Abstrakt: |
Calculus 1 has been and continues to be a key gateway course to STEM majors, which contributes to a loss of students in the STEM pipeline. Self-regulated learning (SRL) competencies have widely been found to be related to academic achievement (e.g. Zimmerman, Moylan, Hudesman, White, & Flugman, 2011), though common tools to measure SRL have fallen under scrutiny (Winne & Jameison-Noel, 2002). Ways in which students interact in the learning process impacts performance and, in turn, the student experience. Using an SRL framework, online tools were designed to collect data that can be interpreted to create a behavioral SRL score based on in-course student activity. This brief report presents initial findings on the relationship between a behavioral SRL score and academic achievement in Calculus I. [ABSTRACT FROM AUTHOR] |