Investigating Self-Regulated Learning and Academic Achievement in an Elearning Environment: The Case of K-12 Flipped Classroom

Autor/in	Al-Abdullatif, Ahlam Mohammed
Titel	Investigating Self-Regulated Learning and Academic Achievement in an Elearning Environment: The Case of K-12 Flipped Classroom
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1835145 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1835145
Schlagwörter	Self Management; Academic Achievement; Flipped Classroom; Electronic Learning; Video Technology; Mathematics Instruction; Junior High School Students; Grade 7; Females; Metacognition; Learning Strategies; Group Activities; Instructional Effectiveness; Synchronous Communication; Conventional Instruction; Foreign Countries; Questionnaires; Saudi Arabia; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Selbstmanagement; Schulleistung; Flipped classrooms; Flip teaching; Inverted teaching; Mathematics lessons; Mathematikunterricht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Weibliches Geschlecht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gruppenaktivität; Unterrichtserfolg; Ausland; Fragebogen; Saudi-Arabien
Abstract	This study aimed to investigate the impact of a flipped classroom on the self-regulated learning (SRL) and academic achievement of seventh-grade junior high school students. A quantitative approach was used to compare the traditional and flipped classroom approaches. The data were obtained using the Motivated Strategies for Learning Questionnaire (MSLQ) along with students achievement scores. Cognitive learning strategies and metacognitive self-regulation strategies were investigated as indicators of students SRL strategies. The results indicated that 64 seventh-grade participants demonstrated a good-to-high level of practicing SRL within the flipped classroom environment. Moreover, the student participants appeared to self-regulate their metacognitive learning strategies in the flipped classroom environment more than those in the traditional learning environment. In terms of their academic achievement, no statistically significant difference was detected between the traditional and flipped classrooms. Associations between the students SRL and academic achievement were identified, and several implications and recommendations were derived. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01