Abstract
Examining how students manage their learning through the mathematics modules in a flexible online learning setup can help educators plan and implement a curriculum in this environment. Hence, this study aims to assess the use of mathematics modules in supporting students’ self-regulation in a flexible online learning environment. This study utilized an explanatory sequential mixed methods design. The Online Self-Regulated Learning Questionnaire (OSLQ) evaluated the students’ self-regulation. After analyzing the results from the OSLQ, focus group discussions, and individual interviews were conducted. The results showed a significant difference between students in grades 7 and 10 in terms of self-regulation. The study discovered that JHS students “often” use environment structuring, goal setting, time management, and self-evaluation strategies. However, they rated themselves “sometimes” in using help-seeking and task strategies. Findings from the focus group discussion and interviews revealed that different features of the math modules, such as the module planner, pre-test, list of most essential competencies, module activities, answer key, and self-check activities, allowed the JHS students to engage in forethought, performance, and self-reflection phases of self-regulation. However, challenges in using the modules emerged, such as heavy workload, the irrelevance of activities, student attitudes, and teacher factors. Overall, the students and teachers have positive experiences using mathematics modules. The research findings could be used to improve schools’ existing programs and establish best practices for using modules in a flexible online learning environment.
Author Information
Rio Jane Diaz, University of Santo Tomas, Philippines
Evelyn Songco, University of Santo Tomas, Philippines
Paper Information
Conference: ERI2023
Stream: Learner Experience Design
This paper is part of the ERI2023 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Diaz R., & Songco E. (2023) The Use of Mathematics Modules in Supporting Self-Regulation Among Junior High School Students in a Flexible Online Learning Environment ISSN: 2435-1202 – The IAFOR Conference on Educational Research & Innovation: 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2435-1202.2023.9
To link to this article: https://doi.org/10.22492/issn.2435-1202.2023.9
Comments
Powered by WP LinkPress