Examining the Utilisation of Learning Techniques and Strategies Among Pedagogy Students : Implications for Self-Regulated Learning

Abstract

Abstract Self-regulated learning is a multifaceted process that involves cognitive, metacognitive, motivational, affective, and behavioural components. These components are interconnected and influenced by contextual factors that shape the overall learning experience. Self-regulated learning empowers students to take control of their learning by utilising effective learning techniques, engaging in metacognitive processes, and fostering motivation and self-efficacy beliefs. The goal of the article is to explore the importance of self-regulated learning in enhancing students’ academic performance and fostering a deep understanding of the learning material. Specifically, this research article explores the utilisation of learning techniques and strategies (LTSs) among pedagogy students, investigating their patterns and preferences for self-studying. The analysis of survey responses from a sample of 76 pedagogy students revealed that the most commonly used LTSs are rereading, note-taking, memorising, and highlighting. The utilisation of LTSs that are empirically considered effective, such as distributed practice, practice testing, and elaborative interrogation, was found to be extremely low. Moreover, the study revealed a lack of comprehensive training in learning techniques and strategies in pedagogy programmes, suggesting that current teachers are not adequately trained to create optimal classroom contexts for developing flexible self-regulatory skills in students. The findings highlight that by incorporating these practices into curriculum, future educators can empower their students to become active learners who select the appropriate strategies and reflect on their learning process. This paper contributes to an understanding of self-regulated learning and the implications of self-regulated learning for educational practices.