Effect of overt social modelling therapy (Osmt) on self-regulated learning among secondary school students in Ife central local government area of Osun state

Akinbode, Monsurat Abiodun (2014)

xii,93p

Thesis

The study examined the level of Self-Regulated Learning (SRL) of secondary school students in Ife Central Local Government of Area of Osun State. It also determined the effect of Overt Social Modelling Therapy (OSMT) on students’ self-regulated learning. In addition, it investigated the influence of gender and academic ability on the effectiveness of the therapy with a view to enhancing students’ ability to self-regulate their learning. The study adopted the pre-test, post-test control group quasi experimental research design. The population for the study consisted of all secondary school students in Ife Central Local Government Area of Osun State. The initial sample of 300 students was selected using convenience sampling technique. A research instrument titled ‘‘Self-Regulated Learning Strategies Questionnaire’’ (SRLSQ) was administered on the sampled students to select 120 students who constituted the final sample. They were randomly assigned into one experimental and one control group. The experimental group was exposed to OSMT, while the control group was given no treatment. The OSMT consisted of six sessions during which participants were exposed to the four OSMT processes of Attention, Retention, motor reproduction, and reinforcement and motivation. In each of the sessions the technique of Self- Regulated Learning was exemplified using appropriate films. Pre-test and post-test data were analyzed using frequency counts and percentages, independent t-test and One-Way Analysis of variance (ANOVA). The results showed that 54.0% of the students experienced low level of self-regulated learning. The results also showed that the OSMT had significant effect on self-regulated learning of experimental group (t = 26.4, p< 0.05). The results further showed that there was no significant gender difference in the effectiveness of OSMT in improving students’ self-regulated learning (t = 1.87, P > 0.05). Finally, the results showed that there was a significant difference in the effectiveness of OSMT in improving students’ self-regulated learning based on learners’ academic abilities (F = 68.99, P < 0.05). The study concluded that the use of OSMT was an effective intervention for improving self-regulated learning of secondary school students

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