The development in self-regulated learning behaviour of first-year students in the lowest level of secondary school in the Netherlands

2009 ◽  
Vol 19 (1) ◽  
pp. 34-46 ◽  
Author(s):  
Ineke van der Veen ◽  
Thea Peetsma
Keyword(s):  
The Netherlands ◽  
Secondary School ◽  
First Year ◽  
Learning Behaviour ◽  
First Year Students ◽  
Self Regulated Learning ◽  
Regulated Learning

Lecture vs. Self-Regulated Learning: A Comparison of Two Methods in Teaching Biological Science

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
MARICEL A. GOMEZ
Keyword(s):  
College Teaching ◽  
Biological Science ◽  
First Year ◽  
First Year Students ◽  
Traditional Lecture ◽  
Self Regulated Learning ◽  
College Science Teaching ◽  
Study Results ◽  
Regulated Learning ◽  
Education College

Lecture is a common method used in college teaching. Various researchescomparing lecture and more active methods in relation to students’ performance presented mixed views on the effectiveness of the lecture. This research aimed to compare the traditional lecture and self-regulating learning method in relation tostudents’ achievement in Biological Science. The study used quasi-experimentalmethod using non-equivalent group pretest-posttest design. Two intact classeswere used with 39 students in each class. A total of 78 first year students wereincluded in the study. The two groups were randomly assigned to the twoteaching methods. One group was taught through lecture while the other groupthrough self-regulated learning (SRL) method. Comparability of the studentswas based on their pretest scores in Biological Science. The study was conductedwith an observer. Teacher-made achievement test, course teaching manual, andcourse reader were used in the study. Results revealed that both lecture andSRL methods increased students’ achievement in Biological Science. However,students in the traditional method obtained higher mean pretest, posttest, andmean gain scores than students exposed to SRL method. Lecture as a teachingmethod should not be entirely replaced but also integrated with other methodswhenever it is appropriate.Keywords: Education, college science teaching, self-regulated learning, quasiexperimentaldesign, Philippines

scholarly journals The Effect of Learning Model and Self Regulated Learning towards Students’ English Writing Skill

2017 ◽  
Vol 5 (2) ◽  
pp. 203
Author(s):  
W. Syuhida ◽  
Zainal Rafli ◽  
Ninuk Lustyantie
Keyword(s):  
Hybrid Learning ◽  
Learning Model ◽  
First Year ◽  
First Year Students ◽  
Face To Face ◽  
English Writing ◽  
Self Regulated Learning ◽  
Writing Skill ◽  
Regulated Learning ◽  
Face To Face Learning

<p><em>This research aimed to find out the effect of learning model and self-regulated learning toward English writing skill. It was an experimental study by using treatment by level 2 x 2 design. The population was the first year students with the sample was 32 students. The data were collected through the questionnaire of self-regulated learning and the test of English writing skill. The data were analyzed by two way ANOVA and Tukey test. The result of the data analysis showed that (1) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning; (2) there was an interaction effect between hybrid learning model and self-regulated learning toward English writing skill; (3) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning for group of students who have higher self-regulated learning;</em><em> </em><em>(4) the students’ English writing skill who were taught by using face-to-face learning was higher than the writing skill students’ score who were taught by using hybrid learning for group of students who have low self-regulated learning.</em></p>

Assessment of a Self-regulated Learning Intervention

2014 ◽  
Vol 17 ◽  
Author(s):  
Julio A. González-Pienda ◽  
Estrella Fernández ◽  
Ana Bernardo ◽  
José C. Núñez ◽  
Pedro Rosário
Keyword(s):  
Learning Strategies ◽  
Intervention Program ◽  
Study Time ◽  
Control Group ◽  
First Year ◽  
Use Of Self ◽  
Post Intervention ◽  
First Year Students ◽  
Self Regulated Learning ◽  
Regulated Learning

AbstractFollowing a pretest-posttest design with no control group, this paper evaluates the efficacy of an intervention program. Consisting of twelve sessions, the program endeavored to increase knowledge and use of self-regulated learning strategies, as well as study time, in 277 first-year students in the Spanish secondary education system. The intervention’s efficacy was assessed in terms of three variables: knowledge of self-regulated learning strategies, use of self-regulated learning strategies, and study time. The results of post-intervention data analysis indicate that statistically significant changes occurred in students’ knowledge of self-regulated learning strategies and weekly study time, but not in their use of self-regulated learning strategies. When the sample was stratified into three groups (high, moderate, and low) according to baseline scores on the dependent variables, our findings show that students in the lower group profited most from the intervention on all three variables. This suggests that participation in the program is especially useful for at-risk students (i.e. those with little knowledge and use of effective learning strategies).

scholarly journals Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout

2016 ◽  
Vol 29 (12) ◽  
pp. 803 ◽  
Author(s):  
Joselina Barbosa ◽  
Álvaro Silva ◽  
Maria Amélia Ferreira ◽  
Milton Severo
Keyword(s):  
Higher Education ◽  
Medical Students ◽  
Secondary School ◽  
Medical School ◽  
First Year ◽  
Academic Burnout ◽  
Self Regulated Learning ◽  
Self Study ◽  
Regulated Learning ◽  
Academic Year

Introduction: The transition from secondary to higher education is a challenging and demanding period for medical students. The ability to manage study time effectively and to be a self-regulated learner is essential to cope with the exponential growth of knowledge in medical education. Thus, the purpose of our study was to measure self-regulated learning skills and self-study across secondary higher education transition and to explore its effect on academic burnout in the first year of medical school.Material and Methods: We collected data from 102 (43%) freshman medical students on self-regulated learning, academic achievement, and hours of self-study/week relative to last year of secondary school (at the beginning of academic year) and the first year of medical school (at the end of academic year). Burnout data was collected at the end of academic year.Results: Among the 102 participants, 12% were at risk of burnout. Self-directedness at secondary school and higher education, and strategies for learning and assessment at higher education were protective factors against academic burnout. However, secondary selfdirectedness has an indirect effect on academic burnout mediated by self-directedness in the first year of medical school. In addition, self-study during class period was a risk factor for burnout.Conclusion: Our results support the premise that students experience mental health problems from an early stage at medical school. Empowering medical students to develop strategies for learning assessment and self-direction will help them manage their learning and, consequently, promote their well-being. Finally, we found that it is not academic performance that influences burnout but the time dedicated to study.

scholarly journals Perceptions of medical faculty students: The effect of problem-based learning on self-regulated learning skills

2021 ◽  
Vol 8 (10) ◽  
pp. 594-600
Author(s):  
Hayriye Dilek Akdogan ◽  
Serpil Velipasaoglu ◽  
Berna Musal
Keyword(s):  
Scale Score ◽  
Self Regulation ◽  
Problem Based Learning ◽  
The Self ◽  
First Year ◽  
Learning Skills ◽  
First Year Students ◽  
Learning Abilities ◽  
Self Regulated Learning ◽  
Regulated Learning

Objective: Self-regulated learning (SRL) is defined as the entirety of emotions, thoughts, and behaviours that individuals display in order to achieve their goals during the developmental period. Problem-based learning (PBL), used in medical education, is an educational model based on complete and sufficient learning. The aim of the study was to determine the perception of students from a medical faculty that applies the PBL education model on their self-regulation abilities. Investigating whether there is a difference in the students’ perception on their self-regulation abilities between the first and third year of PBL education and examining if there is a difference in female and male students regarding their perception on their self-regulation abilities are also among the purposes. Material and Methods: The 453 students participated in the study, 253 from the first-year students and 200 from the third-year students. The “Self-Regulated Learning Skills of Students“ scale was used in the study and the Cronbach’s alpha values were between 0.839-0.942. Results: In the comparison of Self-Regulated Learning Abilities of Students Scale score averages of first-year and third-year students, statistically significant high scores were identified in third-year students compared to first-year students in 4 of the 23 parameters in the scale. Conclusion: Self-regulation of third-year students’ high scores in four parameters can be considered to be related to PBL gains.  When the Self-Regulated Learning Abilities of Students Scale score averages were compared according to gender, statistically significant high scores were found in 7 of the 23 parameters in females.

scholarly journals The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques»

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Eva Mary Bures ◽  
Alexandra Barclay ◽  
Philip C Abrami ◽  
Elizabeth J Meyer
Keyword(s):  
Learning Strategies ◽  
Electronic Portfolios ◽  
Assessment Tools ◽  
First Year ◽  
Cohen’S Kappa ◽  
Self Regulated Learning ◽  
Cohen's Kappa ◽  
Regulated Learning ◽  
The Government ◽  
Literacy Scores

This study explores electronic portfolios and their potential to assess student literacy and self-regulated learning in elementary-aged children. Assessment tools were developed and include a holistic rubric that assigns a mark from 1 to 5 to self-regulated learning (SRL) and a mark to literacy, and an analytical rubric measuring multiple sub-scales of SRL and literacy. Participants in grades 4, 5 and 6 across two years created electronic portfolios, with n=369 volunteers. Some classes were excluded from statistical analyses in the first year due to low implementation and some individuals were excluded in both years, leaving n=251 included in analyses. All portfolios were coded by two coders, and the inter-rater reliability explored. During the first year Cohen’s kappa ranged from 0.70 to 0.79 for literacy and SRL overall, but some sub-scales were unacceptably weak. The second year showed improvement in Cohen’s kappa overall and especially for the sub-scales, reflecting improved implementation of the portfolios and use of the assessment tools. Validity was explored by comparing the relationship of portfolio scores to other measures, including the government scores on the open-response literacy questions for the Canadian Achievement Tests (version 4), the scores we assigned to the CAT-4s using our assessment tools, and scores on the Student Learning Strategies Questionnaire (SLSQ) measuring SRL. The portfolio literacy scores correlated (p

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