Effect of Self-Regulated Learning Strategies on Students' Achievement in Science: A Meta-Analysis

Autor/inn/en	Arshad, Arniyuzie Mohd; Halim, Lilia; Nasri, Nurfaradilla Mohd
Titel	Effect of Self-Regulated Learning Strategies on Students' Achievement in Science: A Meta-Analysis
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 21 (2021) 1, Artikel 8 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Metacognition; Learning Strategies; Science Achievement; Science Education; Chemistry; Meta Analysis; Research Reports; Sample Size; Effect Size; Physics; Biology; Student Behavior; Higher Education + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Naturwissenschaftliche Bildung; Chemie; Meta-analysis; Metaanalyse; Research report; Forschungsbericht; Physik; Biologie; Student behaviour; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Self-regulated learning (SRL) studies have been widely researched, but there have been insufficient meta-analytical studies concerning the effects of self-regulated learning and achievement in science. This research, therefore, sought to perform a meta-analysis on the effects of self-regulated learning strategies on the achievement of students in science subjects. The study covered 22 studies from the year 2000 to 2019 which involved 7,258 sample sizes and a total of 63 effect sizes. The overall mean effect was 12 (high effect). The findings revealed self-assessment strategies had a high impact on students' achievement in science subjects. Metacognitive strategy can affect students' achievement in chemistry (es=1.82), physics (es=0.43), and science (es=0.88). On the other hand, behavioural strategy was found to be an important strategy for biology (es=0.45). The moderating effect of school level variable had a high impact (es=0.63) in all four science subjects compared to university/college level variable (es=0.33). Further studies should be conducted to examine the findings on SRL learning strategies in relation to i) combination of cognitive and metacognitive strategies for physics, science, and chemistry, and ii) behavioural strategies for biology. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01