African primary schools, limits this ideal. MGLs possess skills that enable them to study at an increased level, a quicker pace and with an advanced degree of independence. The study employed the true experimental research. Sixty-four learners participated in the Mathematics Enrichment Programme. Purposive sampling was used to identify and select these learners. Subsequent to SRL pre-tests, simple random sampling was used to determine the experimental and control groups. The experimental group used problem-solving and 21st Century technology to develop SRL strategies. Direct teaching strategies were used for the control group. Learners were administered pre-tests, diagnostic problem-solving assessments, and post-tests relating to problem-solving and SRL. Chi-square tests and inferential t-tests were employed to draw comparisons within and between the groups regarding SRL and problem-solving scores. Univariate ANCOVAs were conducted to determine the post-test differences. Furthermore, Cronbach alpha was used to measure reliability of summated scores relating to SRL and problem-solving. The empirical results suggest that MGLs in Grade 3 are indeed capable of self-regulating their learning. This enhanced learners’ self-determination, self-confidence, self-motivation, self-independence, and self-empowerment in relation to their tasks. The empirical results suggest a significant constructive addition to the present standard curriculum for MGLs in the mainstream of education. The self-regulatory model for Foundation Phase MGLs which evolved from this study can be successfully employed to balance the diversity challenges in an inclusive education system. The findings of this study can have significant implications for future teacher training and education of MGLs in primary schools.
- Format
- xix, 260 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
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Collections
NMU School for Education Research and Engagement
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | AMANDA LYNETTE ALLERS.pdf | 7 MB | Adobe Acrobat PDF | View Details Download |