The purpose of this qualitative descriptive case study is to benefit our understanding of the potential of online homework as it
relates to developing and supporting students’ self-regulated learning (SRL). This descriptive case study explores the use of
self-regulated learning (SRL) strategies reported by students in the context of completing online mathematics homework (OHW).
Eighth-grade students (10 total) from a traditional middle school were interviewed using a validated data collection instrument,
the Self-Regulated Learning Interview Schedule or SRLIS (Zimmerman & Martinez-Pons, 1986, 1988). Students’ open-ended responses
were interpreted using a framework of self-regulation theory and coded using 14 self-regulation strategies to identify the strategies
used and to understand differences or similarities among students among different achievement groups (low or high).
Students reported using a variety of SRL strategies while completing OHW. All but two students reported goal-setting and planning
and seeking social assistance (from teachers, adults, and peers). Additionally, this study identified two new categories of seeking
non-social assistance—online resources in general and those from the Khan Academy in particular.
Among achievement groups, students in the high-achievement group reported greater use of the cognitive SRL strategy organizing and
transforming, whereas students in the low-achievement group had more recurrent reports of no strategy. Students in the low-achievement
group reported use of the motivational SRL strategies, environmental structuring and self-consequences, whereas students in the
high-achievement group reported no use of motivational SRL strategies, but instead reported parent-initiated involvement.
A STUDY OF PARENTAL ATTITUDE TOWARDS MATHEMATICS EDUCATION AND STUDENTS MATH HOMEWORK BEHAVIOR
