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http://dx.doi.org/10.7468/jksmed.2015.19.1.81

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)
Publication Information
Research in Mathematical Education / v.19, no.1, 2015 , pp. 81-88 More about this Journal
Abstract
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.
Keywords
self-regulated learning (SRL) strategies; cognitive learning strategies; metacognitive learning strategies; time and resource management; traditional and nontraditional classroom;
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