Mindset, interest, teaching strategies and self-regulated learning in mathematics among lower secondary school students in Uganda

Abstract

The study investigated the effect of mindset, interest, and teaching strategies on Self-Regulated Learning among lower secondary school students in Wakiso district. The study specifically investigated differences in mindsets, levels and differences in interest, the extent of SRL, perceived use of teaching strategies, whether interest mediated the relationship between mindset and SRL and whether teaching strategies moderated the relationship between mindset and SRL. The study employed a convergent parallel mixed methods design. Quantitative data was collected from 332 S3 students while qualitative data was from 12 Focus group discussions and 14 teachers. Quantitative findings indicated that interest mediated the relationship between a growth mindset and Self-Regulated Learning (a*b) β= 0.04, BootLLCI and BootULCI of 0.14-0.73. Further, the relationship between a growth mindset and Self-Regulated Learning was only moderated by teacher-centred and student-interactive strategies, BootLLCI and BootULCI of 0.003-0.05 and BootLLCI and BootULCI of 0.02-0.29 respectively. On the other hand, qualitative results partly agreed with qualitative findings and showed that gender, parents/guardians, and teachers can have an influence on students' mindset, interest, and Self-Regulated Learning in Mathematics. Overall, the findings showed that students' SRL in Mathematics is influenced by students' mindsets, particularly their growth mindsets, and their level of interest in the subject, and the teachers' teaching strategies and methods. In order to produce highly self-regulated learners, it is crucial to take measures to address students' mindsets, interests, and teachers' teaching strategies.