| Autor: |
Reem Alsaadi, Adam Al Sultan |
| Jazyk: |
angličtina |
| Rok vydání: |
2021 |
| Předmět: |
|
| Zdroj: |
IAFOR Journal of Education, Vol 9, Iss 6, Pp 51-69 (2021) |
| Druh dokumentu: |
article |
| ISSN: |
2187-0594 |
| DOI: |
10.22492/ije.9.6.03 |
| Popis: |
The aim of this study was to investigate the effects of learning station strategies on developing academic achievement and self-regulated learning among middle school students of low socioeconomic status. The sample group consisted of 68 female Saudi students. We applied a quasi-experimental design with an experimental and control group and a pretest and posttest. We examined the correlation between academic achievement and self-regulated learning. The data collection instruments included an academic achievement test and self-regulated learning questionnaire. The results revealed a statistically significant difference between the mean scores of both instruments in favor of the experimental group. Additionally, there was a positive relationship between development of academic achievement and self-regulated learning among the students for the experimental group. The study’s findings suggest that the learning stations created a dynamic classroom, which prompted students to engage in self-regulatory behaviors and develop their knowledge and understanding. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
|
