Self-monitoring: An effectual classroom strategy / Norlaila Abdullah

This paper examines the effectiveness of self-monitoring (SMS) program in transforming students' misbehavior in
classroom which if not overcome will eventually lead to sub-standard grade performance. The samples were the 36
students in Integrated Case Study (MAF680), a newly introduced code for Bachelor in Accountancy, who initially had
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 students obtained a grade point average (GPA) of 3.00 and above. Other benefits were
observed such as making the students 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 are
vital in professional skills transfer.