Students’ Self-Regulated Learning Strategies in Traditionaland Non-Traditional Classroom: A Comparative Study
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This study used a posttest control group design and to find out differences between students’self-regulated learning strategies in traditional and non-traditional class-room. To this end, 131first year university students within the experimental and control groups tookpart in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper-based traditional method was used. A survey adapted fromDavaanyam[Davaanyam, T. (2013). The structural relationships among Mongolian students’ attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement.Ph. D. Dissertation.Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.
Abstract
This study used a posttest control group design and to find out differences between students’self-regulated learning strategies in traditional and non-traditional class-room. To this end, 131first year university students within the experimental and control groups tookpart in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper-based traditional method was used. A survey adapted fromDavaanyam[Davaanyam, T. (2013). The structural relationships among Mongolian students’ attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement.Ph. D. Dissertation.Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.
참고문헌 (15)
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