Fostering reflective learning and research skills through learning logs in high school

This qualitative study explores how structured learning logs appear to support reflective learning and research-skill development among Grade 12 students enrolled in AP Research course (Advanced Placement Research) in the United Arab Emirates. Twenty-one students (ages 17–18) completed weekly logs over two academic terms, and five participated in follow-up interviews. In this AP Research course, students undertook inquiry-based projects that included original research (e.g. small-scale surveys/interviews), systematic literature reviews, and basic data analysis tasks; learning logs were used to plan, monitor, and evaluate these specific activities. Content analysis identified recurring themes of metacognitive awareness, planning, accountability, time management, adaptability, and critical thinking, suggesting that learning logs may scaffold self-regulated learning behaviors. At the same time, their influence on sustained motivation was limited. Findings should be interpreted cautiously given the small sample size, single-site context, the graded nature of the logs (20% of course mark), and reliance on self-reported data. Implications include the need for explicit scaffolding and sustained, developmentally appropriate feedback to optimize reflective tools in secondary education.