The Effects of Explicit Self-regulated Learning Strategy Instruction on Mathematics Achievement

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Jenkins, J. (2009). The Effects of Explicit Self-regulated Learning Strategy Instruction on Mathematics Achievement. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Self-regulated learning includes the use of a set of strategies for planning, monitoring, and self-evaluating students' efforts toward reaching specific learning goals. This study examined the extent to which explicit self-regulated learning strategy instruction impacted regular eighth grade students' learning behaviors and mathematics achievement. The study was a quasi-experimental design using a control and treatment group which consisted of eighth grade general mathematics students. The treatment was explicit instruction of ten self-regulated learning strategies. Data were gathered using a researcher-designed survey and standardized mathematics test scores. Findings indicated that the treatment group reported a significantly higher level of self-regulated learning strategy use, earned significantly higher mathematics test scale scores, and showed significantly greater academic growth than the control group. Additionally students' use of self-regulated learning strategies was statistically significant in explaining the variance in students' mathematics test scores and academic growth.

Details
Author

Jenkins, Janet

Title

The Effects of Explicit Self-regulated Learning Strategy Instruction on Mathematics Achievement

Physical Description

1 online resource (136 pages) : PDF

Date

2009

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Self-regulated learning includes the use of a set of strategies for planning, monitoring, and self-evaluating students' efforts toward reaching specific learning goals. This study examined the extent to which explicit self-regulated learning strategy instruction impacted regular eighth grade students' learning behaviors and mathematics achievement. The study was a quasi-experimental design using a control and treatment group which consisted of eighth grade general mathematics students. The treatment was explicit instruction of ten self-regulated learning strategies. Data were gathered using a researcher-designed survey and standardized mathematics test scores. Findings indicated that the treatment group reported a significantly higher level of self-regulated learning strategy use, earned significantly higher mathematics test scale scores, and showed significantly greater academic growth than the control group. Additionally students' use of self-regulated learning strategies was statistically significant in explaining the variance in students' mathematics test scores and academic growth.

Genre

doctoral dissertations

Subjects--Topics

Mathematics--Study and teaching
Curriculum planning

Degree

Ph.D.

Keywords

Mathematics
Mathematics Achievement
Mathematics Instruction
Middle School
Self-Regulated Learning

Subject Area

Curriculum & Instruction

Advisor(s)

Pugalee, David

Committee Members

Cifarelli, Victor
Gilmore, David
Wang, Chuang

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2009.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Jenkins_uncc_0694D_10055

Permalink

http://hdl.handle.net/20.500.13093/etd:37