The effects of self-regulated strategy instruction on college students online science reading

• Main Authors: Wang, Hsin-Tai, 王馨黛
• Other Authors: Lin, Sunny S. J.
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/94367199235842052395

碩士 === 國立交通大學 === 教育研究所 === 102 === The purpose of this study was to examine the effects of self-regulated strategy instruction in facilitating college students’ online science reading. Participants (N=32) invited from a national university in Tiawan were randomly assigned to either an experimental condition or a control condition. Students in the experimental group are given a 40-min self-regulated strategy instruction (33 self-regulated strategies; including planning, monitoring, strategy use, task difficulty and demands, and interest). A multimedia environment (a web site) was designed as the material for students to learn emotional brain concepts. While reading the materials, studnets were asked to think-aloud and achievement tests (definitions related to the brain nerves, a diagram regarding brain anatomy, and the emotional brain functions) was distributed to obtain students’ learning performance. Verbal protocol, pretest, posttest, and delay-test data were collected from both groups. The study used 2 (condition: Experimental, Control) x 3 (time: Pretest, Posttest, Delay-test) mixed design to analyze the effects of students’ conceptual learning and understanding. Chi-square tests was used to examine learners’ use of self-regulated strategies across groups and multiple regression analysis was adopted to determine whether self-regulated strategies were related to the acquisition of emotional brain concepts. The results were briefly described in the following. (1) Of 33 self-regulated strategies, the experimental group had significantly higher scores than the control group on 5 strategies: planning, monitoring progress toward goals, taking notes, draw, and mnemonics. (2) Regading conceptual learning outcomes of brain nerves, the control group had significantly higher pretest score than the experimental group. Both the posttest and delay-test scores were significantly higher than pretest in the experimental group. (3) Regarding conceptual learning outcomes of brain anatomy, posttest scores were significantly higher than the scores of the pretest and delay-test both for the experimental group and the control group. (4) Regarding conceptual learning outcomes of emotional brain functions, Posttest scores were significantly higher than the scores of the pretest and delay-test in the experimental group and the control group; also delay-test scores were significantly higher than the socres of pretest. (5) In the delay-test of brain nerves, the frequency of participant use of interest strategy was positive predictive of conceptual learning performance. Suggestions are given for future researchers and educators about how to design effective self-regulated strategy instruction which may in turn foster college students’ learning outcomes of online science reading.