NotesFAQContact Us
Search Tips
ERIC Number: ED535374
Record Type: Non-Journal
Publication Date: 2009
Pages: 137
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1095-4783-2
The Effects of Explicit Self-Regulated Learning Strategy Instruction on Mathematics Achievement
Jenkins, Janet Sings
ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Charlotte
Self-regulated learning includes the use of a set of strategies for planning, monitoring, and self-evaluating students' efforts toward reaching specific learning goals. This study examined the extent to which explicit self-regulated learning strategy instruction impacted regular eighth grade students' learning behaviors and mathematics achievement. The study was a quasi-experimental design using a control and treatment group which consisted of eighth grade general mathematics students. The treatment was explicit instruction of ten self-regulated learning strategies. Data were gathered using a researcher-designed survey and standardized mathematics test scores. Findings indicated that the treatment group reported a significantly higher level of self-regulated learning strategy use, earned significantly higher mathematics test scale scores, and showed significantly greater academic growth than the control group. Additionally students' use of self-regulated learning strategies was statistically significant in explaining the variance in students' mathematics test scores and academic growth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 8; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A