Learner autonomy coaching: enhancing learning and academic success

Abstract

Purpose

The purpose of this study is to assess the effect on Learner Autonomy Profile (LAP) scores and academic success of a five‐week coaching intervention for pre‐diploma university students in Malaysia.

Design/methodology/approach

A quasi‐experimental designed was used. Participants completed the LAP pre‐ and post‐intervention. The experimental group of 35 participated in five weekly learner autonomy coaching sessions and wrote in computer‐managed reflection logs between meetings. A 52‐member control group received no intervention. Null hypotheses expected no significant differences in post‐ over pre‐intervention LAP scores or in GPA, Math, or English grades for either group.

Findings

Two null hypotheses were not supported and one was. Significant increases in mean post‐ over pre‐intervention LAP scores of the experimental group were found in eight of 22 components and two of four constructs of the LAP. No significant differences were found in the mean post‐ over pre‐intervention LAP scores of the control group. Significant increases were found in post‐ over pre‐intervention grades of both groups. However, the experimental group achieved a greater positive difference in grades than did the experimental group.

Research limitations/implications

There was no hypothesis related to the use of group coaching versus the traditional individual coaching model in this study.

Practical implications

Learner autonomy group coaching and reflection activities appear to enhance behavioral intentions to learn and academic success.

Social implications

Enhanced behavioral intentions to learn and academic success benefits the learner and society.

Originality/value

This is the first study designed to test the capacity to influence learner autonomy expressed in terms of behavioral intentions through coaching and its relationship to academic success.

Citation

Foen Ng, S., Confessore, G.J. and Abdullah, M. (2012), "Learner autonomy coaching: enhancing learning and academic success", International Journal of Mentoring and Coaching in Education, Vol. 1 No. 3, pp. 191-204. https://doi.org/10.1108/20466851211279457