Understanding self-regulated learning in Singapore’s social studies classrooms

Seo Hong Lim, Mark Baildon

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


Self-regulated learning, reflective thinking, and meta-cognition have been given greater emphasis in Singapore’s education system as central to the development of 21st century competencies and lifelong learning capacities. This study explores students’ perceptions of their Self-Regulated Learning (SRL) strategies in Secondary Social Studies after engaging in a Computer-Based Learning Environment (CBLE) lesson with online information sources. Semi-structured group interviews were used to tease out the SRL strategies utilised by students from two different schools. SRL strategies were embedded in the CBLE as instructional prompts created for the purpose of assisting students during task completion. Students were then asked to reflect and comment on their work to identify SRL strategies they utilised in their learning. Findings demonstrate a range of SRL behaviours conveyed by students in the areas of planning for learning tasks, monitoring their learning, and reflection on their learning. The study highlights the importance of SRL strategies in Social Studies education to improve student learning.

Original languageEnglish
Pages (from-to)25-41
Number of pages17
JournalLearning: Research and Practice
Issue number1
Publication statusPublished - 2022
Externally publishedYes


  • computer-based learning environment
  • scaffolding
  • secondary social studies students
  • Self -regulated learning

ASJC Scopus subject areas

  • Education


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