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Abstract
The main purpose of this research was to investigate the impact of modeling and scaffolding of self-
regulated learning (SRL) strategies on academic success in the Nigerian classroom. Specifically, this study
determined the effect of SRL strategy Instruction on secondary school students problem-solving in
mathematics when compared with the control group that were not given the same instruction. Four intact
classes (2 that were comprised of boys; 2 that were comprised of girls) from four schools participated in
this study. Two classes were chosen as the experimental group (one with boys; one with girls). These
students were instructed in how to use SRL strategies in their regular classroom for eight weeks across
thirteen sessions of forty minutes each. The strategy focused on self-instruction, self- questioning and self-
monitoring aspects of SRL. The study utilized the non-randomized control group pre-test, post-test
experimental design. The effects of modeling and scaffolding on achievement were evaluated using a word
problem Mathematics Achievement Test. Data was analyzed using a two-way Analysis of Co-variance
(ANCOVA). Major findings suggested that there was a significant main effect of modeling and scaffolding
*Aloysius C. Anyichie
Email: aloy.anyichie@alumni.ubc.ca
Citation:
Anyichie, A. C., & Butler, D. L. (2015, June). The academic implications of supporting the development of self-regulated
learning through modelling and scaffolding. In Canadian Association of Educational Psychologists (CAEP)
Symposium, Understanding and supporting Self-regulated learning. Presented during the annual meeting of
Canadian Society for the Study of Education, Ottawa, ON.
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Introduction
Educators have been concerned about how to improve students engagement in problem-solving
tasks and their academic success (Bell, & Pape, 2014). Research has shown that Self-regulated learning
(SRL) is very important to students academic achievement, problem- solving success, performance and
motivation (Zumbrunn, Tadlock, & Roberts, 2011; Zimmerman, 2008; Schunk & Zimmerman, 2007).
SRL is described as an independent form of learning that involves students awareness of thinking, use
of strategies, and situated motivation (Zimmerman, 1990, Paris & Winograd, 1990, 2001; Winne &
Perry, 2000). Self-regulating learners have been described as strategic learners who define the
requirements of a task, implement strategies, and monitor outcomes based on the strategy used (Butler &
Winne, 1995; Perry, & Rahim, 2011). They are successful academically because they are proactive,
Most research on SRL has been done in North American and European cultures that are considered
individualistic, rather than in other cultures that are considered collectivist, such as African, and especially
Nigerian cultures. There has been little research to investigate whether strategies for fostering SRL shown
to be effective elsewhere might work to foster the development of SRL in the Nigerian classroom context.
Thus, this study investigated the effect of modeling and scaffolding of SRL strategies on Nigerian students
academic achievement in problem-solving tasks. This study asks the question: what are the effects of this
of higher psychological processes occur through social interaction, and on Banduras (1986) socio-
cognitive theory that also emphasizes how learning occurs within a social context. Drawing from these
theories, researchers (e.g., Zimmerman, 2008, 2013; Pintrich, 2000; Winne, 2004) have developed cyclical
models of SRL that have continued to represent the relational interaction among cognition, behavior, and
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Research in North American and European contexts suggests that SRL strategies can be modeled
in the classroom context and that learners greatly benefit from such instruction (Zeidner, Boekaerts, &
Pintrich, 2000; Perry, Hutchinson, & Thauberger, 2008). Further, this modeling is most effective when
integrated into a realistic setting (Lin, 2001; Weistein & Meyer, 1994), particularly, when teachers embed
the strategies in their regular classroom teaching (Schneider, 2008). Although students' development of
SRL has been studied in relation to different kinds of social supports, such as modeling and scaffolding
(Hadwin, Jarvela, & Miller, 2011), more research is needed within the regular classroom contexts,
particularly in different cultural settings. Based on the social cognitive model of SRL, this study attempted
to look at the development of students SRL during regular classroom teaching through modeling and
Methodology
Participants: The study was conducted with senior secondary students (with a mean age of 16
years) from four intact classrooms from Nigerian secondary boarding schools. Classes were randomly
selected and assigned to experimental and control conditions. There were 25 boys and 35 girls in the
experimental group who were involved in the modeling and scaffolding of SRL strategies conducted by
their classroom teachers, while 40 boys and 31 girls in the control did not receive any SRL instruction.
Design: This study employed a quasi-experimental, pretest-posttest design that involved assigning
(2003) cognitive strategy instructional intervention model for eight weeks with thirteen sessions of forty
minutes each. The strategies focused on the self-instruction, self-questioning and self-monitoring aspects
of SRL.
Measures: Data was collected to trace teaching practices in relation to student outcomes. First,
direct observations in classrooms (following Perry, & VandeKamp, 2000) were used to monitor
teachers implementation of the strategy instruction as planned. Second, to check for the effects of the
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SRL instruction on students' math achievement, we used a standardized Mathematics Achievement Test
(MAT) that consisted of 20 word problems covering four units of the students second term curriculum.
A MAT was administered both before (pretest) and after (posttest) instruction. The two versions were
almost the same with the major difference in the re-arrangement of the questions.
Results
The results showed overall that the experimental group had a higher gain score than the control
group. Specifically, a significant main effect of SRL strategy on the mean gain score in mathematical
word problem was observed (F (1, 126) = 28.97, p < .001). Further, inspection of the means indicated
that students who were taught the SRL strategies performed better on the Mathematics assessment (M=
13.22, SD =11.11) than did those without the SRL instruction (M = 4.97, SD = 14.24).
A significant interaction effect was also observed (F (1,126) = 4.30, p<.04). Inspection of the
interactive plot revealed that males instructed with SRL strategies performed better (M=16.6, SD =
12.63) than did females instructed with the same SRL strategies (M= 10.8, SD = 9.34) from pretest to
posttest. Female students in both the experimental and control conditions performed better than did male
peers on the pretest. Further, females in the control condition continued to perform better than male
peers on the posttest (showing no differential gain for males in the condition that did not receive SRL
instruction). In contrast, males in the experimental condition gained more from instruction and slightly
posttest.
Conclusions
From this study, we conclude that the students who received instruction in SRL strategies through
modeling and scaffolding performed significantly better than the control group who did not receive SRL
instruction (Anyichie & Onyedike, 2012); and, this shows that SRL can also be developed among diverse
learners from collectivist cultures like Nigeria. The interaction effect between gender and SRL strategy is
in line with previous research indicating that boys are more inclined to use cognitive strategies than girls
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(Carr, 1997). However, there are contradictory findings on gender differences, indicating that more
through modeling and scaffolding of SRL strategies such as, self-instruction, self-questioning and self-
monitoring; and, also contribute to practice by revealing approaches teachers can adapt to foster SRL in
a classroom context. Overall, this research will inform the development of adaptive approaches to
effective teaching in schools in ways that take into account cultural differences and advance the success
of diverse learners.
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