Effectiveness of POME Instructional Model

Research & Teaching in Developmental Education, Fall 2004 by Young, Dawn B, Ley, Kathryn

Abstract

The purpose of this study was to determine if systematically designed self-regulation instructional support using the POME instructional model would increase achievement as measured by total course points. The POME instructional model (prepare, organize, monitor, evaluate) embeds self-regulatory support into existing instruction. Fifty-two community college students enrolled in one of three sections of an introductory education course received instruction either with or without POME. All three sections were taught with existing course materials, but one section also received embedded self regulatory support (POME). Participants in the POME section earned significantly higher total course points than those without POME controlling for prior achievement as measured by ACT scores.

Self-regulation occurs as the learner actively manages learning activities as she engages with a task while flexibly adjusting her approach as required (Butler, 1998a). Interventions that guide how, what, and where to study, may benefit less self-regulated learners (McCombs, 1989) and give them alternatives to inefficient learning approaches they are more likely to use (Garner, 1990). Research has "provided concrete evidence that [self] regulation (SR) strategies may be embedded within instruction" (Osman & Hannafm, 1992, p. 88). Furthermore embedding instruction within meaningful tasks may support student's strategic learning activities (Winne, 1995; Zimmerman, 1998). Embedded SR support may be able guide them through effective preparation, organization, monitoring and evaluation processes that developmental students lack (Ley & Young, 1998). Assuring that these few components are structured into the learning experience may help those who need it most. The purpose of this study was to determine if students identified as developmental or underprcpared learners who received embedded self-regulation (SR) instructional support using the POME instructional model would have higher achievement than those who did not receive SR support. We hypothesized that the learners in the section of a college course enhanced with the POME instructional model would earn more total course points than the students in sections of the same course without SR support.

Several recent approaches to embedding SR into instruction offer systematic principles and guidelines for specific content, students, or media (Schunk & Zimmerman, 1998). SR interventions have been suggested for content such as writing (Graham, Harris, & Troia, 1998), reading comprehension (Pressley, El-Dinary, Wharton-McDonald, & Brown, 1998), and mathematics (Schunk, 1998) and, alternatively, by medium, computer-mediated instruction (Winne & Stockley, 1998). Other guidelines define SR strategies or programs for specific learner groups such as children (Biemiller, Shany, Inglis, & Michenbaum, 1998; Corno, 1995), adolescents (Belfiore & Hornyak, 1998), learning disabled college students (Butler, 1998b), and K-12 classroom instruction to "foster self-regulated learning among students and teachers" (Corno & Randi cited in Reigeluth, 1999). The POME instructional model (Ley & Young, 2001), which provides principles for embedding SR support into existing instruction, was based upon research identifying SR deficits in a developmental student population (Ley & Young, 1998).

All of these methods are all designed to help students regulate their own learning processes given a specific instructional context, condition or learner group. The POME instructional model specifically focuses on adult learners identified as developmental students. POME, named for the four SR components deficit in developmental students, prepare, organize, monitor and evaluate, requires the instructor to embed SR support for the components into their existing instruction. The four principles for integrating SR support to address deficiencies often associated with less self-regulated, developmental students are to (1) guide learners to prepare and structure an effective learning environment (Prepare), (2) organize instruction and activities to facilitate cognitive and metacognitive processes (Organize), (3) use instructional goals and feedback to present student monitoring opportunities (Monitor), and (4) provide learners with continuous evaluation information and occasions to self evaluate (Evaluate) (Ley & Young, 2001).

Therefore, the POME model does not teach the learners how to self regulate, nor does it exhibit self regulation for students to model. The instructor purposely designs and embeds tools within the instruction that focuses on the deficit areas of self regulation, preparation, organization, monitoring and evaluation. The true test of any intervention aimed at increasing self-regulation "is their usefulness, effectiveness, and efficiency" (Ley & Young, 2001, p. 101). The use of SR support embedded into instruction provides structured guidance for the learners, while not requiring extended preparation or instructional time for the teacher. A through explanation of the support used in this research is included in the Procedure section, and a far more detailed explanation is available (Ley & Young, 2001).