Enhancing self-regulated learning using concept mapping through life skills
R Muthulakshmi, Dr. A Alma Juliet Pamela
Learner centred teaching is an essential requirement of present classroom atmosphere. The active performance of students depends on the one’s inner potential and self-engagement. These kind of Learning stimulated by cognitive, metacognitive awareness and motivational beliefs called by self-regulated learning. Promoting students with self –regulated learning is a challenging task which requires several factors including teaching methodology, self-interest of instructors as well as learners, peer support and time management. To become a self-regulated learner, learner should be in the stage of psychological well being, emotionally balanced and belief of own. Incorporating Life skills can bring healthy aspects among the learners. The purpose of the present study highlights how Life skills training improves self-regulated learning assessed by concept mapping among the students from eleventh standard. The objective was to investigate the effectiveness of life skills training on self-regulated learning using concept mapping among students from eleventh standard. Modules on Life skills were prepared by the investigators. Motivated Strategies for Learning Questionnaire was used to measure self-regulated learning assessed by concept mapping adopted for investigation. The sample consisted of 130 eleventh standard students of biology elective group from Government higher secondary schools. Solomon four group design has been adopted to measure the effective of life skills treatment. The major findings showed that the effect of life skills training highly influenced four groups and treated groups have scored higher level of self-regulated learning than the control groups.