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The influence of student teacher self‐regulation of learning on their curricular content‐knowledge and course‐design skills
Author(s) -
Shawer Saad
Publication year - 2010
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585176.2010.480872
Subject(s) - mathematics education , psychology , test (biology) , post hoc , think aloud protocol , pedagogy , computer science , medicine , dentistry , usability , human–computer interaction , paleontology , biology
This investigation examined the influence of EFL student teacher self‐regulation of learning (SRL) on their curricular content‐knowledge and course‐design skills. Positivism guided this study at the levels of: ontology (one form of reality); epistemology (detachment from the subjects); and methodology, using nomothetic research strategy (causal comparative), instruments (questionnaires and tests) and data analysis techniques (planned and post‐hoc ANOVAs and post‐hoc tests of multiple comparisons). Results contradicted mainstream research on SRL since no differences were found between the low, average and high SRL groups in their curricular knowledge and course‐design skills. The low achieving group included similar proportions of low, average and high SRL students; so did the average and high achieving groups. The study cast doubts on current SRL self‐reporting measures and recommended think‐aloud techniques for assessing student SRL while performing actual tasks. The study standardised an achievement test that professionals could use to measure curricular content‐knowledge and course‐design skills and proposed a new method for determining the weight of test objectives.