| Abstrakt: |
This study aims to determine self-regulated learning strategies used by students to prepare for mathematics lesson exams. The data were collected from high- and low-achievement students considering their general grade point averages and grade point averages in mathematics courses. The students were enrolled in the 7th grade of two different middle schools during the time of data collection. Case study method, which is a qualitative research approach, was used in this study. Data were collected with an interview form containing questions on potential sample events and situations that students may encounter while preparing for mathematics lesson exams. Descriptive analysis method was utilized for data analysis . Considering students' mathematics achievement and academic averages, it was concluded that the high-achievement students used all the strategies more or less, but the low-achievement students used only some of these strategies. According to the findings, these self- regulated learning strategies that used by low-achievers determined as self-assessment, seeking information and help, environmental regulation, and reviewing notes before maths exams. [ABSTRACT FROM AUTHOR] |
