Full metadata
Title
Does self-regulated learning-skills training improve high-school students' self-regulation, math achievement, and motivation while using an intelligent tutor?
Description
This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and motivation. The 1st version was a business-as-usual traditional classroom teaching mathematics with direct instruction. The 2rd version of the course provided students with self-paced, individualized Algebra instruction with a web-based, intelligent tutor. The 3rd version of the course coupled self-paced, individualized instruction on the web-based, intelligent Algebra tutor coupled with a series of e-learning modules on self-regulated learning knowledge and skills that were distributed throughout the semester. A quasi-experimental, mixed methods evaluation design was used by assigning pre-registered, high-school remedial Algebra I class periods made up of an approximately equal number of students to one of the three study conditions or course versions: (a) the control course design, (b) web-based, intelligent tutor only course design, and (c) web-based, intelligent tutor + SRL e-learning modules course design. While no statistically significant differences on SRL skills, math achievement or motivation were found between the three conditions, effect-size estimates provide suggestive evidence that using the SRL e-learning modules based on ARCS motivation model (Keller, 2010) and Let Me Learn learning pattern instruction (Dawkins, Kottkamp, & Johnston, 2010) may help students regulate their learning and improve their study skills while using a web-based, intelligent Algebra tutor as evidenced by positive impacts on math achievement, motivation, and self-regulated learning skills. The study also explored predictive analyses using multiple regression and found that predictive models based on independent variables aligned to student demographics, learning mastery skills, and ARCS motivational factors are helpful in defining how to further refine course design and design learning evaluations that measure achievement, motivation, and self-regulated learning in web-based learning environments, including intelligent tutoring systems.
Date Created
2013
Contributors
- Barrus, Angela (Author)
- Atkinson, Robert K (Thesis advisor)
- Van de Sande, Carla (Committee member)
- Savenye, Wilhelmina (Committee member)
- Arizona State University (Publisher)
Topical Subject
- instructional design
- Educational technology
- Educational Psychology
- ARCS motivation model
- instructional design
- Intelligent Tutoring Systems
- math achivement
- Motivation
- Self-regulated Learning
- Intelligent Tutoring Systems
- Motivation in education
- Academic Achievement
- Mathematics--Remedial teaching.
- Algebra--Study and teaching (Secondary)
- Algebra--Computer-assisted instruction.
- Algebra
- Instructional systems--Design.
- Study skills--Study and teaching (Secondary)
- Study skills
Resource Type
Extent
ix, 90 p. : ill. (some col.)
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.17863
Statement of Responsibility
by Angela Barrus
Description Source
Viewed on May 23, 2014
Level of coding
full
Note
thesis
Partial requirement for: Ph. D., Arizona State University, 2013
bibliography
Includes bibliographical references (p. 70-74)
Field of study: Educational technology
System Created
- 2013-07-12 06:21:00
System Modified
- 2021-08-30 01:42:01
- 3 years 2 months ago
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