| Abstrakt: |
This paper examines the effectiveness of a Self-Monitoring (SM) Strategy program in transforming students' misbehavior in classrooms which if not overcome will eventually lead to sub-standard grade performance. The samples were 36 students taking Integrated Case Study (MAF680), a newly introduced code for Bachelor in Accountancy. The students had initially shown some attitudinal and cognitive misbehavior in class. Following the seven (7) identified procedures, it was proven that SMS created huge positive variance not only in students' classroom behavioral abilities but also on the grade achievements where 83% of them obtained a grade point average (GPA) of 3.00 and above. Other benefits were observed such as making the students more responsible by initiating control, checking, and applying prompt remedial measures with minimal effort from the lecturer and also making the lecturer more focused on content and strategy teaching that is vital in professional skills transfer. [ABSTRACT FROM PUBLISHER] |
