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Self-regulated learning strategies for first year chemistry students during Covid-19
Dissertation (MSc Chemistry (Science Education))--University of Pretoria, 2021.
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| Other Authors: | |
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613575701331968 |
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| access_status_str | Open Access |
| author2 | Pilcher, Lynne A. |
| author_browse | Pilcher, Lynne A. |
| author_facet | Pilcher, Lynne A. |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MSc Chemistry (Science Education))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/83543 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:19.968Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/83543 Self-regulated learning strategies for first year chemistry students during Covid-19 Pilcher, Lynne A. langirakhunwana@gmail.com Kritzinger, Angelique Rakhunwana, Langanani UCTD Dissertation (MSc Chemistry (Science Education))--University of Pretoria, 2021. Self-regulated learning (SRL), also defined as metacognitive, motivational, and behavioural active participation of students in their own learning process, has an influence on their academic success. This paper reports an investigation into self-regulated learning strategies that are significantly associated with good performance rather than poor performance in a first-year chemistry course delivered online solely due to Covid-19 pandemic. The study revealed that effort regulation, goal setting, and time management were more strongly associated with good performance. Lockdown regulations were found to have a negative impact on students' ability to participate in task strategies, help seeking, and peer learning. Considering these findings, the need to provide a safe environment in which to ask questions and opportunities for students to connect with their peers was highlighted. National Research Foundation Chemistry MSc Chemistry (Science Education) Unrestricted 2022-02-01T08:20:25Z 2022-02-01T08:20:25Z 2022-04 2022 Dissertation * A2022 http://hdl.handle.net/2263/83543 DOI: 10.25403/UPresearchdata.19100384 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Self-regulated learning strategies for first year chemistry students during Covid-19 |
| title | Self-regulated learning strategies for first year chemistry students during Covid-19 |
| title_full | Self-regulated learning strategies for first year chemistry students during Covid-19 |
| title_fullStr | Self-regulated learning strategies for first year chemistry students during Covid-19 |
| title_full_unstemmed | Self-regulated learning strategies for first year chemistry students during Covid-19 |
| title_short | Self-regulated learning strategies for first year chemistry students during Covid-19 |
| title_sort | self regulated learning strategies for first year chemistry students during covid 19 |
| topic | UCTD |
| url | http://hdl.handle.net/2263/83543 |