Perceptions of self-regulating skills among Grade 10 mathematics learners

Abstract

Self-regulating skills' to plan, monitor and evaluate work, are crucial to enhance academic performance in mathematics. This research firstly aimed to establish how Grade 10 mathematics learners perceive the development of their self-regulating skills, in relation to the planning, monitoring and evaluation of their own learning, as well as in relation to the skills to secure a suitable study environment. In addition, the research explored possible reasons for self-regulating skills perceived to be well-developed or not-well-developed. Sequential, explanatory mixed method research, using descriptive survey and phenomenological research, was employed. Firstly, quantitative data were purposively and conveniently gathered by means of a researcher-constructed four-point Likert scale questionnaire from a purposefully and conveniently selected group of 130 Grade 10 male and female mathematics learners from the Boipatong and Evaton areas of the Sedibeng West district, Gauteng, South Africa, who took part in the ArcelorMittal mathematics enrichment programme during 2017. The questionnaire gathered quantitative data in relation to the learners’ perceptions about the development of their self-regulating skills. Based on the findings of the quantitative research, 16 willing learners were chosen by means of purposive, criterion sampling from the group of 130 participants, to explore possible reasons for the self-regulation learning skills that were perceived to be well-developed or not well-developed, by means of semi-structured face-to-face interviews. In sum, the findings of the research revealed that the learners who took part in the study appear to be novices in the application of the self-regulating skills to plan, monitor and evaluate their mathematics learning tasks, and apparently also lack self-regulating skills to secure suitable study environments. The main reasons mentioned that possibly influence the development of self-regulating skills are, a lack of understanding of what the planning, monitoring, and evaluation phases of the learning process entail, a limited variety of available strategies to engage in the independent planning, monitoring, and evaluation of learning, and to remove obstacles from the study environment. Limited opportunities to develop self-regulating skills at school also appear to be a reality. The study is concluded with recommendations to teachers that could enhance the development of self-regulating skills more effectively.