Students’ Practices of Self-Regulated Learning Strategies: A case Study at Samtse College of Education

Abstract

This study explored the self-regulated learning (SRL) strategies of students at Samtse College of Education (SCE) using a mixed-methods explanatory sequential design. The study employed quantitative survey data from 151 students, with qualitative insights from focus-group interviews. The findings revealed that while students demonstrated autonomy, motivation and goal setting, they lacked a comprehensive understanding of effective SRL processes. Notably, Master of Education (M.Ed) students exhibited stronger self-regulation skills compared to postgraduate diploma and undergraduate students. The research underscores the importance of academic tasks in nurturing SRL strategies in grooming competent 21^st century teachers. The study recommends SRL scaffolding (goal setting, planning, and self-assessment) and early intervention at the undergraduate level, alongside teacher training to promote learner autonomy and reduce dependence on tutor feedback. These interventions aim to cultivate a learning environment that nurtures autonomy, reflection, and strategic thinking, equipping students for better academic success and lifelong learning.