Teaching self-regulated learning strategies to low-achieving fourth-grade students to enhance their perseverance in mathematical problem solving

Abstract

ABSTRACTThis study’s purpose was to determine the effect of instruction in self-regulated learning (SRL) strategies on low-achieving fourth-grade students’ perseverance in solving mathematics problems. This study was conducted with fourth-grade students who had been ability-grouped based on prior low achievement and testing data in math. Students were instructed in self-monitoring and goal setting. Students’ progress in perseverance was evaluated based on their self-reporting of goals, concentration, and confidence on an Experience Sampling Form (ESF). Student work samples were examined for attempts to understand the problem, strategy choice, and solution accuracy. In this article, we argue that perseverance can be supported and learned by teaching students goal-setting and self-monitoring skills. The trends and changes identify areas for further research as well as suggest a focus for continued instruction.