A case study of the effects of a teaching method on students' academic achevement in life science and the use of self-regulated learning strategies

Abstract

The 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.