scholarly journals The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

2018 ◽  
Vol 42 ◽  
pp. 00036
Author(s):  
I Putu Suyoga Dharma ◽  
Pande Agus Adiwijaya
Keyword(s):  
Significant Interaction ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Teaching Model ◽  
Self Assessment ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Writing Competency ◽  
Regulated Learning

This experimental study aimed at investigating the effect of Problem Based Learning (PBL) and self-assessment (SA) on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency) and questionnaire (self-regulation). Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1) there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2) there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3) there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5) there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

scholarly journals PENGARUH TEMAN SEBAYA DAN REGULASI DIRI DALAM BELAJAR PADA MAHASISWA

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Dede Sumia ◽  
Vira Sandayanti ◽  
Ade Utia Detty
Keyword(s):  
College Students ◽  
Student Learning ◽  
Peer Influence ◽  
Self Regulation ◽  
Academic Goals ◽  
Cross Sectional ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Spearman Test

ABSTRACT : PEER INFLUENCE AND SELF REGULATED LEARNING IN COLLEGE STUDENTS Self-regulated learning is an independent and active way of learning to achieve academic goals. Peers have a significant role in the development of students' ability to process information and increase learning motivation. This study aims to determine the relationship between peer influence and self-regulation in student learning. This study used a quantitative approach with a cross sectional design. The research sample consisted of 123 students of the Malahayati University Faculty of Medicine. Data analysis using the Spearman test on the SPSS 20 application with a significance level in this study was set with a value of p <0.05. The results showed a significant positive relationship between peer influence and self-regulation in student learning. The results of this study have implications related to the development of self-regulated learning through the role of peers. Keyword: Self Regulated Learning, Peer Influence, College Students  Regulasi diri dalam belajar (self regulated learning) adalah cara belajar mahasiswa aktif secara individu untuk mencapai tujuan akademik.Teman sebaya memiliki peran yang signifikan dalam perkembangan kemampuan mahasiswa memproses informasi dan meningkatkan motivasi belajar. Penelitian ini bertujuan untuk mengetahui hubungan pengaruh teman sebaya dengan regulasi diri dalam belajar pada mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif dengan rancangan cross sectional. Sampel penelitian berjumal 123 mahasiswa Fakultas Kedokteran Universitas Malahayati. Analisis data menggunakan uji Spearman pada aplikasi SPSS 20 dengan tingkat kemaknaan pada penelitian ini ditetapkan dengan nilai p < 0,05. Hasil penelitian menunjukkan adanya hubungan positif yang signifikan antara pengaruh teman sebaya dengan regulasi diri dalam belajar pada mahasiswa. Hasil penelitian ini memberikan implikasi terkait pengembangan self regulated learning melalui peran teman sebaya. Kata Kunci: Regulasi diri dalam belajar, Pengaruh Teman Sebaya, Mahasiswa

scholarly journals The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students

2017 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Jalil Fathi ◽  
Leila Mohammad Yousefi ◽  
Mehrnoosh Sedighravesh
Keyword(s):  
Alternative Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
The Self ◽  
Control Group ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Efl Students ◽  
The Impact

Like other types of assessment subscribing to edumetrics as a reaction against traditional psychometrics paradigm, self-assessment and peer-assessment have enjoyed much popularity among various types of alternative assessment. Additionally, alternative assessments, especially self- and peer-assessments have been the focal point of departure as far as L2 writing has been concerned. Furthermore, self-regulation as a burgeoning area of research in L2 learning refers to the degree to which language learners can regulate aspects of their thinking, motivation and behavior during learning. Given the significance of both assessment and self-regulated learning in ELT, the present paper investigated the effect of the implementation of self-assessment and peer-assessment in a writing course on the self-regulated learning of a sample of Iranian EFL students. In so doing, sixty three English major Iranian students who were the students of three intact classes at Islamic Azad University participated in this study. One of the classes was regarded as the self-assessment group, the other group was assigned to peer-assessment group and the third class served as the control group of the study. The ANCOVA analyses of the self-regulation scale scores for the control and experimental groups revealed that both self-assessment and peer-assessment practices had a positive impact on the self-regulated learning of the participants. The results will have theoretical and pedagogical implications for Iranian English language education.

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.

Self-Regulated Learning Development in Undergraduate ESL Writing Classrooms: Teacher Feedback Versus Self-Assessment

RELC Journal ◽  
2020 ◽  
pp. 003368822095778
Author(s):  
Kayatri A/P Vasu ◽  
Yong Mei Fung ◽  
Vahid Nimehchisalem ◽  
Sabariah Md Rashid
Keyword(s):  
Qualitative Data ◽  
Instructional Practice ◽  
Self Regulation ◽  
Self Report ◽  
Teacher Feedback ◽  
Adaptive Behaviour ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental

In the English as a second language (ESL) research context, teachers are committed to ensuring that students are aware of their writing skills and the kinds of errors they make in their writing. This explains why teacher feedback is frequently practised in the writing classrooms. Self-assessment is another supplementary strategy that provides opportunity for ESL students to take control of their learning. This study investigated the effects of self-assessment and indirect teacher feedback on self-regulated learning (SRL). A quasi-experimental design with an embedded experimental model was used in this research. Three intact classes were randomly assigned to experimental and control groups. This study utilised both quantitative and qualitative data. The quantitative data were obtained through the Self-Regulation Strategy Inventory Self-Report. The qualitative data were derived from the SRL microanalytic protocol. The findings revealed that both self-assessment and indirect teacher feedback helped learners become more self-regulated. However, self-assessment reduced maladaptive behaviours more than indirect teacher feedback. This study concludes that self-assessment is an effective instructional practice that promotes SRL in terms of goal setting, strategy planning, strategy use, attribution and adaptive behaviour. It is recommended that self-assessment be part of an instructional practice rather than an alternative strategy in the writing class.

PENINGKATAN KEMANDIRIAN BELAJAR SISWA SMP MELALUI PEMBELAJARAN BERBASIS MASALAH

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Tanti Jumaisyaroh Siregar
Keyword(s):  
Problem Based Learning ◽  
Mathematic Teacher ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Direct Learning ◽  
The Difference ◽  
And Control ◽  
Learning Data

The purposes of this research were to know: the difference of improvement in self-regulated learning of students that given problem-based learning with students that given  direct learning. The type of this research is a quasi-experimental research by taking samples from the existing population. The variable of this research consist of independent variable that is problem based learning model while the dependent variable isself regulated learning of student.The population of this research is all students of SMP Swasta Ar-rahman Percut and the sample of this research is grade eight with taken sample two classes (experiment and control)  with total 60 students. The instrument of this research were: scale of self-regulated learning. Data that have been collected then analyzed and performed hypothesis testing by using T-test. Based of the results analysis, it showed that: improvment  of the students’ self-regulated learning that given problem-based learning was higher than the students’ ability that given direct learning His then, suggested that problem-based learning be used as an alternative for mathematic teacher to improved students’ ability in mathematical critical thinking and self-regulated learning.

How Much Can Computers and Internet Help?

2011 ◽  
Vol 7 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Online Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Vocational Schools ◽  
Long Term Effects ◽  
Computing Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills

Computing education in Taiwan is ineffective. Most teaching efforts in private vocational schools have been devoted to helping students pass tests through a “spoon-feeding” teaching method. Under such constraints, students may lose their long-term competence in practical terms. In this study, the author conducted a series of quasi-experiments to examine the long-term effects of web-mediated problem-based learning (PBL), self-regulated learning (SRL), and their combinations on students’ computing skills over three years. The author re-examined students’ long-term computing skills three years after the start of the related course. Results reveal that effects of web-mediated PBL, SRL, and their combinations on students’ long-term computing skills are significant. The implications for scholars and teachers engaged in online learning were also discussed.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

scholarly journals Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

scholarly journals Changes of Epistemological Beliefs and Self-regulated Learning in Problem-based Learning

2009 ◽  
Vol 21 (2) ◽  
pp. 153-161 ◽  
Author(s):  
Jung Ae Rhee ◽  
Eun Kyung Chung ◽  
Sun A Oh ◽  
Yung Hong Baik ◽  
Young Jong Woo
Keyword(s):  
Epistemological Beliefs ◽  
Problem Based Learning ◽  
Self Regulated Learning ◽  
Regulated Learning
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