Perception on research methods course’s online environment and self-regulated learning during the COVID-19 pandemic

Abstract

The COVID-19 pandemic brought an education crisis that forced schools to abruptly shift to online distance learning. Regardless of the challenges in this migration, the teaching–learning process should continue. Self-regulated learning skills are essential in learning in an online environment; hence, the study aims to explore learners’ perception in an online learning environment, self-regulated learning skills, and academic achievement during a research methods course. Perception on the online learning environment, self-regulated learning skills, and academic achievement were collected periodically throughout the online course. The analysis included repeated measures of ANOVA to examine the trends between periods of measurement. A linear regression analysis was used to determine the impact of perception on the online learning environment to self-regulated learning. Results of repeated measures of ANOVA suggest a subtle decrease in the perception of the online learning environment at the start of the course. Still, ratings consistently increased viewing online distance learning the same with pre-quarantine set-up. On the other hand, self-regulated learning remained virtually the same throughout the implementation of research methods online course. A rise in the learning playlist scores has been observed at the start of the research methods course, but scores began to decline at the latter phases of the course. Results of regression analysis imply the influence of perception on the online learning environment on self-regulated learning skills. However, perception does not affect learners’ academic achievement. The study recommends using strategies to further develop perseverance in adjusting to online learning amid initial setbacks. Also, interventions specific to improving learners’ self-regulated learning skills are highly recommended.

Examining Self-Regulated Learning Strategy Model: A Measurement Invariance Analysis of MSLQ-CAL among College Students in China

“…At the time of data collection, students in our study had just transitioned back to in-person instruction after a semester-long online learning due to the pandemic, and they may have used different SRL strategies in response to the specific classroom context. Although MSLQ-CAL-LS is found to adequately measure SRL, we call for a systematic statistical approach (e.g., measurement invariance) to refine MSLQ-CAL-LS that can be applicable in both online and in-person learning because when the context changes, so does instruction [60,61].…”

Digital note-taking: An effective self-regulation tool in increasing academic achievement of Filipino students in a business mathematics online learning course

“…However, academic achievement dropped when lessons began to become more complex; this was attributed to the stagnant self-regulation of students throughout the online course. The study recommended that online courses promote self-regulation to maintain the academic achievement of learners (Calamlam et al, 2022). Despite the promises of online learning as a possible alternative to more traditional approaches, studies before and during the COVID-19 pandemic typically reported limitations.…”

“…Interventions to promote SRL are necessary for an online learning environment; failure to provide one is believed to have detrimental effects on academic achievement (Calamlam et al, 2022). Providing learners with adequate resources and opportunities to promote SRL strategies may contribute to the learner's online learning readiness and acceptance (Yeh et al, 2019).…”

“…The purpose of this analysis was to statistically test the significance of differences in post-test scores between students with higher and lower SRL scores. Post-test scores were entered as the dependent variable, SRL score (higher and lower groups), and academic year (AY 2020-2021and AY 2021-2022 as independent variables. Pre-test scores were entered as a covariate.…”

“…Pre-test scores were entered as a covariate. If an academic year obtained a significant interaction effect, two separate one-way ANCOVA would be conducted for AY -2021and AY 2021-2022 Table 4 shows that for AY 2020-2021, learners with higher SRL scores had higher post-test scores (Mean = 30.768; Std. Error = 1.536) compared to learners with lower SRL scores (Mean = 17.853; Std.…”