scholarly journals The impact of a peer-tutoring program to improve self-regulated learning

2022 ◽  
Vol 38 (1) ◽  
pp. 110-118
Author(s):  
Francisco Domingo Fernández-Martín ◽  
José Luis Arco-Tirado ◽  
Mirian Hervás-Torres
Keyword(s):  
Peer Tutoring ◽  
Intervention Program ◽  
Control Group ◽  
Peer Tutors ◽  
Self Regulated Learning ◽  
Tutoring Program ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Impact

The aim of this study was to check the impact of an intervention program based on peer-tutoring on self-regulated learning of freshmen, as well as on peer tutors. The sample consisted of 102 freshmen (51 experimental group y 51 control group) and 50 seniors from four different university degrees. Self-regulated learning was measured by the Motivated Strategies Learning Questionnaire. After assigning freshmen randomly to either the experimental or control condition, the study adopted a quasi-experimental research design with a non-equivalent control group controlled by statistical techniques, the intervention consisted of 20 individual tutoring sessions highly structured to freshmen delivered by seniors or tutors, after receiving three sessions of training on tutoring. The results yield statistically significant differences in self-regulated learning on participants. El objetivo de este estudio fue demostrar el impacto de un programa de intervención basado en la tutoría entre iguales para mejorar la autorregulación del aprendizaje del alumnado universitario de nuevo ingreso, identificando asimismo sus efectos en el alumnado tutor. La muestra estuvo compuesta por 102 estudiantes de nuevo ingreso (51 grupo experimental y 51 grupo control) y 50 estudiantes de último curso de cuatro titulaciones. La autorregulación del aprendizaje se evaluó a través del Cuestionario de Estrategias de Aprendizaje y Motivación. Después de asignar aleatoriamente al alumnado de nuevo ingreso a la condición experimental o control de un diseño cuasiexperimental con grupo control no equivalente mejorado con técnicas de control estadístico, la intervención consistió en 20 sesiones individuales de tutoría altamente estructuradas con el alumnado de nuevo ingreso, dirigidas por el alumnado de último curso o tutor, que fue previamente entrenado para ello en tres sesiones de formación. Los resultados arrojan diferencias estadísticamente significativas en autorregulación del aprendizaje para el alumnado participante.

scholarly journals Students Self Regulated Learning in Numerical Methods Course using Computational Mathematics Teaching Materials

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Abdul Baist ◽  
Ahmad Fadillah ◽  
Dian Nopitasari
Keyword(s):  
Mathematics Teaching ◽  
Learning System ◽  
Control Group ◽  
Teaching Materials ◽  
Control Group Design ◽  
Computational Mathematics ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Equivalent Control

Self regulated learning is a learning system applied in universities. Therefore, self regulated learning is needed by students in taking courses in college. Based on the results of previous studies found that students self regulated learning is still low. This study aims to improve students self regulated learning by using computational mathematics teaching materials in numerical method courses. The method used in this study is quasi-experimental with non-equivalent control group design. Result of this study shows that increasing students self regulated learning that using computational mathematics teaching materials is not better than students that not using the teaching materials.

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 When Students Take Control: Investigating the Impact of the CREST Inquiry-Based Learning Program on Self-Regulated Processes and Related Motivations in Young Science Students

2013 ◽  
Vol 12 (2) ◽  
pp. 178-196 ◽  
Author(s):  
Julie K. Moote ◽  
Joanne M. Williams ◽  
John Sproule
Keyword(s):  
Control Group ◽  
Science Students ◽  
Career Motivation ◽  
Learning Program ◽  
Inquiry Based Learning ◽  
Self Regulated Learning ◽  
The United Kingdom ◽  
Engineering And Technology ◽  
Quasi Experimental ◽  
The Impact

The CREativity in Science and Technology (CREST) scheme, a student-run science project supported by the science, engineering, and technology network, is currently being implemented in schools across the United Kingdom to increase student engagement and motivation in science. The central aim of this research was to explore the influence of CREST participation on students’ self-regulated processes and related motivations. This study followed a quasi-experimental design with a control group (n = 34) and a “CREST” group (n = 39) of students between the ages of 11 and 12 years from a Scottish school. Because multiple measures were used, this study also provides a contribution to the literature regarding measurement issues relating to self-regulated learning (SRL) and motivation. Covariance analyses controlling for academic performance in science revealed significant effects for the intervention regarding changes in SRL, test anxiety, and career motivation in science. Delayed posttest results for the experimental group are also presented and discussed.

scholarly journals PENGGUNAAN LEAFLET TERHADAP PENINGKATAN PENGETAHUAN DAN SIKAP KELUARGA BARU

2018 ◽  
Vol 10 (1) ◽  
pp. 052-057
Author(s):  
Sri Sumiati
Keyword(s):  
Health Promotion ◽  
Control Group ◽  
Men And Women ◽  
New Family ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Impact

A family is a small unite of society that hold an important role as nation asset.The quality family can be reached by doing a set of good planning. A family needsknowledge about a quality family. One of the approaches that can improve the society’swillingness to maintan of healthy is that by doing health promotion by using leafletmedia. This research aims to know the impact of health promotion toward theknowledge, behaviour, and the action taken by new family to reach a quality family. Thisresearch used quasi experimental by planning of non-equivalent control group design.The samples were the men and women that have just married that were 44 persons. Thefinding of the research showed that there were any impacts of health promotion by usingleaflet media toward the knowledge and the action of new family in reaching a qualityfamily. Therefore, there is a need to increase health promotion using leaflet media, so itcan improve the knowledge and the behaviour of the society about the quality family sothey can make it.

Effectiveness of Peer Tutoring Program on Students’ Academic Performance for Engineering Course

2021 ◽  
Vol 6 (1) ◽  
pp. 71
Author(s):  
Fei Ha Chiew ◽  
Clotilda Petrus ◽  
Siti Zaidah Othman ◽  
Joe Davylyn Nyuin ◽  
Ung Hua Lau
Keyword(s):  
Peer Tutoring ◽  
Intervention Program ◽  
Solid Mechanics ◽  
Practical Significance ◽  
Control Group ◽  
Tutoring Program ◽  
Significant Difference ◽  
Group A ◽  
And Control ◽  
Experimental Group

This study investigated the effectiveness of a peer tutoring program that was implemented for Basic Solid Mechanics course, as an intervention program to improve students’ performance in the course. Ten tutors were chosen to provide tutoring services to an experimental group of 36 tutees. Tutees were required to answer an entry test before the intervention program, and another exit test after the program. A control group which shared the same instructor in their lecture classes was included in the study. Comparison between the performances for entry and exit tests of both experimental and control groups were made. Analyses showed an increase in the percentage of students that passed the exit test from the experimental group. The average marks for the experimental group in the exit test also increased, compared to their marks in the entry test. A Mann- Whitney U test conducted indicated a significant difference between the gain scores of the experimental group and control group. A further metaanalysis revealed a large effect size, signaling the practical significance of the results. The findings demonstrated the effectiveness of the peer tutoring intervention program on students’ performance of the course.

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 PENGARUH TUTOR SEBAYA DALAM PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS FISIKA SISWA SMA

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Evi Durotun Nasihah ◽  
Supeno Supeno ◽  
Albertus Djoko Lesmono
Keyword(s):  
Critical Thinking ◽  
Peer Tutoring ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaborative Group ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Impact

The application of problem based learning in the classroom often experiences obstacles, primarily to teach high-level thinking skills, such as critical thinking skills. To overcome these obstacles, in this study we tried the use of peer tutors to guide their friends in a collaborative group when solving problems. This study aims to describe the impact of peer tutoring in problem-based learning on the critical thinking skills of high school physics students. This type of research is a quasi-experimental study with a pretest-posttest control group design. The sample of this research is class X MIPA 3 and X MIPA 4 SMAN 4 Jember. One class was given treatment using problem-based learning accompanied by peer tutoring, while one other class only used problem-based learning. Data about critical thinking skills were obtained from the posttest at the end of learning which was then analyzed using the Independent Sample T-test on SPSS 23. The statistical test results stated that there were differences between the average values of the experimental class and the control class. Thus, it is concluded that peer tutoring in the problem-based learning model has a significant effect on critical thinking skills. The essential aspect of thinking skills with the highest value lies in interpreting skills.

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 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.

scholarly journals IMPLEMENTATION OF REALISTIC MATHEMATICS EDUCATION BASED ON ADOBE FLASH PROFESSIONAL CS6 TO IMPROVE MATHEMATICAL LITERACY

2019 ◽  
Vol 8 (2) ◽  
pp. 167
Author(s):  
Uba Umbara ◽  
Zuli Nuraeni
Keyword(s):  
Mathematics Learning ◽  
Literacy Skills ◽  
Control Group ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Adobe Flash ◽  
Quasi Experimental ◽  
Equivalent Control

Students' mathematical literacy abilities are important to master, especially to formulate mathematical concepts that can be used in everyday life. Mathematical literacy has become an important issue lately to be developed in the study of mathematics learning. However, mathematical literacy has not become the main goal in the implementation of the learning carried out. The purpose of this study was to examine the comparison of students 'mathematical literacy skills with Adobe Flash Professional CS6-based RME learning with conventional learning and to examine the comparison of improvement in students' mathematical literacy skills with Adobe Flash Professional CS6-based RME learning with conventional learning. The research method used in this study was quasi-experimental with the design of a non-equivalent control group design. The results of the two research hypotheses were accepted. It is possible that the increase in students' mathematical literacy skills is triggered by the Adobe Flash Professional CS6-based RME learning which in the implementation of learning always focuses on self regulated learning.

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