Level of student and teacher classroom interaction, school level and gender differences as predictors of self-regulated learning
The study explores student and teacher interaction, gender and school level as significant predictors of self regulated learning. The present research utilized a sequential explanatory mixed method research design to explore self-regulation among Filipino students in different school levels (N=300)....
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| Main Authors: | , , |
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| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2007
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_bachelors/8146 |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | The study explores student and teacher interaction, gender and school level as significant predictors of self regulated learning. The present research utilized a sequential explanatory mixed method research design to explore self-regulation among Filipino students in different school levels (N=300). Stepwise multiple regression analysis was utilized to determine strategy instruction, student-centered learning and gender as significant predictors of self-regulated learning. Also, in-depth interviews were conducted to explore further students' different self-regulated learning strategies and teachers' teaching strategies, and how these two variables are related. |
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