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dc.contributor.authorHolden, Diana K.
dc.contributor.otherAssumption University. Graduate School of Education
dc.date.accessioned2015-07-03T07:21:24Z
dc.date.available2015-07-03T07:21:24Z
dc.date.issued2009
dc.identifier.citationScholar: AU Graduate School of Education Journal 1, 1 (2009), 13-17
dc.identifier.urihttp://repository.au.edu/handle/6623004553/12674
dc.descriptionIn English ; only abstract in English.
dc.description.abstractThe purpose of this study was to examine the effects of a teaching method on academic achievement in life science and on students’ use of self-regulated learning (SRL) strategies by grade eight students at Bangkok Christian International School. The method of teaching was adapted from Zimmerman’s cyclic model of self-regulated learning. Strategies for promoting students’ self-regulated learning strategies were identified through the literature review and applied into the study group: meta-cognitive strategies such as planning, monitoring, and regulating, and resource management strategies such as time management and study environment management. One sample and paired sample t-tests were used to analyze the effects of the teaching method on students’ academic achievement in Life Science and use of self-regulated learning strategies respectively. The results of the study and reccommodations to incorporate SRL more into traditional classrooms are discusses.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherAssumption University
dc.rightsThis work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.
dc.subjectScholar: -- AU Graduate School of Education Journal
dc.subjectScholar: -- AU Graduate School of Education Journal -- 2009
dc.subject.otherAssumption University -- Periodicals
dc.titleA case study of the effects of a teaching method on students' academic achevement in life science and the use of self-regulated learning strategies
dc.typeText
mods.genreJournal Article
au.identifier.bibno0021-9371
au.identifier.bibnoThe purpose of this study was to examine the effects of a teaching method on academic achievement in life science and on students’ use of self-regulated learning (SRL) strategies by grade eight students at Bangkok Christian International School. The method of teaching was adapted from Zimmerman’s cyclic model of self-regulated learning. Strategies for promoting students’ self-regulated learning strategies were identified through the literature review and applied into the study group: meta-cognitive strategies such as planning, monitoring, and regulating, and resource management strategies such as time management and study environment management. One sample and paired sample t-tests were used to analyze the effects of the teaching method on students’ academic achievement in Life Science and use of self-regulated learning strategies respectively. The results of the study and reccommodations to incorporate SRL more into traditional classrooms are discusses.
au.link.externalLink[Full Text](http://www.aulibrary.au.edu/multim1/ABAC_Pub/Scholar-Au-Graduate-School-of-Education-Journal/v1-n1-3.pdf)


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