Examining Self Regulated Learning in Relation to Certain Selected Variables

Autor/in	Johnson, N.
Titel	Examining Self Regulated Learning in Relation to Certain Selected Variables
Quelle	In: Acta Didactica Napocensia, 5 (2012) 3, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Metacognition; Secondary School Students; Learning Strategies; Physics; Problem Solving; Computer Science Education; Learning Motivation; Cognitive Development; Multimedia Materials; Student Attitudes; Biology; Science Instruction; Control Groups; Experimental Groups; Mathematics Skills; Scores; Science Achievement; Questionnaires; Pretests Posttests; Science Tests; National Curriculum; Foreign Countries; India + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarschüler; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Physik; Problemlösen; Computer science lessons; Informatikunterricht; Motivation for studies; Lernmotivation; Kognitive Entwicklung; Schülerverhalten; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Fragebogen; Ausland; Indien
Abstract	Self-regulation is the controlling of a process or activity by the students who are involved in Problem solving in Physics rather than by an external agency (Johnson, 2011). Selfregulated learning consists of three main components: cognition, metacognition, and motivation. Cognition includes skills necessary to encode, memorise, and recall information. Metacognition includes skills that enable learners to understand and monitor their cognitive processes. Motivation includes beliefs and attitudes that affect the use and development of cognitive and metacognitive skills. The present study made its sincere attempt to develop self-regulatory strategies that are integrated into Physics problem solving. It also took cognizance of cognition as a thinking component, Metacognitive awareness among the students as a chief component of self-regulatory strategies and multimedia as a component of motivation. The present investigation was carried out in S.R.V.S Higher Secondary school, Karaikal. A sample of 90 XII students was taken for the study. Out of 90 students, 45 students belong to computer Science and 45 students belong to Biology group. Both of the groups have Physics as the compulsory subject. The students are divided into two groups namely control and experimental group based on the mathematical ability and Physics achievement score. Experimental research method with control design was adopted for the study. The major findings of the study reveal that there exists marked difference between Post-test1 and post-test2 for the following variables of experimental group in Physics problem solving ability, self regulatory awareness, knowledge of ICT and students attitude towards learning Physics. It is also noted that self-regulatory strategies with interactive multimedia effective for enhancing problem solving ability in physics among higher secondary students. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01