An analysis of the effectiveness of self-regulated learning program in the area of science and technology learning area for sixth-graders primary school students

Abstract

<p>自主學習是可以被教導與學習的關鍵技能。本研究旨在採取「不等組前後測設計」的準實驗研究法及深度訪談，來評析國小六年級學生自然與生活科技領域自主學習方案。實驗結果、師生家長訪談均顯示：學生接受自主學習的方案實驗後，學習動機、自主共好等自主領域具顯著成長，學習策略則無顯著差異；實驗結果、師生家長的共同發現為自我效能、學習價值感、共好改善等三項自主行為具顯著成長，其餘六項自主行為的發現則有所差異。實驗組學生經方案實驗處理後，其在自然與生活科技領域的期末評量成績未顯著優於對照組，然師生家長均反應其能實踐自主學習。</p> <p> </p><p>Self-regulated learning is a key skill that can be taught and learned. This paper mainly uses the nonequivalent pretest-posttest quasi-experimental design, and in-depth interviews to evaluate the self-regulated learning program in the area of science and technology for sixth-grade students of primary school. The results of the experiment, as well as the results of interviews with teachers, students, and parents, show that: after students have undergone the experiment of self-regulated learning programs, there has been significant growth in self-regulated learning fields such as learning motivation and the autonomous common good, while there are no significant differences in learning strategies; moreover, it is also found that the autonomous behavior of self-efficacy, learning value and common good improvement items has significant growth, and the other six items are different. There are some differences in the discovery of autonomous behavior. After the experimental process of this program, the final evaluation scores of students in the experimental group are not significantly better than those in the control group in the area of science and technology. However, the parents of the students and teachers all reflect that students can practice self-regulated learning.</p> <p> </p>