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Learner autonomy coaching: a vehicle in the reconciliation of cognitive dissonance for academic success

12.02.2014
This study addressed questions related to the potential effects of 10 weeks coaching interventions for students identified as having learner autonomy profiles that indicate they may benefit from additional learning support services.

This study assessed the effect on Learner Autonomy Profile V3.0 (LAP) scores of a five-week coaching intervention for pre-diploma students at one university in Malaysia. A pre-test, post-test, experimental design was used.

The results reveal significant gains at the .05 level in post-test over pre-test scores on 8 of 22 components and 2 of 4 constructs of the LAP among those who were coached, and no significant differences among those who were not coached.

Positive and statistically significant differences were also found in pre-test and post-test of the Academic Performance scores of the both the Low LAP Coached group and the Random LAP Not Coached group. These findings indicate that all the students who have gone through the pre-commerce program have benefitted academically.

The outcome of this study suggests the LAP may be a useful diagnostic tool for identifying areas for coaching interventions that can positively impact students’ behavioral intentions to learn.

On a larger scale, the outcome of this study also points to the possibility that the LAP and learner autonomy coaching may be useful tools in other contexts where enhancement of learner autonomy may be useful to individuals and organizations.

NG SIEW FOEN
Akademi Pengajian Bahasa
Universiti Teknologi MARA Kelantan
18500 Machang Kelantan Darul Naim

Darmarajah Nadarajah | Research asia research news
Further information:
http://www.uitm.edu.my
http://www.researchsea.com

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