Fostering Self-Regulated Learning in Primary School Students: Can Additional Teacher Training Enhance the Effectiveness of an Intervention?

2021 ◽  
pp. 147572572110136
Author(s):  
Manuela Benick ◽  
Laura Dörrenbächer-Ulrich ◽  
Marie Weißenfels ◽  
Franziska Perels
Keyword(s):  
Teacher Training ◽  
Passive Control ◽  
Fourth Graders ◽  
Intervention Group ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Positive Effects ◽  
Regulated Learning

Teachers play a key role in the development of self-regulated learning (SRL), especially in primary education. However, current results indicate that teachers are either inadequately or only moderately fulfilling this key function, as they spend little time in the instruction of SRL strategies. The objective of the current study was, therefore, to develop an intervention that guides teachers to provide students with SRL strategies and investigate if additional teacher training (ATT) can enhance the intervention effects. Data of 607 fourth-graders were used to analyze their SRL within a pretest/posttest control-group design using a questionnaire and a learning diary. Contrasting the data of the groups actively participating in the intervention (simple intervention group and trained-teachers intervention group) with the data of a passive control group revealed positive effects of the intervention in terms of an increase in their reported use of SRL strategies (questionnaire and diary data). However, we found no transfer effects on achievement, as well as that the ATT had no beneficial effect on results at the student level. For fourth-graders, the developed intervention seems appropriate to impart SRL strategies to them. For teachers, it represents a potential opportunity to instruct SRL strategies to their students in their classes.

scholarly journals Utilization Effectiveness of Chemistry Instructional Media to improve Self Regulated Learning and Learning Outcomes of High School Students

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Control Group ◽  
Instructional Media ◽  
School Students ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Analysis Technique ◽  
Regulated Learning

The aim of the study is to determine the different improvement of self regulated learning and learning outcomes between students using android-based chemistry instructional media and and students using conventional learning. This research used quasy experiment with nonequivalent control group design. The subjects of this research were students of SMA N 1 Banguntapan grade XI, consisted of one experimental class and one control class. The data collecting technique was done by using questionnaire and test. The data analysis technique was done by MANOVA. The result showed that there is significant differences in the improvement of self regulated learning and learning outcome between students using android-based chemistry instructional media and and students using conventional learning. The average learning outcome of experimental class is 84.75 and control class is 77.42.

scholarly journals Utilization Effectiveness of Chemistry Instructional Media to improve Self Regulated Learning and Learning Outcomes of High School Students

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Control Group ◽  
Instructional Media ◽  
School Students ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Analysis Technique ◽  
Regulated Learning

The aim of the study is to determine the different improvement of self regulated learning and learning outcomes between students using android-based chemistry instructional media and and students using conventional learning. This research used quasy experiment with nonequivalent control group design. The subjects of this research were students of SMA N 1 Banguntapan grade XI, consisted of one experimental class and one control class. The data collecting technique was done by using questionnaire and test. The data analysis technique was done by MANOVA. The result showed that there is significant differences in the improvement of self regulated learning and learning outcome between students using android-based chemistry instructional media and and students using conventional learning. The average learning outcome of experimental class is 84.75 and control class is 77.42.

scholarly journals A Framework for Designing Training Programs to Foster Self-Regulated Learning and Text Analysis Skills

2014 ◽  
Vol 2014 ◽  
pp. 1-15
Author(s):  
Daniela Wagner ◽  
Sandra Dörrenbächer ◽  
Franziska Perels
Keyword(s):  
Teacher Training ◽  
Secondary Students ◽  
Text Analysis ◽  
Intervention Program ◽  
Control Group ◽  
Self Regulated Learning ◽  
Training Approach ◽  
Regulated Learning ◽  
Student Training ◽  
And Control

The study’s aim was to develop an intervention program and to evaluate its contribution to students’ self-regulated learning (SRL) and text analysis skills. In a student-focused training approach, the students themselves acquired the training strategies, whereas in the teacher-focused training, the teachers were enabled to explicitly impart these strategies to their students. In order to investigate the effectiveness of the intervention in terms of transfer benefits on SRL and text analysis skills, 274 lower secondary students were examined in a pretest-training-posttest design. Based on two different training approaches, a distinction was made between four groups: student training (singleST), teacher training (singleTT), combination of student and teacher training (ComT), and control group (CG). Substantially more transfer was revealed in all training conditions as compared to the control group. Specifically, the singleST group showed the highest learning gains for all variables. Conversely, a combination of both approaches (ComT) did not result in synergetic effects, but rather in reciprocal interferences.

scholarly journals Improving Student’s Mathematical Creative Thinking Ability and Self Regulated Learning using Sylver Approach

2018 ◽  
Vol 1 (3) ◽  
pp. 268
Author(s):  
Desy Tri Damayanti ◽  
Utari Sumarmo ◽  
Rippi Maya
Keyword(s):  
Creative Thinking ◽  
Control Group ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Mathematics Ability ◽  
Thinking Ability ◽  
Regulated Learning ◽  
Post Test ◽  
Medium Level ◽  
Creative Thinking Ability

This study was a pre test-post test experiment without control group design having a goal to examine the role of Prior Mathematics Ability (PMA), Sylver  approach (SA) toward student’s mathematical creative thinking ability (MCTA) and Self Regulated Learning (SRL).  The study involved  65 eleven  grade student, a PMA test, a MCTA test, and SRL scale. The study found that PMA and SA took good role on obtaining student’s MCTA, its N<Gain> and SRL. On student’s MCTA, and its N<Gain> students getting treatment with SA attained better grades than that of students taught by conventional teaching, and the  grades were still at medium level.  On SRL,  there was no different grades between students on both teaching approaches, and those grades were at fairly good  level.  The other findings, there was no association between MCTA and SRL, and students performed high perception toward SA.

scholarly journals Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study

2016 ◽  
Vol 50 (4) ◽  
pp. 450-467 ◽  
Author(s):  
Paul T. Cirino ◽  
Jeremy Miciak ◽  
Elyssa Gerst ◽  
Marcia A. Barnes ◽  
Sharon Vaughn ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Executive Function ◽  
Active Treatment ◽  
Text Comprehension ◽  
Fourth Graders ◽  
Control Group ◽  
Training Study ◽  
Similar Performance ◽  
Self Regulated Learning ◽  
Regulated Learning

The goal of this study was to evaluate the extent to which training that emphasizes the process of executive function (EF) and self-regulated learning (SRL) would result in increased reading comprehension; we also evaluated interrelationships of EF, SRL, and reading. We report an experiment ( N = 75 fourth graders) that contrasted two researcher-implemented conditions (text-based reading [TB] and text-based reading plus executive function [TB+EF]) to a control. We also evaluated relationships among measures of SRL, EF, and reading. Both the TB and TB+EF groups outperformed the control group for proximal text comprehension (where the topic was similar to that covered in training) and background knowledge related to it, but the two researcher-led groups performed similarly. There were no significant differences for less proximal text, and again similar performance for both TB and TB+EF. Correlations among measures were weak in general, although the pattern was similar to that found in the extant literature. The findings speak to the difficulty in separating these components from those of strong instruction more generally. The relationships of these constructs to reading comprehension will likely be enhanced by more sensitive measurement of EF and reading comprehension, particularly where tied to active treatment components.

scholarly journals The Effects of Learning Stations on Socioeconomically Disadvantaged Students’ Achievement and Self-Regulated Learning

2021 ◽  
Vol 9 (6) ◽  
pp. 51-69
Author(s):  
Reem Alsaadi ◽  
Adam Al Sultan
Keyword(s):  
Academic Achievement ◽  
Low Socioeconomic Status ◽  
Control Group ◽  
School Students ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Experimental Group

The aim of this study was to investigate the effects of learning station strategies on developing academic achievement and self-regulated learning among middle school students of low socioeconomic status. The sample group consisted of 68 female Saudi students. We applied a quasi-experimental design with an experimental and control group and a pretest and posttest. We examined the correlation between academic achievement and self-regulated learning. The data collection instruments included an academic achievement test and self-regulated learning questionnaire. The results revealed a statistically significant difference between the mean scores of both instruments in favor of the experimental group. Additionally, there was a positive relationship between development of academic achievement and self-regulated learning among the students for the experimental group. The study’s findings suggest that the learning stations created a dynamic classroom, which prompted students to engage in self-regulatory behaviors and develop their knowledge and understanding.

scholarly journals Increasing self-regulated learning of elementary school students through the concrete-pictorial-abstract approach during the COVID-19 pandemic

2020 ◽  
Vol 10 (2) ◽  
pp. 187
Author(s):  
Hafiziani Eka Putri ◽  
Idat Muqodas ◽  
Ayu Shandra Sasqia ◽  
Afif Abdulloh ◽  
Aan Yuliyanto
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Fifth Grade ◽  
Control Group ◽  
School Students ◽  
Self Regulated Learning ◽  
Abstract Approach ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Better Than

<span>This research was motivated by limited self-regulated learning (SRL) in elementary school students. The aim of this research was to understand the increase in SRL of elementary school students apply the Concrete-Pictorial-Abstract (CPA) approach which was reviewed as a whole and based on Early Mathematical Ability (EMA) during the COVID-19. This study was applied with a quasi-experimental method through a nonequivalent control group. Determination of the sample through purposive sampling on fifth-grade elementary school students in Central Jakarta. The sample coincide of 27 students each for the CPA and the conventional class. Measurement through a scale of SRL. This research informs the students' SRL on CPA learning that is significantly better than SRL with conventional approach reviewed as a whole and in the medium EMA group., however, based on the high and low EMA groups, SRL students who received CPA learning were not significantly better than those with conventional learning.</span>

scholarly journals Pengaruh Model Self Regulated Learning terhadap Hasil Belajar IPA Siswa

2019 ◽  
Vol 3 (3) ◽  
pp. 258
Author(s):  
I Kadek Adhi Dharma Putra ◽  
Ni Wayan Arini ◽  
I Komang Sudarma
Keyword(s):  
Random Sampling ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Post Test

Penelitian ini bertujuan untuk mengetahui pengaruh model Self Regulated Learning terhadap hasil belajar IPA antara kelompok siswa yang dibelajarkan dengan model pembelajaran Self Regulated Learning dan kelompok siswa yang dibelajarkan dengan model pembelajaran konvensional. Penelitian ini adalah penelitian eksperimen semu dengan desain Non Equivalent Post-Test Only Control Group Design. Populasi penelitian ini adalah seluruh siswa kelas V di SD Gugus X Kabupaten Buleleng, yang berjumlah 163 siswa. Pengambilan sampel menggunakan teknik random sampling. Sampel penelitian yaitu kelompok siswa kelas V di SDN 2 Kaliuntu yang terpilih sebagai kelompok eksperimen dan SDN 3 Kaliuntu sebagai kelompok kontrol. Data hasil belajar siswa diperoleh melalui metode tes, yaitu tes pilihan ganda. Data yang diperoleh dianalisis menggunakan teknik analisis statistik deskriptif dan statistik inferensial uji-t polled varians. Hasil pengujian hipotesis menunjukkan bahwa terdapat perbedaan yang signifikan hasil belajar IPA antara kelompok siswa yang mengikuti pembelajaran dengan model Self Regulated Learning dan kelompok siswa yang mengikuti pembelajaran konvensional. Hasil pengujian diperoleh (thitung = 8,76 > ttabel  = 1,86) sehingga H0 ditolak dan H1 diterima. Dengan demikian, kelompok siswa yang dibelajarkan dengan model pembelajaran Self Regulated Learning menunjukkan hasil belajar yang lebih tinggi dibandingkan dengan kelompok siswa yang dibelajarkan menggunakan model pembelajaran konvensional.

scholarly journals Body Image Relates to Exercise-Induced Antinociception and Mood Changes in Young Adults: A Randomized Longitudinal Exercise Intervention

2020 ◽  
Vol 17 (18) ◽  
pp. 6801
Author(s):  
Angelika Maurer ◽  
Sebastian Deckert ◽  
Claudia Levenig ◽  
Theresa Schörkmaier ◽  
Carolin Stangier ◽  
...  
Keyword(s):  
Body Image ◽  
Young Adults ◽  
Positive Affect ◽  
Passive Control ◽  
Exercise Intervention ◽  
Intervention Group ◽  
Pain Tolerance ◽  
The Body ◽  
Control Group ◽  
Positive Effects

Background: An important motivation for adolescents and young adults to engage in aerobic exercise (AE) is to improve fitness, body composition and physical appearance. These parameters have an impact on bodily perception as conceptualized by the ‘body image’ (BI) construct. AE is known to have positive effects on pain perception, mood, and body image (BI). However, no study has hitherto investigated their interrelationship within one study. Methods: Participants were randomly assigned to an intervention group (IG, n = 16, 6 months of AE) or a passive control group (CG, n = 10). Frankfurt Body-Concept Scales (FKKS), Positive and Negative Affect Scale (PANAS), State and Trait Anxiety Inventory, warmth and heat pain thresholds (WPT, HPT), pain tolerance, and graded exercise test data from baseline (T0) and the end of the intervention (T6) were analyzed using a paired t-test (p < 0.05). Results: A significant increase in the BI dimension ‘physical efficacy’ was identified from T0 to T6, which correlated positively with PANAS Positive Affect Scale and HPT. Conclusion: Data in young adults undergoing AE indicate that changes in the BI sub-category ‘physical efficacy’ are closely linked with changes in positive affect and antinociception. These novel findings suggest that BI plays a role in antinociception and positive affect.

scholarly journals EFEKTIVITAS LAYANAN INFORMASI MENGGUNAKAN COLLABORATIVE LEARNING MELALUI FACEBOOK DALAM PENINGKATAN SELF REGULATED LEARNING SISWA

2018 ◽  
Author(s):  
Firman - Firman
Keyword(s):  
Collaborative Learning ◽  
Quantitative Methods ◽  
Research Result ◽  
Information Services ◽  
Control Group ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Equivalent Control ◽  
Experimental Group

This research was conducted due still found students who have symptoms of self regulated learning is low. It can be seen during at the time of the takes place, students use their smarthphone by putting in to drawers, book sheets or in a bag that deliberately placed on the desk study. The efforts to improving the self regulated learning students are within information services using collaborative learning through facebook. This study aimed to test the effectiveness of information services using collaborative learning through facebook to improving self regulated learning students. This research uses quantitative methods. This type research was Quasi Non Randomized Experiment with the Non Equivalent Control Group Design. The subjects were students of national madrasah aliyah Barumun Tengah as an experimental group and students at national madrasah aliyah Marenu as the control group. The research instrument used Likert Scale models. Data were analyzed using the Wilcoxon Signed Ranks Test and Kolmogorov Smirnov Test Two Independent Samples. The research result shows that the information services using collaborative learning through facebook was effective to improving self regulated learning students seen from the average posttest of experimental group 148.65 and control group 137.11

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