The aim of this study was to determine whether a relationship exists between
the use of self-regulation by the tertiary distance learner and his or her
academic achievement in a specific academic course unit. To attain this aim,
a literature study was undertaken to: a) define and describe distance learning,
b) describe the nature of learning, c) describe the nature of self-regulated
learning and its implications for distance learning, and d) define and classify
learning strategies and indicate the relationships between self-regulated
learning, the use of learning strategies, and successful learning.
Literature indicated a positive relationship between self-regulation, the use of
learning strategies, learning success, and academic achievement: learning
success results whenever pre-formulated learning goals are attained through
the use of self-regulation and applicable learning strategies; and attainment of
learning goals results in positive academic achievement. Self-regulated
learners, who plan their learning, formulate learning goals, motivate
themselves intrinsically, instruct themselves, apply different learning
strategies to attain learning goals, continuously monitor and self-evaluate
themselves during the learning process, are able to attain the formulated
learning goals successfully and perform well academically. The literature
review also revealed a high level of self-regulation as one of the prerequisites
for performing successfully as a distance learner. Planning personal learning
goals, using a variety of learning strategies to attain the goals, determining
the correct personal learning tempo, monitoring learning progress, and self
evaluating learning outcomes are typical characteristics of self-regulation
necessary for effective distance learning and academic progress.
The population of the research includes the PU vir CHO - Open Learning
Academy-learners registered for the Further Diploma in Educational
Management, module PSD 511 (Teaching and Learning) in the North West
region of South Africa. The total number of students attending the three
contact sessions in September 2000 at five sentra in the North West
Province, and who participated in the research, was 143. Three
questionnaires were used to obtain personal information, as well as
information regarding self-regulation in the learners, namely, a biographical
questionnaire, the Motivated Strategies for Learning Questionnaire (MSLQ)
and the Self Regulated Learning Questionnaire (SRLQ).
The data was statistically analized by means of: a) factor analyses, b)
multiple regression analyses, and c) stepwise regression analyses.
A difference was found to exists between the variables that determine the
academic achievement of successful versus unsuccessful distance learners.
Successful distance learners have better developed self-regulated learning
skills than unsuccessful distance learners. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/10405 |
| Date | January 2001 |
| Creators | Bothma, Franciska |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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