The effects of self-regulated learning training on community college students' metacognition and achievement in developmental math courses

The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants...

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Bibliographic Details
Published in:Community college journal of research and practice 2016-06, Vol.40 (6), p.480-495
Main Authors: Bol, Linda, Campbell, Karen D. Y., Perez, Tony, Yen, Cherng-Jyh
Format: Article
Language:English
Subjects:
Academic achievement
College Readiness
College students
Community College Students
Community Colleges
Comparative Analysis
Control Groups
Developmental Studies Programs
Effects
Experimental Groups
Learning Strategies
Likert Scales
Mathematics Achievement
Mathematics education
Metacognition
Motivated Strategies for Learning Questionnaire
Multivariate Analysis
Questionnaires
Remedial Mathematics
Self Management
Self study
Study Habits
Time Management
Two Year College Students
Urban Schools
Virginia
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Summary:The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants in the treatment group completed four self-regulated learning (SRL) exercises based on Zimmerman's (2002) cyclical model. The exercises were completed weekly and repeated for a total of 3 weeks. During the last week of class, participants completed a final exam to measure math achievement as well as the metacognitive self-regulation and time/study environment management scales on the Motivated Strategies for Learning Questionnaire ([MSLQ], Pintrich, Smith, Garcia, & McKeachie, 1991). There were significant differences between the two groups, indicating that training in SRL improved math achievement and metacognitive skills assessed on both MSLQ scales. The findings suggested that training in SRL improves math achievement, metacognitive self-regulation and time/study environmental management skills of students enrolled in developmental math courses.
ISSN:1066-8926
1521-0413
DOI:10.1080/10668926.2015.1068718