Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom
This study aimed to investigate the impact of a flipped classroom on the self-regulated learning (SRL) and academic achievement of seventh-grade junior high school students. A quantitative approach was used to compare the traditional and flipped classroom approaches. The data were obtained using the...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2020-01-01
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| Series: | Cogent Education |
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| Online Access: | http://dx.doi.org/10.1080/2331186X.2020.1835145 |
| _version_ | 1797722984548401152 |
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| author | Ahlam Mohammed Al-Abdullatif |
| author_facet | Ahlam Mohammed Al-Abdullatif |
| author_sort | Ahlam Mohammed Al-Abdullatif |
| collection | DOAJ |
| description | This study aimed to investigate the impact of a flipped classroom on the self-regulated learning (SRL) and academic achievement of seventh-grade junior high school students. A quantitative approach was used to compare the traditional and flipped classroom approaches. The data were obtained using the Motivated Strategies for Learning Questionnaire (MSLQ) along with students achievement scores. Cognitive learning strategies and metacognitive self-regulation strategies were investigated as indicators of students SRL strategies. The results indicated that 64 seventh-grade participants demonstrated a good-to-high level of practicing SRL within the flipped classroom environment. Moreover, the student participants appeared to self-regulate their metacognitive learning strategies in the flipped classroom environment more than those in the traditional learning environment. In terms of their academic achievement, no statistically significant difference was detected between the traditional and flipped classrooms. Associations between the students SRL and academic achievement were identified, and several implications and recommendations were derived. |
| first_indexed | 2024-03-12T09:55:40Z |
| format | Article |
| id | doaj.art-a1829c858f0e4a3e8609a7844ddaa2a9 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T09:55:40Z |
| publishDate | 2020-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-a1829c858f0e4a3e8609a7844ddaa2a92023-09-02T12:12:58ZengTaylor & Francis GroupCogent Education2331-186X2020-01-017110.1080/2331186X.2020.18351451835145Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroomAhlam Mohammed Al-Abdullatif0King Faisal UniversityThis study aimed to investigate the impact of a flipped classroom on the self-regulated learning (SRL) and academic achievement of seventh-grade junior high school students. A quantitative approach was used to compare the traditional and flipped classroom approaches. The data were obtained using the Motivated Strategies for Learning Questionnaire (MSLQ) along with students achievement scores. Cognitive learning strategies and metacognitive self-regulation strategies were investigated as indicators of students SRL strategies. The results indicated that 64 seventh-grade participants demonstrated a good-to-high level of practicing SRL within the flipped classroom environment. Moreover, the student participants appeared to self-regulate their metacognitive learning strategies in the flipped classroom environment more than those in the traditional learning environment. In terms of their academic achievement, no statistically significant difference was detected between the traditional and flipped classrooms. Associations between the students SRL and academic achievement were identified, and several implications and recommendations were derived.http://dx.doi.org/10.1080/2331186X.2020.1835145self-regulated learningacademic achievementk–12flipped classroomelearning |
| spellingShingle | Ahlam Mohammed Al-Abdullatif Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom Cogent Education self-regulated learning academic achievement k–12 flipped classroom elearning |
| title | Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom |
| title_full | Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom |
| title_fullStr | Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom |
| title_full_unstemmed | Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom |
| title_short | Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom |
| title_sort | investigating self regulated learning and academic achievement in an elearning environment the case of k 12 flipped classroom |
| topic | self-regulated learning academic achievement k–12 flipped classroom elearning |
| url | http://dx.doi.org/10.1080/2331186X.2020.1835145 |
| work_keys_str_mv | AT ahlammohammedalabdullatif investigatingselfregulatedlearningandacademicachievementinanelearningenvironmentthecaseofk12flippedclassroom |