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Middle School Students' Reported Self-Regulation Strategies In Completing Online Mathematics Homework, Pepper Erlinger
Middle School Students' Reported Self-Regulation Strategies In Completing Online Mathematics Homework, Pepper Erlinger
Boise State University Theses and Dissertations
The purpose of this qualitative descriptive case study is to benefit our understanding of the potential of online homework as it relates to developing and supporting students’ self-regulated learning (SRL). This descriptive case study explores the use of self-regulated learning (SRL) strategies reported by students in the context of completing online mathematics homework (OHW). Eighth-grade students (10 total) from a traditional middle school were interviewed using a validated data collection instrument, the Self-Regulated Learning Interview Schedule or SRLIS (Zimmerman & Martinez-Pons, 1986, 1988). Students’ open-ended responses were interpreted using a framework of self-regulation theory and coded using 14 self-regulation strategies …
What About Mathematical Metacognition?, Susanne Foote
What About Mathematical Metacognition?, Susanne Foote
Boise State University Theses and Dissertations
Problem solving is an aspect of mathematics that often proves difficult for many learners. The difficulty not always founded in a lack of mathematical knowledge, but also in the lack of experience to effectively activate existing knowledge, self-monitor, and reflect during problem-solving (Schoenfeld, 1992). This study investigated how primary teachers’ application of explicit instruction in the use of self-regulated learning (SRL) strategies affect students’ (a) regulation of cognition (ROC) (b) and influence ability to solve whole number addition and subtraction problems in contextual settings. A quasi-experimental group design was used with a sample of first-and third-grade participants. SRL strategies were …
Can Esl Teachers Teach Reading Metacognitive Strategies?, Adil Bentahar
Can Esl Teachers Teach Reading Metacognitive Strategies?, Adil Bentahar
Boise State University Theses and Dissertations
Metacognitive knowledge has been linked to use of metacognitive strategies and effectiveness in reading (e.g., Flavell, 1979). In the present research, I evaluated whether teaching three metacognitive strategies (planning, monitoring, and evaluating) would (a) improve English as a Second Language (ESL) students’ metacognitive knowledge, which in turn would (b) improve their comprehension. Eight non-English speaking students completed the Metacognitive Awareness of Reading Strategy Inventory (MARSI) (Mokhtari & Reichard, 2002) and a reading test at the beginning of a reading-writing course and again at the end of the course. The results revealed an increase from pretest to posttest in all three …