scholarly journals Self-Regulated Learning Strategies and Their Effects on Math Performance of Pre-University International Students in Malaysia

2012 ◽  
Vol 3 (3) ◽  
pp. 89-97
Author(s):  
Tang Eng Loong
Keyword(s):  
International Students ◽  
Learning Strategies ◽  
Math Performance ◽  
Academic Tasks ◽  
First Semester ◽  
Self Regulated Learning ◽  
Test Taking ◽  
Significant Difference ◽  
Regulated Learning ◽  
Test Taking Strategies

The study examined any differences in self-regulated learning (SRL) strategies between two groups of international students in the Monash University Foundation Year (MUFY) program in Malaysia, in which one group of 58 international students in their first semester, and another group of 18 international students in their second and third semesters. It followed by examining the effect of the use of SRL strategies on math performance for both groups. The Learning and Study Strategies Inventory (LASSI) was used to measure the use of SRL strategies among international students, and the final score of the most manageable mathematical subject was used to measure their math performance. The result indicated that first-semester international students used as many SRL strategies as second- and thirdsemester international students, and no significant difference in math performance between the groups was found. The result also revealed that attitude towards academic tasks; motivation level and test taking strategies were positively associated with math performance of first-semester international students, while anxiety towards tests, attitude towards academic tasks and test taking strategies were positively associated with second- and third-semester international students’ math performance. Moreover, math performance of first-semester international students was significantly predicted by attitude towards academic tasks and test taking strategies, but second- and third-semester international students’ math performance was not significantly predicted by any SRL strategies.

scholarly journals The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

2020 ◽  
Vol 21 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Daeyeoul Lee ◽  
Sunnie Lee Watson ◽  
William R Watson
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Task Value ◽  
Future Research ◽  
Use Of Self ◽  
Massive Open Online ◽  
Positive Correlation ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.

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.

scholarly journals INFLUENCE OF LEARNING STRATEGIES AND SELF-RELIANCE ON PPKN LEARNING OUTCOMES IN FIFTH GRADE AT SDN 060931 MEDAN

2021 ◽  
Vol 2 (1) ◽  
pp. 11-20
Author(s):  
Putri Indaayu ◽  
Reh Bungana Br. Perangin-angin ◽  
Daulat Saragi
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Concept Map ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
The Difference

This study aims to: knowing the difference the result of learning PPKn students taught with the learning strategy problem-based learning and concept map of learning strategies, knowing the difference result of learning PPKn students who have learning independence high with students who have learning independence is low, determine the interaction between learning strategies and self-regulated learning is affecting the learning outcomes PPKn. This research is experimental research. The population in this research is all students of class V SD Negeri No. 060931 Medan academic year 2020/2021 which consists of two classes. The sample selected by total sampling technique. The instrument used is the questionnaire of independence in student learning and tests the learning outcomes of students. Data obtained from the research instrument were then analyzed using two-way ANAVA on SPSS 23.0 for Windows. The results showed that: There is a significant difference between the result of learning PPKn students taught with the learning strategy of problem-based learning compared with the learning strategies concept map (Fcount = 23,476 and the value of sig. 0,000 < 0,05), the result of learning PPKn students who have learning independence higher compared with students who have to learn independence low (Fcount = 7,673 and the value of sig. Are 0.008 < 0.05), and there is an interaction between learning strategy and self-regulated learning in influencing the result of learning PPKn students (Fcount = 13,003 and the value of sig. 0,001 < 0,05).

scholarly journals Comparing crowdworkers’ and conventional knowledge workers’ self-regulated learning strategies in the workplace

2019 ◽  
Vol 6 ◽  
pp. 83-97
Author(s):  
Anoush Margaryan
Keyword(s):  
Learning Strategies ◽  
Incidental Learning ◽  
Knowledge Workers ◽  
Learning Goals ◽  
Future Research ◽  
Self Regulated Learning ◽  
Wide Range ◽  
Significant Difference ◽  
Regulated Learning ◽  
Training Professional

This paper compares the strategies used by crowdworkers and conventional knowledge workers to self-regulate their learning in the workplace. Crowdworkers are a self-employed, radically distributed workforce operating outside conventional organisational settings; they have no access to the sorts of training, professional development and incidental learning opportunities that workers in conventional workplaces typically do. The paper explores what differences there are between crowdworkers and conventional knowledge workers in terms of self-regulated learning strategies they undertake. Data were drawn from four datasets using the same survey instrument. Respondents included crowdworkers from CrowdFlower and Upwork platforms and conventional knowledge workers in the finance, education and healthcare sectors. The results show that the majority of crowdworkers and conventional knowledge workers used a wide range of SRL strategies. Among 20 strategies explored, a statistically significant difference was uncovered in the use of only one strategy. Specifically, crowdworkers were significantly less likely than the conventional workers to articulate plans of how to achieve their learning goals. The results suggest that, despite working outside organisational structures, crowdworkers are similar to conventional workers in terms of how they self-regulate their workplace learning. The paper concludes by discussing the implications of these findings and proposing directions for future research. 

Estratégias de aprendizagem autorregulada e formação inicial de professores de Geografia: uma revisão sistemática de literatura1 | Self-regulated learning strategies and initial education of Geography teachers: A systematic literature review

2020 ◽  
Vol 25 ◽  
pp. 1
Author(s):  
Liz Cristiane Dias ◽  
Evely Boruchovitch
Keyword(s):  
Literature Review ◽  
Learning Strategies ◽  
Systematic Literature Review ◽  
Electronic Library ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
America Latina

Este artigo objetiva averiguar, com base em uma revisão sistemática de literatura, o investimento em estratégias de ensino e aprendizagem autorregulada em cursos de Licenciatura em Geografia. Os dados foram coletados nas bases de dados Scientific Electronic Library Online, Red de Revistas Cientificas de America Latina y el Caribe, España y Portugal e na Plataforma Sucupira da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior em periódicos da Geografia com classificação Qualis A1, A2 e B1 dos últimos cinco anos. A busca pelos trabalhos teve como resultado o total de 154 artigos. Destes, apenas 25 tratavam especificamente da formação inicial de professores e, dentre estes, apenas 8 atendiam às demandas da pesquisa. Os resultados revelaram a necessidade de mais investimento em programas de intervenção em estratégias de aprendizagem e a necessidade de pesquisas futuras que disseminem na Geografia a temática da autorregulação.

Enhancing Biology Students' Academic Achievement and Attitude Through Self-Regulated Learning Strategy in Senior Secondary Schools in Delta Central Senatorial District

2019 ◽  
Vol 9 (4) ◽  
pp. 149-156
Author(s):  
Oyovwi Edarho Oghenevwede
Keyword(s):  
Secondary Schools ◽  
Learning Strategy ◽  
Attitude Score ◽  
Biology Teachers ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
The Mean ◽  
Senior Secondary

Abstract This study focused on enhancing biology students' achievement and attitude through Self-Regulated Learning Strategy in secondary schools in Delta Central Senatorial District. The study adopted the quasi-experimental pre-test, post-test control group design. Four research questions and four research hypotheses were formulated and raised to guide the study. The population of the study was all the biology students in senior secondary school II (SS II) in all the government-owned public secondary schools in Delta Central Senatorial District with an estimation of six thousand, four hundred and twenty-one students (6,421). A sample of two hundred and forty-five (245) senior secondary schools II students randomly selected from four (4) public mixed secondary schools was used for the study. The Simple Random Sampling Technique was adopted to draw the sample. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Attitude Questionnaire (BAQ). BAT and BAQ were validated by I Measurement and Evaluation and Biology teachers that have taught biology for more than ten (10) years. The reliability of BAT and BAQ were established using Kuder-Richardson formula 21 and Cronbach Alpha which yielded a coefficient of internal consistencies of 0.75 for BAT and 0.80 for BAQ respectively. Data were collected by administering the biology achievement test (BAT) and biology attitude questionnaire (BAQ) as pre-test and post-test. The data obtained were analysed using mean, standard deviation Analysis of Variation (ANOVA) and Analysis of Covariance (ANCOVA). The result shows that self-regulated regulated learning strategy significantly enhanced students' achievement in biology compared to the lecture method; there was no significant difference between the mean achievement score of male and female students taught biology using self-regulated learning strategy; there was a significant difference between the mean attitude score of students taught using self-regulated learning strategy compared with those taught with lecture method in favour of students taught using the self-regulated learning strategy and there was no significant difference between the mean attitude score of male and female students taught biology using self-regulated learning strategy. Based on the findings it was concluded that self-regulated learning strategy significantly enhances students' achievements and attitudes in biology. It was therefore recommended that biology teachers should adopt the strategy in teaching biology at the secondary school level and that biology teachers should be trained on how to use the skills of self-regulated learning strategy effectively.

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