The Effects of Explicit Self-regulated Learning Strategy Instruction on Mathematics Achievement
1 online resource (136 pages) : PDF
University of North Carolina at Charlotte
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.
MATHEMATICSMATHEMATICS ACHIEVEMENTMATHEMATICS INSTRUCTIONMIDDLE SCHOOLSELF-REGULATED LEARNING
Curriculum & Instruction
Cifarelli, VictorGilmore, DavidWang, Chuang
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2009.
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