scholarly journals Design, Validity and Effect of an Intra-Curricular Program for Facilitating Self-Regulation of Learning Competences in University Students with the Support of the 4Planning App

2021 ◽  
Vol 11 (8) ◽  
pp. 449
Author(s):  
Karla Lobos ◽  
Fabiola Sáez-Delgado ◽  
Daniela Bruna ◽  
Rubia Cobo-Rendon ◽  
Alejandro Díaz-Mujica
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Mobile Application ◽  
Self Regulation ◽  
Control Group ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Background: Smartphone applications have the potential to support university students for the benefit of learning in higher education. Objective: To design and evaluate the effect of an intra-curricular program using a mobile application on self-regulated learning strategies in university students. Method: The 4Planning mobile application was designed following a systematic literature review, expert judgement and application. The instrument to assess the effect of the intervention was the SRL Readiness Practices Scale, with a one-factor structure (CFI = 0.98; TLI = 0.97; RMSEA = 0.05) with reliability of α = 0.89. The design was quasi-experimental with pre- and post-test measures and experimental and control groups. The sample consisted of 473 first-year university students (37.02% male) from seven Chilean universities with a mean age of 19.35 (SD = 2.49). Statistical analysis was an ANOVA performed in R software version 4.0.3. Results: Statistically significant differences were identified in the levels of self-regulated learning between the experimental group compared to the control group. Conclusion: The development of the 4Planning app proved to be effective in promoting the development of self-regulated learning strategies in university students.

scholarly journals Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model

2020 ◽  
Vol 10 (12) ◽  
pp. 184
Author(s):  
Pierpaolo Limone ◽  
Maria Sinatra ◽  
Flavio Ceglie ◽  
Lucia Monacis
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Time Management ◽  
Self Regulation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
Account Due

Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

scholarly journals Metacognitive Learning Approach in Affecting Students’ Self-Regulated Learning in Writing Course

2021 ◽  
Vol 13 (2) ◽  
pp. 1175-1184
Author(s):  
Abdul Halim ◽  
Sofia Ulfa Eka Hadiyanti
Keyword(s):  
Control Group ◽  
Self Regulated Learning ◽  
East Kalimantan ◽  
Metacognitive Instruction ◽  
Writing Course ◽  
Regulated Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
The University ◽  
Experimental Group

The research aimed to investigate the effect of metacognitive instruction on students' self-regulated learning (SRL) writing for Indonesian EFL students to have appropriate grammar and meaningful learning experiences. The methodology used was a quasi-experimental design. The research participants were 50 students from the University of Muhammadiyah East Kalimantan (UMKT) English department who took a writing course. The participants were divided into the experimental group that was taught with metacognitive instruction. In contrast, although the same teacher taught the control group and had similar learning materials, the teacher did not use metacognitive instruction. The data was taken through pre-test and post-test and analyzed through independent t-test with statistics tool SPSS. The results showed that the experimental group has a higher SRL score with significant results in overall score even though there is one component that is different from previous studies, namely knowledge of cognition. Some suggestions were proposed.

The Effects of Assessment as Learning (AaL) on ESL students’ Academic Performance and Motivation in the light of self-Regulated Learning (SRL) Theor

2020 ◽  
Vol 14 (4) ◽  
pp. 26-42
Author(s):  
Preeta Hinduja ◽  
◽  
Martin Thomas
Keyword(s):  
Academic Performance ◽  
Self Regulation ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Assessment As Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance

This study intended to investigate the effects of Assessment as Learning (AaL) strategy on satisfaction of academic performance and motivational beliefs of ESL (English as Secondary Language) students of Public sector school. Using the quasi-experimental pre-post-test control group design, and assessment strategy recommended by Lee and Mak (2014), this study examined the effects of Assessment as Learning (AaL) on students’ studying ESL writing skills in Argumentative Essay. Through the convenience sampling technique, 60 ninth standard students were selected to participate in the study. Students' performance was analyzed with the help of Argumentative Essay Test and Motivation was investigated by using Motivated Strategies for Learning Questionnaire (MSLQ). Both control and experimental groups were trained through traditional teaching ESL strategies; however, experimental group students practiced an additional intervention identified as "Assessment as Learning (AaL)" strategy. After seven weeks of study, both groups' performance and motivation were evaluated through post-tests. The data from pre-tests and post-tests were analysed by Independent Sample t-tests. The results demonstrated that the experiment group’s academic scores and motivation were significantly higher, thus the implementation of AaL practice is recommended to raise self-regulation and performance of students.

scholarly journals Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Mücahit Öztürk ◽  
Ünal Çakıroğlu
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Language Skills ◽  
Control Group ◽  
Test Results ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental

AbstractThis study examined the development of students’ language skills in a flipped English foreign language course designed with self-regulated learning strategies. The study was conducted with a quasi-experimental design. While the experimental group received the course through flipped classroom model designed with self-regulated learning strategies, control group did not use self-regulated learning strategies in the flipped classroom model. The results indicated that self-regulated learning strategies positively affected the development of foreign language skills in the flipped classroom model. A significant difference in favor of the group working with the platform including self-regulated learning strategies outperformed in speaking, reading, writing, and grammar test scores. However, no significant difference in the listening test results was found.

scholarly journals Effect of Self-Regulated Learning on Students’ Academic Achievement in the Subject of English at Secondary Level

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 395-401
Author(s):  
Sadia Rasheed ◽  
Dr. Mumtaz Akhtar
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Secondary Level ◽  
Control Group ◽  
Self Regulated Learning ◽  
Study Results ◽  
Significant Difference ◽  
Regulated Learning ◽  
Post Test ◽  
The Subject

The study aimed at finding out the effect of students' self-regulated learning on their academic achievement in the subject of English. The study was conducted at the secondary level in the province of Punjab. It was quantitative in nature and employed a true experimental design (pre-test post-test control group). It was significant for teachers, curriculum stakeholders, training bodies, and policymakers. For the study sampling, a simple random sampling technique was used. Students' achievement test was developed for pre-test and post-test. The study sample consisted of sixty students of grade IX and they were divided into two groups; experimental and control. A pre-test was conducted on both groups to measure their current status of academic achievement. After the pre-test, the subject of English was taught to the experimental group by using self-regulated learning strategies while the traditional method (dominantly lecture method) was adopted to teach the control group. A post-test was conducted after an intervention of 16 weeks. The results of the test were compared by using a t-test. For data analysis, SPSS was used and results were interpreted accordingly. The study results revealed a significant difference between the test score results of the students. The study recommended appropriate teachers' training to use self-regulated learning strategies effectively at the secondary level. Textbook contents were also recommended to be devised supportive to gauge self-regulated learning.

THE IMPACT OF FLIPPED LEARNING 3.0 AND SELF REGULATED LEARNING TOWARD ELEVENTH GRADE STUDENTS’ SPEAKING PERFORMANCE

2020 ◽  
Vol 4 (3) ◽  
pp. 111
Author(s):  
I Gusti Agung Bayu Mahendra ◽  
Luh Diah Surya Adnyani ◽  
Luh Gd Rahayu Budiarta
Keyword(s):  
Flipped Learning ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Performance ◽  
And Control ◽  
The Impact ◽  
Cluster Random Sampling

This study aimed to investigate the impact of flipped learning 3.0 and self-regulated learning on eleventh grade students’ speaking performance in SMA N 1 Sukasada. This study was quasi-experimental research. Forty-seven of eleventh grade students were the sample of this study that were divided into two groups by using cluster random sampling, namely experimental and control groups. The data were collected through a survey and post-test. The data were analyzed using a two-way ANOVA. The result showed that flipped learning 3.0 gave a significant difference on students’ speaking performance. Meanwhile, self-regulated learning did not give any significant differences on students’ speaking performance between those who had high and low self-regulated learning Moreover, there was no interaction effect between flipped learning 3.0 and self-regulated learning. Through the implementation of flipped learning 3.0 and self-regulated learning, the students were stimulated to learn independently. Thus, it creates their understanding and be active in the learning.

scholarly journals Differential Efficacy of an Intelligent Tutoring System for University Students: A Case Study with Learning Disabilities

2020 ◽  
Vol 12 (21) ◽  
pp. 9184 ◽  
Author(s):  
Rebeca Cerezo ◽  
Maria Esteban ◽  
Guillermo Vallejo ◽  
Miguel Sanchez-Santillan ◽  
Jose Nuñez
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Learning Processes ◽  
Tutoring System ◽  
Self Regulated Learning ◽  
Regulated Learning

Computer-Based Learning Environments (CBLEs) have emerged as an almost limitless source of education, challenging not only students but also education providers; teaching and learning in these virtual environments requires greater self-regulation of learning. More research is needed in order to assess how self-regulation of learning strategies can contribute to better performance. This study aims to report how an Intelligent Tutoring System can help students both with and without learning difficulties to self-regulate their learning processes. A total of 119 university students with and without learning difficulties took part in an educational experiment; they spent 90 min learning in a CBLE specifically designed to assess and promote self-regulated learning strategies. Results show that as a consequence of the training, the experimental group applied more self-regulation strategies than the control group, not only as a response to a system prompt but also self-initiated. In addition, there were some differences in improvement of learning processes in students with and without learning difficulties. Our results show that when students with learning difficulties have tools that facilitate applying self-regulated learning strategies, they do so even more than students without learning difficulties.

scholarly journals Effects of Self-regulated Learning Strategies on Learning of English Language by Students of Eighth Grade

2019 ◽  
Vol IV (IV) ◽  
pp. 99-105
Author(s):  
Umm e Habiba ◽  
Mumtaz Akhter ◽  
Tahira Batool
Keyword(s):  
Learning Strategies ◽  
Repeated Measures ◽  
English Language ◽  
T Test ◽  
Control Group ◽  
Experimental Population ◽  
Intact Group ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Control

This was proposed to investigate the effect of self-regulated learning strategies on 8th class students achievement for learning English. This was experimental research. Intact group (8th class students) pretest and posttest of design was utilized voluntarily for data collection. The experimental group was taught with SRL strategies and control group was taught with traditional strategy. The pre and post-administration results of group with intervention and control groups were compared to determine the use of SRL strategies had statistically significant effect on students achievement to learn English. Independent sample t-test and paired sample t-test and Repeated Measures Analysis were employed for data analysis. The findings of this study revealed that SRL strategies had significant effect on students achievement scores. In conclusion, research was suggested to examine the effect of SRL strategies on students achievement on larger experimental population of various grades.

MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS SISWA MELALUI STRATEGI BELAJAR PREVIEW QUESTION READ REFLECT RECITE REVIEW

2020 ◽  
Vol 2 (2) ◽  
pp. 133-144
Author(s):  
Roslani Supinah ◽  
Kadir Kadir ◽  
Otong Suhyanto
Keyword(s):  
Everyday Life ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Control Group ◽  
Mathematical Concepts ◽  
Post Test ◽  
Quasi Experimental ◽  
Research Findings ◽  
And Control ◽  
Mathematical Connection

The PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning strategy is one of the recommended learning strategies to hone mathematical connection skills and support students to connect mathematical concepts with problems in everyday life. The purpose of this study was to examine the effect of PQ4R learning strategies and conventional learning strategies on students' mathematical connection abilities. This study was a quasi-experimental study with a two group randomized control group post test only design. This study involved 60 students who were taken randomly as samples, 30 students each for the experimental and control groups. Data collection using test instruments. The research findings reveal that the average mathematical connection ability of the experimental group is 71.53 and the control group is 35.99. The achievement of mathematical connection ability includes connection indicators: between mathematics, with other disciplines, and with everyday life. The conclusion of this study is that the PQ4R learning strategy is more effective in increasing the mathematical connection ability than students who are given conventional learning strategies.

scholarly journals Strategi Self-Regulated Learning untuk Menurunkan Tingkat Prokrastinasi Akademik Siswa

2016 ◽  
Vol 3 (2) ◽  
pp. 153-170
Author(s):  
Muhammad Iqbalul Ulum
Keyword(s):  
Learning Strategy ◽  
Self Regulation ◽  
Sampling Technique ◽  
Control Group ◽  
Academic Procrastination ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Group Data ◽  
Regulated Learning ◽  
Quasi Experimental

Academic procrastination is a behavior that should be avoided by students because it would give a bad influence, especially the academic achievement. One of the factors that lead to academic procrastination is lack of self-regulation in learning. Therefore, it is necessary for students to have self-regulated learning. This research aimed to test the self-regulated learning strategy to reduce the level of academic procrastination XI grade student of SMAN 1 Ngamprah of the academic year 2015/2016 West Bandung Regency. The method used is a quasi-experimental nonequivalent (pretest and posttest) control group design. Sampling was done by using purposive sampling technique. Instrument used is The Academic Procrastination State Inventory (APSI) developed by Henri C. Schouwenburg. The sample are 68 students whereas devided into experiment and control group. Data analyzed using the Mann-Whitney test. Result shows that self-regulated learning are effective for lowering the level of academic procrastination.

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