International Journal of Advanced Research and Publications (2456-9992)

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Students’ Self-Regulated Learning Strategies, Self-Efficacy, and Mathematics Performance in a Mobile Technology-Integrated Classroom of Selected Grade 8 Learners

Volume 6 - Issue 1, January 2023 Edition
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Rico Gabriel A. Ramos, Jhossua A. Caragay, Gerald C. Apostol
extrinsic goal orientation, face-to-face learning, mathematics performance, metacognitive self-regulation, motivated learning strategies, motivation in learning, rehearsal learning strategy, self-efficacy, self-regulated learning strategies, technology-integrated education
This quasi-experimental research design’s objective was to determine the students’ self-regulated learning strategies (SRLs), self-efficacy (motivation), and mathematics performance (MP) in the mobile technology-integrated face-to-face classroom and predict potential indicators of MP among (simple randomized) 82 selected Grade 8 learners of San Jose Community High School, before and after the instruction. The values required for analyses were obtained using descriptive and inferential statistics. The questionnaires were valid and found reliable (excellent), and assumptions for parametric tests are met. Both the traditional classroom and the technology-integrated classroom (intervention) resulted in statistically significant difference (improvement) between the pre-test & post-test, SRLs, and self-efficacy means. However, comparing the two groups & variables in groups, the intervention was more effective and found to have enhanced the SRLs, self-efficacy, and MP of learners. Rehearsal and extrinsic goal orientation were the most utilized SRLs and self-efficacy subscales of the MSLQ, respectively. Out of nine subscales of SRLs, only the rehearsal and metacognitive self-regulation subscales served as predictors of learners’ MP with a predictive accuracy of approximately 68.5% (good model). Thereof, learners were motivated (increased self-efficacy) in learning mathematics by engaging in an activity/task for the motives like grades, performance, comparing one's performance to that of others, evaluation by others, and rewards. And with the proper planning, monitoring, assessing, understanding, and rehearsing a skill over and over in order to gain proficiency, this affected the students’ mathematics performance.
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