Enacted self-regulated learning in contextual numeracy tasks
A qualitative cross-case analysis across performance levels
DOI:
https://doi.org/10.32674/a1pk3p30Keywords:
Self-regulated learning, Numeracy, Contextual mathematics assessment, Qualitative cross case study, Zimmerman’s cyclical SRL frameworkAbstract
Numeracy competence in contemporary assessment requires students to interpret contexts, reason quantitatively, and apply strategic problem solving. Although self-regulated learning (SRL) is widely linked to academic achievement, limited research has examined how regulatory processes are enacted during contextual numeracy tasks across performance levels. This qualitative cross-case study explored the manifestation of SRL in three students representing high, moderate, and low numeracy performance. Data were collected through written responses to four contextual numeracy tasks and semi-structured interviews. Analysis was guided by Zimmerman’s cyclical SRL framework, focusing on forethought, performance, and self-reflection phases. Findings revealed clear differences in regulatory depth. The high-performing student demonstrated coherent and adaptive regulation across phases, the moderate performer showed procedural regulation with limited monitoring, and the low performer exhibited surface-level planning and minimal persistence. Results indicate that numeracy performance is strongly associated with the sophistication of enacted regulatory processes rather than computational skill alone.
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