Learning for a Summative Assessment: The Relationship between Students’ Academic Achievement and Self-Regulated Learning

Linden, Jeroen van der; Schilt-Mol, Tamara van; Nieuwenhuis, Loek; Vleuten, Cees van der

doi:10.4236/jss.2021.910025

Cited by 4 publications

(1 citation statement)

References 45 publications

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“…The success of students' learning are influenced by the ability of self-regulation (Sebesta & Speth, 2017;Siegesmund, 2017). Metacognitive training can be used appropriately to develop students' potential in achieving academic achievement (Linden et al, 2021;Saputri & Corebima, 2020).…”

Section: Introductionmentioning

confidence: 99%

Metacognitive self regulation integrated with science technology society to improving problem solving ability in microbiology courses

Erlin,

Rahmat,

Purwianingsih

2024

Biosfer

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The purpose of this study was to improve students’ problem-solving ability and metacognitive self-regulation (MSR) by applying science technology society (STS) learning model integrated with metacognitive self-regulation. The participants were 13 students from Department of Biology Education who took microbiology courses. A quasi-experimental method with one-group pre and posttest design was used in this study. Data were collected through pre and posttest with eight open ended questions to measure students’ problem-solving ability on four microbiology topics (food, pathogen, waste and water microbiology). These topics were studied sequentially in two months. The instrument used to measure MSR is a questionnaire with open-ended questions. This questionnaire was developed based on three aspects of MSR namely, planning, monitoring and evaluation. MSR questionnaire was administered to students at the end of each topic. The N-gain test was used to analyze the improvement of students' problem-solving ability on each topic. The average score of all aspects in MSR questionnaire was used to explore students’ metacognitive self-regulation. The correlation between MSR and problem-solving ability was analyzed using Pearson correlation. The results revealed that the N gain score of problem-solving ability was increased from 0.56 in the first topic to 0.7 in the next three topics. The average of MSR score also increased from 66.15 in the first topic to 87.23 in fourth topic. There was a positive correlation between students’ MSR and problem-solving ability. These results indicated that application of Science Technology Society integrated with MSR is an effective strategy in improving students’ problem-solving ability and MSR. The implementation of this research is to develop a lecture program as an effort to improve the learning process

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Section: Introductionmentioning

confidence: 99%

Metacognitive self regulation integrated with science technology society to improving problem solving ability in microbiology courses

Erlin,

Rahmat,

Purwianingsih

2024

Biosfer

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Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices

van der Linden,

van der Vleuten,

Nieuwenhuis

et al. 2023

J Form Des Learn

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This study investigates the pivotal role of self-regulated learning in higher education and explores to what extent teachers’ conceptions of formative assessment influence the development of students’ self-regulated learning skills. Despite the recognised significance of self-regulated learning, many students in higher education lack effective self-regulation strategies. Therefore, the teachers’ role is paramount. We investigated teachers’ beliefs and practices concerning assessment and the influence on self-regulated learning development through qualitative interviews with 16 teachers from different programmes. Findings reveal that teachers, influenced by their conceptions, strive to provide feedback primarily at the task and process levels, not adequately addressing the self-regulation level. While teachers acknowledge the importance of fostering self-regulated learning when inquired, their classroom practices lack a focus on the self-regulation level, often assuming students acquired the necessary skills from previous education. The study underscores a misalignment between teachers’ recognition of the importance of self-regulation learning and their actual practices. Recommendations emphasise the necessity of raising awareness among teachers about the important role of feedback in enhancing students’ self-regulation, addressing the current gap in educational support. Future research should explore how to bridge this awareness-practice gap and create an environment conducive to the development of self-regulated learning.

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Exploring the correlation and influential factors of online self-regulation and in-class co-regulation in a flipped EFL writing classroom

Cengiz,

Ataş

2024

Computer Assisted Language Learning

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Learning for a Summative Assessment: The Relationship between Students’ Academic Achievement and Self-Regulated Learning

Cited by 4 publications

References 45 publications

Metacognitive self regulation integrated with science technology society to improving problem solving ability in microbiology courses

Metacognitive self regulation integrated with science technology society to improving problem solving ability in microbiology courses

Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices

Exploring the correlation and influential factors of online self-regulation and in-class co-regulation in a flipped EFL writing classroom

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