Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-26T07:12:17.921Z Has data issue: false hasContentIssue false
  • English
  • Français

Improvement of Self-regulated Learning in Mathematics through a Hypermedia Application: Differences based on Academic Performance and Previous Knowledge

Published online by Cambridge University Press:  04 December 2017

Marisol Cueli ,
Celestino Rodríguez ,
Débora Areces ,
Trinidad García  and
Paloma González-Castro
Marisol Cueli*
Affiliation:
Universidad de Oviedo (Spain)
Celestino Rodríguez
Affiliation:
Universidad de Oviedo (Spain)
Débora Areces
Affiliation:
Universidad de Oviedo (Spain)
Trinidad García
Affiliation:
Universidad de Oviedo (Spain)
Paloma González-Castro
Affiliation:
Universidad de Oviedo (Spain)
*
*Correspondence concerning this article should be addressed to Marisol Cueli. Universidad de Oviedo. Departamento de Psicología. Plaza Feijoo s/n. 33003 Oviedo (Spain). Phone: +34–985103255; Fax: +34–985104144. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Self-regulation on behalf of the student is crucial in learning Mathematics through hypermedia applications and is an even greater challenge in these IT environments. Two aims are formulated. First, to analyze the effectiveness of a hypermedia tool in improving perceived knowledge of self-regulatory strategies and the perceived usage of the planning, executing and assessment strategy on behalf of students with low, medium and high levels of academic performance. Second, to analyze the effectiveness of the hypermedia tool in improving perceived usage of the strategy for planning, monitoring and evaluating on behalf of students with a perceived knowledge (low, medium and high). Participants were 624 students (aged 10–13), classified into a treatment group (TG; 391) and a comparative group (CG; 233). They completed a questionnaire on perceived knowledge (Perceived Knowledge of Self-Regulatory Strategies) and another one on perceived usage of the strategy for planning, performing and evaluating (Inventory of Self-regulatory Learning Processes). Univariate covariance analyses (ANCOVAs) and Student-t tests were used. ANCOVA results were not statistically significant. However, the linear contrast indicated a significant improvement in perceived knowledge of strategies among the TG with low, medium and high academic performance (p ≤ .001). Results are discussed in the light of past and future research.

Keywords

assessmenthypermediamonitoringplanningself-regulated learning
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 20 , 2017 , E66
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

This manuscript has been supported by the funding received for the I+D+i project EDU2010–19798 and a grant received from the Spanish Ministerio de Ciencia e Innovación with reference number BES–2011–04558

How to cite this article:

Cueli, M., Rodríguez, C., Areces, D., García, T., & González-Castro, P. (2017). Improvement of self-regulated learning in mathematics through a hypermedia application: Differences based on academic performance and previous knowledge. The Spanish Journal of Psychology, 20. e66. Doi:10.1017/sjp.2017.63

References

Annevirta, T., & Vauras, M. (2006). Developmental changes of metacognitive skill in elementary school children. The Journal of Experimental Education, 74(3), 197–225. https://doi.org/10.3200/JEXE.74.3.195–226 CrossRefGoogle Scholar
Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 199–209. https://doi.org/10.1207/s15326985ep4004_2 CrossRefGoogle Scholar
Azevedo, R., & Jacobson, M. J. (2008). Advances in scaffolding learning with hypertext and hypermedia: a summary and critical analysis. Education Technology Research and Development, 56(1), 93–100. https://doi.org/10.1007/s11423-007-9064-3 CrossRefGoogle Scholar
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, WA: National Academies Press.Google Scholar
Casal, J., & Mateu, E. (2003). Tipos de muestreo [Types of sampling]. Revista de Epidemiología y Medicina preventiva, 1, 3–7.Google Scholar
Cheng, K. H., Liang, J. C., & Tsai, C. C. (2013). University students’ online academic help seeking: The role of self-regulation and information commitments. The Internet and Higher Education, 16, 70–77. https://doi.org/10.1016/j.iheduc.2012.02.002 Google Scholar
Cordero-Ferrera, J. M., Cebada, E., & Pedraja-Chaparro, F. (2013). Rendimiento educativo y determinantes según PISA: Una revisión de la literatura en España [Academic performance and its determinants according to PISA: A review of Spanish literature]. Revista de Educación, 362, 273–297. https://doi.org/10.4438/1988-592X-RE-2011-362-161 Google Scholar
Cueli, M., González-Castro, P., Krawec, J., Núñez, J. C, & González-Pienda, J. A. (2016). Hipatia: A hypermedia learning environment in mathematic. Anales de Psicología. 32(1), 98–105. https://doi.org/10.6018/analesps.32.1.185641 CrossRefGoogle Scholar
Dignath, C., Buettner, G., & Langfeldt, H. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003 CrossRefGoogle Scholar
DuToit, E. (2012). Constructive feedback as a learning tool to enhance students’ self-regulation and performance in higher education. Perspectives in Education, 30(2), 32–40.Google Scholar
Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. In Hancock, G. R. & Muller, R. O. (Eds.), Structural equation modeling: A second course (pp. 269–314). Greenwich, CT: Information Age Google Scholar
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.CrossRefGoogle Scholar
García, T., Rodríguez, C., González-Castro, P., Álvarez-García, D., & González-Pienda, J. A. (2016). Metacognición y funcionamiento ejecutivo en Educación Primaria [Metacognition and executive function in Primary Education]. Anales de Psicología, 32(2), 474–483. https://doi.org/10.6018/analesps.32.2.202891 CrossRefGoogle Scholar
Graesser, A. C., McNamara, D. S., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point & Query, AutoTutor and iSTART. Educational Psychologist, 40(4), 225–234. https://doi.org/10.1207/s15326985ep4004_4 Google Scholar
González-Pienda, J. A., Fernández-Cueli, M., García, T., Suárez, N., Fernández, E., Tuero-Herrero, E., & Da Silva, E. H. (2012). Diferencias de género en actitudes hacia las matemáticas en la enseñanza obligatoria [Sex differences in attidudes towards mathematics throughout compulsory education]. Revista Iberoamericana de Psicología y Salud, 3(1), 55–73.Google Scholar
González-Pienda, J. A., Fernández, E., Bernardo, A., & Núñez, J. C. (2014). Assessment of a self-regulated learning intervention. Spanish Journal of Psychology, 17, e12. https://doi.org/10.1017/sjp.2014.12 CrossRefGoogle ScholarPubMed
Harskamp, E. G., & Suhre, C. J. M. (2006). Improving mathematical problem solving: A computerized approach. Computers in Human Behavior, 22(5), 801–815. https://doi.org/10.1016/j.chb.2004.03.023 CrossRefGoogle Scholar
Harskamp, E., & Suhre, C. (2007). Schoenfeld’s problem solving theory in a student controlled learning environment. Computers & Education, 49(3), 822–839. https://doi.org/10.1016/j.compedu.2005.11.024 CrossRefGoogle Scholar
Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, 15(1), 38–52.Google Scholar
International Association for the Evaluation of Educational Achievement (IEA). (2011). Resultados de las pruebas PIRLS y TIMSS de 2011 en España [Results of PIRLS and TIMSS testing in 2011 in Spain]. Madrid; Spain: Ministerio de Educación, Cultura y Deporte.Google Scholar
Kikas, E., Peets, K., Palu, A., & Afanasjev, J. (2009). The role of individual and contextual factors in the development of math skills. Educational Psychology, 29(5), 541–560. https://doi.org/10.1080/01443410903118499 CrossRefGoogle Scholar
Kroesbergen, E. H., & Van Luit, J. E. H. (2003). Mathematics interventions for children with special educational needs. Remedial and Special Education, 24(2), 97–114. https://doi.org/10.1177/07419325030240020501 CrossRefGoogle Scholar
Lucangeli, D., & Cabrele, S. (2006). The relationship of metacognitive knowledge, skills and beliefs in children with and without mathematical learning disabilities. In Desoete, A. & Veenman, M. V. (Eds.), Metacognition in mathematics education (pp. 103–133). New York, NY: Nova Science Publishers, Inc.Google Scholar
Lehmann, T., Hähnlein, I., & Ifenthaler, D. (2014). Cognitive, metacognitive and motivational pespectives on preflection in self-regulated online learning. Computers in Human Behavior, 32, 313–323. https://doi.org/10.1016/j.chb.2013.07.051 Google Scholar
Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2102). Neuropsychological assessment 5th Ed. Oxford, UK: Oxford University Press Chapters.Google Scholar
Mayer, R. E. (2004). Psicología de la educación [Psychology of education]. Madrid, Spain: Pearson Educación.Google Scholar
Núñez, J. C., Cerezo, R., Bernardo, A., Rosario, P., Valle, A., Fernández, E., & Suárez, N. (2011). Implementation of training programs in self-regulated learning strategies in Moodle format: Results of an experience in higher education. Psicothema, 23(2), 274–281.Google Scholar
Olkun, S., Altun, A., & Deryakulu, D. (2009). Development and evaluation of a case-based digital learning tool about children`s mathematical thinking for elementary school teachers. European Journal of Teacher Education, 32(2), 151–165.Google Scholar
Organization for Economic Co-operation and Development, OECD. (2014). PISA 2012. Programa para la evaluación internacional de los alumnos. Informe español resultados y contexto [Programme for international student assessment. Spanish report and context]. Madrid, Spain: Ministerio de Educación, Cultura y Deporte.Google Scholar
Organization for Economic Co-operation and Development, OECD. (2016). PISA 2015 resultados clave [PISA 2015 Key results]. Retrieved from OCDE website www.oecd.org/pisa Google Scholar
Önemli, M., & Yöndem, Z. D. (2012). The effect of psychoeducational group training depending on self regulation on students’ motivational strategies and academic achievement. Educational Sciences: Theory & Practice, 12(1), 67–73.Google Scholar
Özyurt, O., Özyurt, H., Baki, A., Güven, B., & Karal, H. (2012). Evaluation of an adaptive and intelligent educational hypermedia for enhanced individual learning of mathematics: A qualitative study. Expert Systems with Applications, 39(15), 12092–12104. https://doi.org/10.1016/j.eswa.2012.04.018 Google Scholar
Pacheco, D. I., García, J. N., & Díez, C. (2009). Autorregulación de la práctica docente y desempeño del alumnado en composición escrita [Self-regulation of the teaching practise and student performance in written composition]. Aula Abierta, 37(1), 141–152.Google Scholar
Panaoura, A. (2012). Improving problem solving ability in mathematics by using a mathematical model: A computerized approach. Computers in Human Behavior, 28(6), 2291–2297. https://doi.org/10.1016/j.chb.2012.06.036 Google Scholar
Pennequin, V., Sorel, O., Nanty, I., & Fontaine, R. (2010). Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems. Thinking & Reasoning, 16(3), 198–220. https://doi.org/10.1080/13546783.2010.509052 CrossRefGoogle Scholar
Rosário, P., González-Pienda, J. A., Pinto, R., Ferreira, P., Lourenço, A., & Paiva, O. (2010). Eficacia del programa <<(Des)venturas de Testas>> para la promoción de um enforque profundo de estudio [Efficacy of the program “Testas’s (mis)adventures” to promote the deep approach to learning]. Psicothema, 22(4), 828–834 Google Scholar
Rosário, P., Mourao, R., Núñez, J. C., González-Pienda, J., Solano, P., & Valle, A. (2007). Eficacia de un programa instruccional para la mejora de procesos y estrategias de aprendizaje en la enseñanza superior [Effectiveness of an instructional on the improvement of learning processes and strategies in Higher education]. Psicothema, 19(3), 422–427.Google Scholar
Samruayruen, B., Enriquez, J., Natakuatoong, O., Samruayruen, K. (2013). Self-Regulated Learning: A Key of a Successful Learner in Online Learning Environments in Thailand. Journal of Educational Computing Research, 48(1), 45–69. https://doi.org/10.2190/EC.48.1.c Google Scholar
Steffens, K. (2001). Self-regulation and computer based learning. Anuario de Psicología, 32(2), 77–94 Google Scholar
Swanson, H. L. (1999). Instructional components that predict treatment outcomes for student with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research and Practice, 14(3), 129–140. https://doi.org/10.1207/sldrp1403_1 Google Scholar
Tsai, C. W. (2010). The effects of feedback in the implementation of web-mediated self-regulated learning. CyberPsychology & Behavior, 13(2), 153–158. https://doi.org/10.1089/cyber.2009.0267 Google Scholar
Valle, A., Rodríguez, S., Cabanach, R., Núñez, J. C., González-Pienda, J., & Rosário, P. (2009). Diferencias en rendimiento académico según los niveles de las estrategias cognitivas y de las estrategias de autorregulación [Differences in academic performance based on the levels of cognitive strategies and self-regulation strategies]. Summa Psicológica UST, 6(2), 31–42.Google Scholar
Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14(1), 89–109. https://doi.org/10.1016/j.learninstruc.2003.10.004 Google Scholar
You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125–133. https://doi.org/10.1016/j.compedu.2014.04.018 Google Scholar
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2 CrossRefGoogle Scholar
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical, background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909 Google Scholar