Abstract
The objective of this limited research report was to explore how male matriculants were using metacognitive regulation strategies in their studies and how effectively they were utilising them after experiencing online teaching during the COVID-19 pandemic. The global lockdown created major disruptions to learning at all levels and forced learners to adapt to the 4IR faster than anticipated with the necessity of online learning. The study site was a South African urban government monastic boys’ high school accommodating diverse learners. This study employed a qualitative instrumental research design utilising semi-structured interviews with six male matric participants and using a researcher’s reflexive journal. Transcribed interviews were thematically analysed with reference to an adapted version of Zimmerman’s cyclical model of self-regulated learning, which framed the study. The first theme of this study was self-reported improvements in metacognitive strategy use, with participants reporting increased use of metacognitive regulation strategies post-COVID-19. Subthemes included learners’ perceived academic competence and their adaptation to pressure. Theme two revealed prevalent metacognitive strategies used by participants, with online resources utilised as a help-seeking strategy used most frequently. Subthemes included summarisation and the assessing of knowledge as the next most popular strategies. The third theme of underutilised metacognitive strategies indicated that the participants’ ineffective use of planning strategies might be more common in male learners, with the subthemes of assessment evaluation and planned peer learning demonstrating further underutilised metacognitive strategies by participants. Findings suggest that educational psychologists should assist learners in utilising metacognitive regulation strategies that aid in self-regulated learning. Recommendations included assisting learners in creating detailed study schedules, incorporating metacognitive monitoring and evaluation strategies to improve academic self-efficacy evaluations, aiding learners in
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incorporating structured peer learning, and educating learners in using pertinent online resources. This study’s findings suggest that male matric learners need more assistance in correctly using metacognitive regulation strategies.
Keywords: COVID-19 pandemic in South Africa, Male Learners, Matriculants, Metacognitive strategies, Online Teaching, Qualitative Research