Promoting Self-Regulated Learning Skills in Undergraduate Students Using a Group Based Programme

Considerable research has indicated that self-regulated learning is a strong predictor of academic achievement. This paper reports on a six session, group-based programme involving seventeen undergraduate students, including eight students who had not passed at least one previous examination. The aim of the programme was to introduce and help the students to acquire strategies to support their learning, for example, memory techniques, time management practices, and reflective thinking skills. Before commencing training, the types of learning strategies employed by the students were assessed. This data was used to inform the design of the sessions, most notably in terms of introducing strategies that the students were unfamiliar with. Results indicated an increase in the use of certain learning strategies following programme completion, specifically in help seeking and peer learning behaviours. As part of the follow-up to the initial sessions, the academic performance of the students will be monitored in the coming months.