International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2022, Vol. 18(4) 223-238

Self-Regulated Learning Strategies Used by Students to Prepare Mathematics Exams

Belma Türker Biber

pp. 223 - 238   |  DOI: https://doi.org/10.29329/ijpe.2022.459.16   |  Manu. Number: MANU-2109-14-0001.R1

Published online: August 01, 2022  |   Number of Views: 3  |  Number of Download: 13


Abstract

This study aims to determine self-regulated learning strategies used by students to prepare for mathematics lesson exams. The data were collected from high- and low-achievement students considering their general grade point averages and grade point averages in mathematics courses. The students were enrolled in the 7th grade of two different middle schools during the time of data collection. Case study method, which is a qualitative research approach, was used in this study. Data were collected with an interview form containing questions on potential sample events and situations that students may encounter while preparing for mathematics lesson exams. Descriptive analysis method was utilized for data analysis. Considering students’ mathematics achievement and academic averages, it was concluded that the high-achievement students used all the strategies more or less, but the low-achievement students used only some of these strategies. According to the findings, these self-regulated learning strategies that used by low-achievers determined as self-assessment, seeking information and help, environmental regulation, and reviewing notes before maths exams.

Keywords: Self-Regulation Learning; Self-Regulation Learning Strategies; Mathematics Exams; Student Academic Achievement


How to Cite this Article?

APA 6th edition
Biber, B.T. (2022). Self-Regulated Learning Strategies Used by Students to Prepare Mathematics Exams . International Journal of Progressive Education, 18(4), 223-238. doi: 10.29329/ijpe.2022.459.16

Harvard
Biber, B. (2022). Self-Regulated Learning Strategies Used by Students to Prepare Mathematics Exams . International Journal of Progressive Education, 18(4), pp. 223-238.

Chicago 16th edition
Biber, Belma Turker (2022). "Self-Regulated Learning Strategies Used by Students to Prepare Mathematics Exams ". International Journal of Progressive Education 18 (4):223-238. doi:10.29329/ijpe.2022.459.16.

References
  1. Başkale, H. (2016). Nitel araştırmalarda geçerlik, güvenirlik ve örneklem büyüklüğünün belirlenmesi. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 9(1).  [Google Scholar]
  2. Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European psychologist, 1(2), 100.  [Google Scholar]
  3. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches: Sage publications. [Google Scholar]
  4. Demir, M. K., & Budak, H. (2016). İlkokul Dördüncü Sinif Öğrencİlerİnİn Öz Düzenleme, Motİvasyon, Bİlİş Üstü Becerİlerİ İle Matematİk Dersİ Başarilarinin Arasindakİ İlişki. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 41, 30-41.  [Google Scholar]
  5. Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003). Enhancing third-grade student's mathematical problem solving with self-regulated learning strategies. Journal of Educational Psychology, 95(2), 306.  [Google Scholar]
  6. Kaya, D. (2019). Yedinci Sınıf Öğrencilerinin Matematik Başarılarının Yordanması: Motivasyon, Öz-Düzenleyici Öğrenme Stratejileri ve Üst Bilişsel Farkındalığın Rolü. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 38(1), 1-18.  [Google Scholar]
  7. McCardle, L., Webster, E. A., Haffey, A., & Hadwin, A. F. (2017). Examining students’ self-set goals for self-regulated learning: Goal properties and patterns. Studies in Higher Education, 42(11), 2153-2169.  [Google Scholar]
  8. Merriam, S. B. (2009). Qualitative Research. San Francisco, CA: Jossey Bass. [Google Scholar]
  9. Özçakir Sümen, Ö., & Çalışıcı, H. (2017). Sekizinci Sınıf Öğrencilerinin Özdüzenleme Stratejileri ve Motivasyonlarının Matematik Başarıları Üzerindeki Yordayıcı Etkileri. Dicle University Journal of Ziya Gokalp Education Faculty(30).  [Google Scholar]
  10. Pape, S. J., & Wang, C. (2003). Middle school children's strategic behavior: Classification and relation to academic achievement and mathematical problem solving. Instructional Science, 31(6), 419-449.  [Google Scholar]
  11. Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage. [Google Scholar]
  12. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502): Elsevier. [Google Scholar]
  13. Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational psychology review, 16(4), 385-407.  [Google Scholar]
  14. Sakız, G., & Yetkin-Özdemir, İ. E. (2014). Özdüzenleme: öğrenmeden öğretime özdüzenleme davranışlarının gelişimi, stratejiler ve öneriler: Nobel. [Google Scholar]
  15. Stake, R. E. (2000). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (2nd ed., pp. 435-454). Thousand Oaks, California: Sage Publications. [Google Scholar]
  16. Turan, S., Demirel, Ö., & Sayek, İ. (2009). Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula. Medical teacher, 31(10), e477-e483.  [Google Scholar]
  17. Üredi, I., & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2).  [Google Scholar]
  18. Villavicencio, F. T., & Bernardo, A. B. (2013). Positive academic emotions moderate the relationship between self‐regulation and academic achievement. British Journal of Educational Psychology, 83(2), 329-340.  [Google Scholar]
  19. Winne, P. H., & Hadwin, A. F. (1998). Studying as Self-regulated Learning (D. J. Hacker, J. Dunlosky, & A. C. Graesser Eds. Metacognition in educational theory and practice ed.). Mahwah, NJ: Lawrence Erlbaum Associates.: Routledge. [Google Scholar]
  20. Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, California: Sage Publications. [Google Scholar]
  21. Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary educational psychology, 11(4), 307-313.  [Google Scholar]
  22. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329.  [Google Scholar]
  23. Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. Self-regulation of learning and performance: Issues and educational applications, 1, 33-21.  [Google Scholar]
  24. Zimmerman, B. J. (1998). Academic studing and the development of personal skill: A self-regulatory perspective. Educational psychologist, 33(2-3), 73-86.  [Google Scholar]
  25. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M.Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). London: Elsevier Academic Press. [Google Scholar]
  26. Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676.  [Google Scholar]
  27. Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American educational research journal, 23(4), 614-628.  [Google Scholar]
  28. Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives: Routledge. [Google Scholar]