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Students’ self-regulated learning strategies in traditional and non-traditional classroom: a comparative study. (English)
J. Korean Soc. Math. Educ., Ser. D, Res. Math. Educ. 19, No. 1, 81-88 (2015).
Summary: This study used a posttest control group design and to find out differences between students’ self-regulated learning strategies in traditional and non-traditional classroom. To this end, 131 first year university students within the experimental and control groups took part 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 from the first author [The structural relationships among Mongolian students’ attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement. Jeonju, Jeonbuk: Chonbuk National Unversity (Diss.) (2013)] 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.
Classification: C30 D40
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