The influence of a large group teaching strategy on the self-regulated learning of tertiary mathematics learners

Abstract

Self-regulation is important in developing lifelong learners, especially in the case of pre-service teachers who will soon be models of self-regulation in their own classrooms. In many instances, teaching at tertiary level is characterised by traditional teaching methods in large classes. In this study a particular large group instructional strategy was examined to determine whether it had an influence on learners’ self-regulation. A quantitative pre-test post-test design was used which included the study habits field of the Study Orientation questionnaire in Mathematics at the beginning and end of the semester. In a second questionnaire learners rated their experience of the large group teaching strategy according to a five-point Likert Scale and completed an open-ended question that was included to yield possible additional explanations for the results obtained from the closed questions in the questionnaire about large group teaching. A spreadsheet was used to process and summarise the data. Descriptive statistics were used. The results showed that there was no improvement in learners’ self-regulation. Analysis of the open-ended question revealed that learners were lacking various aspects of self-regulation, such as time management and appropriate study habits, including the willingness to do to more than practise only the prescribed problems.