한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제19권1호
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  • Pages.81-88
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  • 2015
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  • 1226-6191(pISSN)
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  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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Students' Self-Regulated Learning Strategies in Traditional and Non-Traditional Classroom: A Comparative Study

  • Davaanyam, Tumenbayar (Department of Mathematics, School of Arts and Sciences, National Univ. of Mongolia) ;
  • Tserendorj, Navchaa (Department of Mathematics, School of Arts and Sciences, National Univ. of Mongolia)
  • 투고 : 2015.03.10
  • 심사 : 2015.03.26
  • 발행 : 2015.03.31
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초록

This study used a posttest control group design and to find out differences between students' self-regulated learning strategies in traditional and non-traditional classroom. To this end, 131 first year university students within the experimental and control groups took part in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper-based traditional method was used. A survey adapted from Davaanyam [Davaanyam, T. (2013). The structural relationships among Mongolian students' attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement. Ph. D. Dissertation. Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.

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참고문헌

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