The effects of self regulated learning on the academic achievement of reading comprehension, self-regulatory skills and reading strategies

This study aims to examine whether self-regulated learning model used in 5th grade Turkish course has any effects on the academic achievement of reading comprehension, self-regulatory skills, and reading strategies. The study which lasted for 12 weeks was conducted with 5th grade students enrolled in the two primary schools located in Adana, Çukurova, in the spring semester of the 2010-2011 education year. The participants were 90 students divided into one experimental and two control groups. The experimental group was provided with the self-regulated learning model while the control groups were instructed in accordance with Turkish course curriculum. The students in the experimental group and in the first control group were instructed by the researcher while the second control group was instructed by their class teacher. Both the experimental group and the control groups were administered "Reading Comprehension Achievement Test", "Motivated Strategies for Learning Questionnaire" and "Reading Strategies Questionnaire" before and after the treatment. Besides, students in all groups were administered "The Socio-Economic Level Identification Questionnaire" before the treatment. Experimental group students' views regarding Turkish course, self- regulatory skills, and the use of reading strategies were identified through the "Semi-structured Interview Form" used both at the beginning and at the end of the study. The quantitative data obtained from the study were analysed with covariance, and the significance level was taken p<.05. The qualitative data were analysed using content analysis methods. Findings showed that a significant difference in favour of the experimental group was found between the experimental group and control group in terms of mean scores of post-test when the pre-test scores received from the reading comprehension achievement test were taken under control. When the Reading Strategies Questionnaire pre-test scores were taken under control, there was a significant difference between the experimental and control groups in terms of their post-test scores, in favour of the experimental group. When the metacognition-learning strategies, self-efficacy for learning and performance, time and study management, and task value sub-scales pre-test total scores of the Motivated Strategies for Learning Questionnaire were taken under control, there was a significant difference in terms of the post-test scores in favour of the experimental group. When the test anxiety and help-seeking behaviour sub-scales pre-test total scores of the Motivated Strategies for Learning Questionnaire were taken under control, no significant differences were found between the groups in terms of their post-test scores. According to the findings obtained from the interviews conducted with the experimental group provided with the self-regulated learning model, the students reportedly began to be interested in Turkish course, like it more, and find it nice and enjoyable. The students also stated that they expected Turkish course to improve their language skills. There was an increase in the number of students who found themselves successful in this course. As for the resource management strategies, the students reported to have more preliminary preparation and start to study-read something first by setting goals. They were also found to use more focusing attention strategies and change the reading techniques they used with a view to focusing attention. A comparison of the pre and post interview results indicated that the students had similar strategies for getting help while studying Turkish. Given the findings in relation to metacognitive learning and reading strategies, the students were found to use preview strategies more before starting to read a text and began to make physical organizations. The students reported an increase in the strategies they use for reading comprehension. In conclusion, compared to the instruction in accordance with Turkish course curriculum, self-regulated learning model was found to be more effective in increasing the success of reading comprehension and the use of reading strategies. The study also revealed positive effects of the model on motivation and learning strategies of metacognition-learning strategies, self-efficacy for learning and performance, time and study management, and task value but it was found to have no effects on test anxiety and help-seeking behaviour.