International Association of Educators   |  ISSN: 1308-9501

Original article | International Journal of Educational Researchers 2023, Vol. 14(4) 1-13

Effect of Self-Monitoring Skill Training on Learning Achievement of Students with Special Needs in Yobe State Special Education School Goniri

Musa Saleh, Alhaji Salele Mohammed & Kambar Waziri

pp. 1 - 13   |  DOI: https://doi.org/10.29329/ijer.2023.604.1   |  Manu. Number: MANU-2310-18-0005.R1

Published online: December 31, 2023  |   Number of Views: 19  |  Number of Download: 59


Abstract

This study examined the effect of self-monitoring skill training on learning achievement of students with special needs in Yobe state special education school Goniri. The study has two objectives with corresponding two research hypotheses. The study employed the use of quasi-experimental research design. The population of the study consists of twenty five (25) students with special needs. The students received training on self-monitoring skill training and the findings revealed that there was significant effect of self-monitoring skill training on learning achievement of students with special needs and there was no significant gender difference in self-monitoring skill training of students with special needs in Yobe state special education school Goniri. Based on the findings of the study, it is recommended that school counsellors should encourage and trained students with special needs on the effective usage of self-monitoring skill training. This will make the students to adopt effective learning skills toward enhancing their learning achievement and government should endeavour to provide enabling environment for the students with special needs. This will help in enhancing the achievement motivation of the students and perpetually improve students learning achievement in the school.

Keywords: Self-Monitoring Skill, Learning Achievement, Special needs, Gender


How to Cite this Article?

APA 6th edition
Saleh, M., Mohammed, A.S. & Waziri, K. (2023). Effect of Self-Monitoring Skill Training on Learning Achievement of Students with Special Needs in Yobe State Special Education School Goniri . International Journal of Educational Researchers, 14(4), 1-13. doi: 10.29329/ijer.2023.604.1

Harvard
Saleh, M., Mohammed, A. and Waziri, K. (2023). Effect of Self-Monitoring Skill Training on Learning Achievement of Students with Special Needs in Yobe State Special Education School Goniri . International Journal of Educational Researchers, 14(4), pp. 1-13.

Chicago 16th edition
Saleh, Musa, Alhaji Salele Mohammed and Kambar Waziri (2023). "Effect of Self-Monitoring Skill Training on Learning Achievement of Students with Special Needs in Yobe State Special Education School Goniri ". International Journal of Educational Researchers 14 (4):1-13. doi:10.29329/ijer.2023.604.1.

References
  1. Akinsola, M. K & Animasahun, I. A. (2007). The effect of simulation-games environment on students’ achievement in and attitudes to Mathematics in secondary schools. Turkish Online Journal of Educational Technology 6(3), 1303-6521 [Google Scholar]
  2. Awotunde & Ugodulunwa, (2004). Research Method in Education. Jos: Fab Anieh (Nig) Ltd [Google Scholar]
  3. Balcı, D. (2007). The role of self-monitoring learning in fostering students’ conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research, 3, 453-489 [Google Scholar]
  4. Blair, P & Razza, R. (2007). Women’s ways of knowing. New York: Harper Collins Publishers. [Google Scholar]
  5. Butler, D. & Winne, R (1995). The roles of goal setting and self-monitoring in students’ self -monitoring engagement of tasks. Paper presented at the annual meeting of the American Educational Research Association. [Google Scholar]
  6. Campbell, R, Hombo, J & Mazzeo, K. (1999). A factorial experiment in teachers’ written feedback on student homework: Changing teacher behaviour a little rather than a lot. Journal of Educational Psychology, 77, 162-173. [Google Scholar]
  7. Charms, H. (2006). Self-explaining: The dual processes of generating inference and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology: Educational design and cognitive science, 5, 161–238 Mahwah, NJ: Erlbaum [Google Scholar]
  8. Coley, A. A. (2001). Educational and Behaviour disorders. Boston: Sheldon Press. [Google Scholar]
  9. Cooper, E., Heron, V & Heward, T. (2007). The issue of reform. Mathematics Teacher, 80, 352-363. [Google Scholar]
  10. Cooper, R. T. (2008). Strategies in Learning and Using a Second Language. Foreign Language Teaching and Research Press. [Google Scholar]
  11. Demir, J. (2009). Hypermedia as educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68, 322–349. [Google Scholar]
  12. Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary school children: How you test is what you get. Metacognition and Learning, DOI.10.1007/s11409008-9026-0. [Google Scholar]
  13. DuPaul, T., McGoey, D. & Yugar, L. (1997). Metacognition: A textbook for cognitive, educational, life span, and applied psychology. Los Angeles, CA: Sage. [Google Scholar]
  14. Ganz, J. B., & Sigafoos, J. (2005). Self-monitoring: Are young adults with MR and autism able to utilize cognitive strategies independently. Education and Training in Developmental Disabilities, 40(1), 24–33. [Google Scholar]
  15. Georghiades, Y.O. (2004). Helping Relationships: Basic Concept for the Helping Professions (2nd Ed.). Boston: Allyn and Bacon. [Google Scholar]
  16. Gureasko-Moore, T., DuPaul, K & White, Y. (2007). Early gender differences in self-regulation and learning gains. Journal of Educational Psycholog 2(4), 234-257. [Google Scholar]
  17. Hughes, H & Boyle, Y. (1991). Effective Models for Measuring Students’ Attitudes toward the Marketing Education Program. Journal of Vocational and Technical Education, 13, 1-11. [Google Scholar]
  18. Hyde, J. S., & Mezulis, S. J. (2001). Gender differences in Mathematics performance. A meta- analysis. I. D. Smith. The coeducational/single-sex schooling debate. Forum of Education 49, 15-31. 1994. [Google Scholar]
  19. Hyde, J. H. (2004). Cognitive motivational predictors of science achievement. International Journal of Instructional Media. 20(3), 155-162 [Google Scholar]
  20. Kramarski, B. & Mevarech, Z. R. (2008). Enhancing mathematical reasoning in the classroom: Effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281-282. [Google Scholar]
  21. Lange, Y. (2003). Making the most of college: Students speak their minds. Cambridge, MA. Harvard University Press. [Google Scholar]
  22. Lepper, F., Greene, Y & Nisbett, P. (2003). Self-concept and learning gains. A comparism of intellective and non - intellective variables as predictor of scholastic performance. Dissertation Abstracts International. [Google Scholar]
  23. Lewin, K., Dembo, T., Festinger, L., & Sears, P. S. (1944). Level of aspiration. In J. M. Hunt, Personality and the behavior disorders (pp. 333–378). Ronald Press. [Google Scholar]
  24. Mace, S, Belfiore, F, & Huchinson, K. (2001). Strategic processing during comprehension. Journal of Educational Psychology, 91, 615– 629. [Google Scholar]
  25. McClelland, W, Cameron, Q. & Connor, G. (2007). Gender differences in bulling experiences and attitudes to social relationship in high school students. Australian Journal of Education, 39, 270-293. [Google Scholar]
  26. McClelland, W., Acock, F & Morrison, K. (2006). Metacognitive activities in text studying and problem solving: Development of a taxonomy. Educational Research and Evaluation. [Google Scholar]
  27. O' Malley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge, England: Cambridge University Press. [Google Scholar]
  28. Pintrich, P. (1995). The role of motivation in promoting and sustaining motivational enhancement therapy learning. International Journal of Educational Research, 31(6), 459-470. [Google Scholar]
  29. Pintrich, P. (2000). An achievement goal theory perspective on issue in motivation terminology, theory and research. Contemporary Educational Psychology, 25(1), 92-104. [Google Scholar]
  30. Pintrich, P. R., & DeGroot, E. V. (1994). Motivational and self-monitoring learning components of classroom academic performance. Journal of Educational Psychology, 82, 33– 40. [Google Scholar]
  31. Reid, B., Trout, J & Schartz, A. (2005). Self-monitoring learning: the interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education 60(4), 293-306. [Google Scholar]
  32. Rock, B & Thead, S. (2007). Measuring quality of palliative care: Psychometric properties of FAMCARE Scale. Quality of Live Research: An International Journal of Quality of Life Aspects of Treatment, Care and Rehabilitation, 12, 167-176. [Google Scholar]
  33. Rock, I.R. (2005). The stability of attachment security from infancy to adolescence and early adulthood: General discussion. Child Development, 71, 703-706. [Google Scholar]
  34. Rosetta, F.C. (2000). SRL enhancing narratives: Testas’ (mis)adventures. Academic Exchange Quarterly, 9, 73-77. [Google Scholar]
  35. Shamir, Y., Mevarech, B & Charmit, K. (2009). Promoting active learning: The role of system structure in learning from hypertext. Human–Computer Interaction, 13, 1–35. [Google Scholar]
  36. U.S. Department of Education. (2000). Corporate involvement in education: Achieving our national education priorities. The seven priorities of the U.S. Department of Education. Washington, DC: (ERIC Document Reproduction Service No. ED440307) [Google Scholar]
  37. VanZile-Tamsen, C. & Livingston, J. (1999). The predictive power of expectancy of success and task value for college students’ self-monitoring strategy use. Journal of College Student Development, 42, 233-241. [Google Scholar]
  38. Webber, D., Scheuermann, K., McCall, B. & Coleman, Z. (1993). The teaching of learning strategies. In Wittrock, M. (ed.), Handbook of Research on Teaching and Learning (315–327). Macmillan, New York [Google Scholar]
  39. Wenden, M.J. (1991).Expectancy- Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25(2), 68- 81. Zimmerman, B. J. (2000). [Google Scholar]
  40. Attaining Self-monitoring: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, and M. Zeidner (Eds.), Handbook of Self-monitoring (pp. 13-39). San Diego, CA: Academic Press. [Google Scholar]
  41. Zimmerman, B. J. (2008). Dimensions of academic Self-monitoring: A conceptual framework for education. In D. H. Schunk and B. J. Zimmerman (Eds.), Self-monitoring of learning and performance: Issues and educational applications (pp. 3–21). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. [Google Scholar]