The Effects of Learning Intervention and Study Time management Intervention on Students Self regulated learning,Achievement and Course Completion in a Distance Education Learning Environment

Puspitasari, Kristanti Ambar (2012) The Effects of Learning Intervention and Study Time management Intervention on Students Self regulated learning,Achievement and Course Completion in a Distance Education Learning Environment. Doctoral thesis, The Florida State University.

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Abstract

The purpose of this study was threefold, specifically: (1) to find out the effects of a learning strategy intervention on students’ use of self-regulated learning (SRL), achievement,and course completion in a distance education setting, (2) to find out the effects of a study time management intervention on the students’ use of SRL, achievement, and course completion, and (3) to find out whether students with higher levels of SRL’s use also have higher levels of achievement and course completion. This study employed a Randomized control-group pretest-posttest design with two independent variables (learning strategy intervention and study time management intervention). Each independent variable consisted of two levels (with and without interventions). Students were randomly assigned into four groups of research conditions: (1) provided with a Web-based Learning Strategy Intervention and a Web-based Study Time Management Intervention, (2)provided with the Web-based Learning Strategy Intervention only, (3) provided with the Web based Study Time Management Intervention only, and (4) the Control Group. There were three dependent variables examined in this study, namely students’ perceptions of their use of SRL,the students’ achievement, and their course completion. The students’ use of SRL was measured by using five subscales (36 items) of the Indonesian version of the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich, Smith, Garcia, and McKeachie (1991). The students’ achievement was measured by using their score on a particular course that they were referring when filling out the questionnaire. The students’ course completion was measured with their grade in that course. Students obtained a C or higher were considered as completers, students received a D or E were regarded as noncompleters. There were two waves of data collection gathered at two consecutive semesters in 2011. The total number of valid respondents to the pretest was 321. They were mostly working adults aged less than 40 years old, not married or married with no children or with 1-2 children. Among them, only 94 students responded to the posttest and took the final examination. Even though the intervention(s) did not significantly have any effects on the students’achievement and course completion, the findings partly supported two of the hypotheses. That is,metacognitive self-regulation when studying a particular course was weakly but significantly correlated with the students’ achievement, r (94) = .204, p = .048. Moreover, metacognitive selfregulation was significantly related to course completion, r (94) = .369, p < .001. Although the findings showed no significant effects of the intervention(s) in improving the students’ use of SRL, students who read the Learning Strategy Intervention significantly had a higher mean score in the use of metacognitive self-regulation when studying a certain course than the control group (p = .047; ES = 1.28). When the interventions were offered to students who took different courses, students who read the Study Time Management Intervention seemed to gain more improvement in their use of metacognitive self-regulation when studying compared to the other groups, although did not significantly exceed the control group. Some practical implications were offered. As well, limitations of the current study and suggestions for future research were discussed.

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