ERIC Number: EJ1050964
Record Type: Journal
Publication Date: 2015-Jan
Abstractor: As Provided
Reference Count: 18
Learning How Students Learn: An Exploration of Self-Regulation Strategies in a Two-Year College General Chemistry Class
Miller, Dionne A.
Journal of College Science Teaching, v44 n3 p11-16 Jan 2015
This study investigated how students in an urban 2-year college used self-regulation strategies in a General Chemistry I course and whether their use was correlated with both performance and the ability to correctly predict performance on a course exam. The 142 students enrolled in all 10 sections of the course were asked to complete the Motivated Strategies for Learning Questionnaire (MSLQ) and predict their percentage score on a recently completed course exam. Results revealed that only 37% of students predicted their performance to within ±10% of their actual score and showed no correlation between prediction accuracy and self-regulation as measured by the MSLQ. Instead, a significant, high-positive correlation was obtained between prediction accuracy and actual performance. Weak but significant positive correlations were identified between performance and self-regulation, the management of time and study environment, and peer learning. On the basis of these findings, the author proposes possible interventions to improve self-regulation with the larger goal of improving student performance in chemistry and other science-related disciplines.
Descriptors: Two Year Colleges, Investigations, Chemistry, Self Management, Learning Strategies, Correlation, Performance Based Assessment, Questionnaires, Predictive Validity, Prediction, Scores, Undergraduate Students, Likert Scales, Student Motivation, Item Analysis, Two Year College Students, Student Surveys, Student Attitudes, Achievement Rating
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Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Authoring Institution: N/A