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Improvement of Self-regulated Learning in Mathematics through a Hypermedia Application: Differences based on Academic
Marisol Cueli1, Celestino Rodríguez1, Débora Areces1
1Universidad de Oviedo(Spain).
The Spanish Journal of Psychology
|December 5, 2017
Summary
This study found that a hypermedia tool significantly improved students' perceived knowledge of self-regulatory strategies in mathematics. The tool enhanced planning, executing, and assessment skills for learners across all academic performance levels.
Area of Science:
- Educational Technology
- Cognitive Psychology
Background:
- Self-regulation is vital for mathematics learning, especially with hypermedia tools.
- Hypermedia environments present unique challenges for student self-regulation.
Purpose of the Study:
- To assess a hypermedia tool's impact on perceived self-regulatory strategy knowledge and usage in mathematics.
- To evaluate the tool's effectiveness across different academic performance levels and prior knowledge groups.
Main Methods:
- Quasi-experimental design with 624 students (aged 10-13) in a treatment and comparative group.
- Utilized questionnaires for perceived knowledge of self-regulatory strategies and usage of planning, monitoring, and evaluating processes.
- Employed ANCOVA and Student-t tests for statistical analysis.
Main Results:
- ANCOVA revealed no significant overall improvement in strategy usage.
- Linear contrasts showed a statistically significant increase in perceived knowledge of self-regulatory strategies for the treatment group (p ≤ .001).
- Improvements were observed across low, medium, and high academic performance levels.
Conclusions:
- The hypermedia tool effectively enhanced students' perceived knowledge of self-regulatory strategies in mathematics.
- Further research is needed to explore the nuances of strategy usage and its impact on learning outcomes.
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