Effectivity of Self-Regulated Learning in Psychology

Autor/in	Singaravelu, G.
Titel	Effectivity of Self-Regulated Learning in Psychology
Quelle	In: Journal on Educational Psychology, 2 (2008) 1, S.29-33 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Foreign Countries; Psychology; Learning Strategies; Graduate Students; Masters Programs; Mixed Methods Research; Teacher Education; Achievement Tests; Pretests Posttests; Lecture Method; India + Suchen Sie Ihr Suchwort? Ausland; Psychologie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Lehrerausbildung; Lehrerbildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Indien
Abstract	The present study illuminates the efficacy of self-regulated learning in learning psychology at Master of Education level in Bharathiar University, Coimbatore. Experimental method was adopted for the study. Qualitative and quantitative approach was adopted in the study. Twenty seven students were studying at M.Ed in Bharathiar University were taken as subjects for the study. Researcher's self-made Achievement tests were used as tools for the study and validity and reliability were well established for these two tools. Descriptive and inferential statistics were used for the study. Single group Experimental method was followed in the study. After constructing an achievement test based on blue print, a pre-test was administered towards the 27 students and evaluated the answer scripts. The following Framed Activities were given to the students. Activity 1: Collecting the information from the internet on the given topic. Activity 2: Collecting information from the library. Activity 3: Searching the information related to the topic from given package. Activity 4: Collecting information on the topic by attending seminar. After involving the above mentioned activities, students were tested by using another achievement test which was considered as a post-test for the study. In the pre-test, students scored only 34 percentage of marks in lecture method but in self-regulated learning students scored 78 percentage of marks. It proves the efficacy of Self-regulated Learning is more effective by using self-regulated activities. There is a significant difference in achievement mean score between pre-test and post-test in learning psychology. Self-regulated learning is more effective than lecture method in learning psychology at Master of Education in Bharathiar University, Coimbatore. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01