Effects of ChatGPT-flipped instruction on the academic performance and self-regulated skill of L2 pre-service teachers in Ondo State, Nigeria

Self-regulated learning (SRL) is associated with students’ academic performance, but it is difficult for learners. It can be learnt and taught. This study investigates how we can support second language learners in fostering affective learning skills needed for the successful acquisition of the targeted language. In the research literature, the affective domain has received little attention compared to other aspects of SRL. In this design-oriented case study, a prototype of a cultural-appropriate tool (the AffecTive LeArning Srl (ATLAS) mobile app) aiming to support students with affective learning in their SRL process, was designed and evaluated with 13 Japanese language students through semi-structured interviews and usability testing. The app’s design has been informed by Zimmerman’s SRL model, and its affective learning part - by the psychoevolutionary theory of emotions. Design Science Research was adopted as the overall methodology. The findings show that the majority of the respondents exhibited positive attitudes towards the use of the affective learning scenarios embedded in the ATLAS app to enhance their SRL. Especially, the perceived usefulness of the ATLAS’ affective learning part was seen to increase their awareness of their individual SRL process, as well as their engagement in- and motivation for self-regulated language learning across learning settings. In regard to the SRL phases (i.e., plan, monitor and reflect), the results indicate that the students would prefer to perform affective learning activities during each SRL phase. From a practical perspective, this study presents a culturally adapted SRL tool and provides relevant design guidelines.

Research on teacher education has shown that self-regulated learning (SRL) is relevant for improving learning skills of future teachers. Evidence also suggests that teacher education programs would benefit from fostering SRL in their students and teaching them to use SRL as a teaching practice. This dual focus could help students become more successful students and teachers, better prepared to foster SRL in their future classrooms. The objective of the present research was to investigate learning and study strategies and self-efficacy for learning beliefs among undergraduate students enrolled in teacher education programs at a public university in Brazil. Another aim was to design an SRL intervention, in two formats, and examine the effectiveness of each format at strengthening participants’ self-regulatory skills. To achieve these goals, the study was conducted in two phases. In phase 1, 220 participants completed this Learning and Study Strategies Inventory and the Self-efficacy for Learning form. Findings suggested a need for improving future teacher students´ self-regulatory skills and provided a basis for the second phase, whose goal was to examine an intervention program using a quasi-experimental research design with three stages: pretest, intervention, and posttest. Three classes were randomly assigned to three different treatment conditions: Experimental Group I (EGI) received theoretical content about SRL and self-reflective questions (format 1), Experimental Group II (EGII) received theoretical content about SRL only (format 2), and the Control Group (CG) only completed the assessments. Data from the first phase were used as pretest measures for the second phase. The sample for phase 2 of this study was composed of 53 students. EGI had 22 students, EGII 12, and CG 19. Results comparing EG I with EG II showed no statistically significant group x time interactions. However, when compared with CG, EGI showed statistically significant gains over the control group on five outcome measures, whereas EG II showed statistically significant gains over the control group on three of the outcome measures. This suggested benefits to receiving the interventions and that EG I may yield additional benefits over EG II. Theoretical and practical implications for pre-service teachers and teacher education programs are discussed.

The research investigated relationships amongst beliefs about the self-regulation of learning (SRL), study strategies and academic performance in 366 pre-service teachers. A Beliefs about Learning and Teaching (BALT) Questionnaire was used to examine beliefs that were both consistent and inconsistent with SRL. The final model emerging from the structural equation analysis showed that beliefs consistent with SRL were positive predictors of the self-reported use of cognitive and metacognitive strategies, while beliefs inconsistent with SRL were negative predictors. The use of cognitive and metacognitive strategies was in turn a positive predictor of the pre-service teachers’ academic performance. About 50% of the teachers simultaneously agreed with statements indicating beliefs consistent and inconsistent with SRL. We argue that the co-existence of beliefs consistent and inconsistent with SRL undermines the use of cognitive and metacognitive strategies in pre-service teachers, with negative effects on their academic performance. It is suggested that interventions to support teachers to promote metacognition and SRL can be more effective if they address preservice teachers’ beliefs that are not consistent with SRL and especially beliefs in transmissive teaching.

Reflection journal writing is recognized as an effective learning activity in facilitating learners’ self-regulative skills and abilities and their academic performance in the literature. It is evident that self-regulation is of vital importance in learning. Hence, this study aims to investigate self-reflective journal writing on university students’ self-regulation strategies in a scope of academic presentation and speaking course. An exploratory mixed-method research design was adopted. The participants were selected with convenience sampling method and included 94 undergraduate students studying at a prominent English-medium instruction public university. The data was collected through an online questionnaire, and students’ reflections on the ‘Reflection Journal’ task, which aimed to develop their awareness of the strategies that work for their own learning. Students were assigned to videotape their two main presentations during a required language course, and to keep a journal to reflect on certain points predetermined by the course instructor. The study aims to both investigate the perceptions of students about self-regulated learning in presenting, and the effectiveness of the journal task in promoting their learning. The findings indicated that the majority of students benefited from the task which helped them to reflect on their own micro-level presentation skills. This study concluded that reflective journal keeping could facilitate students’ self-regulation and learning performance when developing academic presentation skills.

A major challenge for education and educational research is to build on our present understanding of learning to design environments for education that are conducive to fostering students’ self-regulatory and cooperative learning skills, transferable knowledge, and a disposition toward competent thinking and problem solving. Using the CLIA-model (Competence, Learning, Intervention, Assessment) as a framework for developing learning environments, and taking the growing knowledge base on self-regulated learning as a background, this article discusses an intervention study that aimed at the design and evaluation of a powerful learning environment for fostering self-regulated learning in university freshmen, thereby improving their learning proficiency. More specifically, the intervention in this environment focused on the trainability of four cognitive (orienting, planning, self-testing, and reflecting), and four complementary affective self-regulation skills (respectively self-judging, valuing, coping, and attributing). The effects of the learning environment were investigated using a pre-test – post-test design with a control group. The participants were 141 first-year students of business economics. The positive effects of the intervention on students’ self-regulated learning and on their academic performance is illustrated for two of the eight self-regulation skills, namely orienting (preparing one’s learning process by examining the characteristics of a learning task) and self-judging (evaluating one’s competences in view of an accurate appraisal of the efforts needed to approach and accomplish a learning task).

Abstract: The paper underscores the infrastructural facility and the student’s academic performance in Adekunle Ajasin University, Akungba Akoko, Ondo State, Nigeria. Thirty questionnaires were administered through a systematic sampling technique in each of the six faculties making a total of 180 questionnaires. The paper has found out a positive relationship between the student’s academic performance, power supply and health facilities. However, the internet facilities and transportation facilities were not adequate, whereas water supply was adequate. A test of the impact of infrastructural facility on the student’s academic performance, using a Chi Square statistical technique revealed a significant value of 177.1 at 0.05 % level. The paper recommends that the existing facilities should be upgraded and significantly improved by the government; urgent attention should be given to the development of the internet facilities and transportation sector of the University. Also, private partnership should be encouraged in the infrastructural development of the University.

PurposeThe purpose of this study was to investigate the effect of self-regulated programming learning on undergraduate students’ academic performance and motivation compared to traditional methods.Design/methodology/approachThis study was conducted with an explanatory sequential mixed method. Participants consist of 31 undergraduate students studying in the department of computer and instructional technologies education. The students were separated into two groups as experimental (n = 15) and control (n = 16) in the robotic programming course. Academic performance tests, programming motivation scale and interview form were used as data collection tools. After collecting quantitative data, interviews were conducted with the students regarding their academic performance and motivation.FindingsThe results indicated that the self-regulated programming learning process can contribute positively to students’ academic performance and motivation compared to traditional methods. Students stated that self-regulated learning strategies can positively affect their academic performance and motivation.Originality/valueIn this study, a self-regulated learning support system was designed to encourage students to use self-regulated learning strategies. This study has the potential to contribute to the gap in the literature, especially as a study of adapting the phased model of self-regulated learning to programming teaching. Instructors can use the self-regulating programming learning framework by adapting it to different disciplines.

Nowadays, school education concentrates on developing pupils’ skill to learn – teachers should help pupils understand the meaning of education in their life and encourage their independent inquiry. The essence is not just getting excellent grades. Instead, it is about pupils taking responsibility for being interested, for participating and for reflecting on their performance. The mentioned features are characteristic of self-regulated learning – a transversal skill to be honed from early school years. Overall, research on pupils’ self-regulated learning reveals that if mastered as a skill at an early age, it positively influences pupils’ academic performance. Based on the evidence of prior research, the authors of the article consider relevant ‘Can-Do Statements’ to be of importance to develop and enhance pupils’ self-regulated learning skills parallel to their academic achievement. Therefore, the current study aims to examine how self-regulated learning ‘Can-Do Statements’ applied in lessons of English in Year 4, can improve pupils’ confidence regarding their self-regulated learning and their foreign language achievement. The research method is a case study comprising a research sample of 19 Year 4 pupils (nine to ten years old). The pupils come from a rural school in Latvia, Vidzeme region. The data are collected using lesson observation sheets, language tests and a questionnaire for pupils to ensure triangulation of the data. Empirical data show that ‘Can-Do Statements’ implemented in English language lessons help pupils work on self-regulated learning skills simultaneously achieving academic performance goals they set for themselves. However, the level of achievement depends on whether an individual pupil relates ‘Can-Do Statements’ to oneself and one’s learning process. Even though the data show that the efficient use of ‘Can-Do Statements’ would ask for meticulous lesson planning, it can also be witnessed that their application allows creating a positive learning environment, which in its turn is beneficial for the rapport of the teacher and pupils.

Content: Medical schools aim to graduate medical doctors who are able to self-regulate their learning. It is therefore important to investigate whether medical students’ self-regulated learning skills change during medical school. In addition, since these skills are expected to be helpful to learn more effectively, it is of interest to investigate whether these skills are related to academic performance.Methods: In a cross-sectional design, the Self-Regulation of Learning Self-Report Scale (SRL-SRS) was used to investigate the change in students’ self-regulated learning skills. First and third-year students (N = 949, 81.7%) SRL-SRS scores were compared with ANOVA. The relation with academic performance was investigated with multinomial regression analysis.Results: Only one of the six skills, reflection, significantly, but positively, changed during medical school. In addition, a small, but positive relation of monitoring, reflection, and effort with first-year GPA was found, while only effort was related to third-year GPA.Conclusions: The change in self-regulated learning skills is minor as only the level of reflection differs between the first and third year. In addition, the relation between self-regulated learning skills and academic performance is limited. Medical schools are therefore encouraged to re-examine the curriculum and methods they use to enhance their students’ self-regulated learning skills. Future research is required to understand the limited impact on performance.

Öz-düzenlemeli öğrenme, öğrencilerin kendi öğrenme hedefleri doğrultusunda öğrenmeye yönelik motivasyonları, bilişsel süreçleri ile davranışlarını gözleme, düzenleme ve denetlemeye çalıştıkları süreçtir. Çevrim içi uzaktan öğrenmede öz-düzenleme becerilerinin önemi vurgulanmakta, akademik başarıyla ilişkili olabileceği düşünülmektedir. Ancak araştırmalar çevrim içi öz-düzenlemeli öğrenmenin başarıya etkilerine ilişkin çelişkili sonuçlar ortaya koymaktadır. Mevcut araştırmanın amacı, bir üniversitede eğitim gören öğretmen adaylarının öz-düzenlemeli çevrim içi öğrenme düzeylerini ve bu becerilerin akademik başarıya etkisini irdelemektir. Araştırmanın evrenini, 2020-2021 akademik yılında X Üniversitesi Eğitim Fakültesi’nde 2, 3 ve 4. sınıflarda farklı bölümlerde aktif olarak öğrenim gören 1152 öğretmen adayı oluşturmaktadır. Araştırmanın örneklemini basit tesadüfi örnekleme ile seçilmiş öğretmen adayları arasından geri dönen 207 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının Öz-düzenlemeli çevrim içi öğrenme becerilerine ilişkin veriler ‘Öz-düzenlemeli Çevrim İçi Öğrenme Ölçeği (SOL-Q)’ ile toplanmıştır. Öğretmen adaylarının akademik başarıları çevrim içi eğitim gördükleri 2020-2021 akademik yılı Güz dönemi not ortalamalarıyla değerlendirilmiştir. Yapılan analizler öğretmen adaylarının öz-düzenlemeli çevrim içi öğrenme düzeylerinin orta düzeyde olduğunu, kadın öğretmen adaylarının öz-düzenlemeli öğrenme ortalamalarının erkek öğretmen adaylarından yüksek olduğunu ve öz-düzenleme becerisinin çevrim içi öğrenmede akademik başarının anlamlı bir yordayıcısı olduğunu göstermiştir. Bulgular literatürde var olan benzer araştırmalarla tutarlı sonuçlar ortaya koymakla birlikte çevrim içi öğrenme süreçlerinde öz-düzenlemeli öğrenme geleneksel öğrenme ortamlarına göre farklı sonuçlar doğurabilmektedir.

With online learning being on the agenda again in higher education, university students had different views about the online learning process. While some students evaluated this process as an advantage, others expressed the difficulties of the process. There are reasons, such as students' ability to organize their learning processes and being aware of their capacities under these different views. It was observed that students possessing such skills implement various strategies during the learning process and adapt it to their needs. Self-regulation is a prerequisite for a successful learning process and emphasizes the learner's autonomy and personal preferences. Self-regulation skills have become more noteworthy, especially in the online learning process, where students become passive recipients. While students who have developed self-regulation skills in the online learning process are successful, students who do not have this skill are more disadvantaged. Therefore, in this process, we come across two opposite groups, those who turn online learning into an advantage and those who cannot manage this process. This study aimed to assess the self-regulated learning skills of pre-service Turkish teachers who underwent online learning. This study was designed according to the descriptive survey method and was limited to 1st, 2nd, 3rd, and 4th-grade students in the Department of Turkish Language Teaching. In this study, Online Self-Regulated Learning Scale used developed by Barnard et al. (2008) and adopted into Turkish by Samsa Yetik (2011). The obtained data were analyzed with the IBM SPSS Statistics 25 program. This study found that pre-service teachers' online self-regulation skills differed depending on their previous experience with distance education. Significant differences were found in different sub-dimensions of pre-service teachers' online self-regulation skills based on synchronous or asynchronous attendance in distance education courses.

The impact of science teachers’ motivation on science students’ academic performance in Senior Secondary Schools in Ondo and Ekiti States of Nigeria was investigated in this study. This was a descriptive survey research which was questionnaire based and past WAEC O/L ((May/June 2008 and 2009) student results on the science subjects. The population of the study was all public Secondary Schools (science teachers and students) in Ekiti and Ondo States, Nigeria. A stratified random sampling was used to select a total of five hundred and ten (510) science teachers (male and female) from Ekiti and Ondo States from the selected schools for the study. And a total six thousand eight hundred (6,800) Science Students (male and female) from the selected schools was also considered in the study. In each of the school selected for the study, only teachers of Biology, Chemistry and Physics were involved in the sample and the students that registered and wrote Biology, Chemistry and Physics WAEC examination of May/June 2008 and 2009 in Ekiti and Ondo states of Nigeria. The data collected for the study were analyzed using descriptive analysis, Multiple Regression analysis and Pearson Product Moment Correlation. All the hypotheses were tested at 5 % level of significance. Among others, the study revealed that; there was significant relationship between regular payment of science teachers’ allowance and academic performance of science students; there was significant relationship between regular teachers’ participation in seminars/ workshops and academic performance of science students. Also, there exist statistical significant relationship between granting of study leave with pay to science teachers and academic performance of science students. As a result of the findings, it was recommended that the adequate science allowance should be regularly paid to the science teachers to enhance their excellent performance.

Training platform is closely associated to e-learning. Training platforms are primarily focused on the delivery of online learning. It serves as a platform for a variety of uses, including asynchronous and synchronous methods of teaching and learning. This study investigated the effect of training platform instruction on students’ interest and academic performance in technical education among technical college students. The study was conducted in Ondo State and applied a quasi-experimental methodology. The study involved 284 participants, including 232 male and 52 female students from two technical colleges in Ondo State. For effective investigation, training technical education interest rating (TEIR) and technical education academic performance (TEAP) instrument were faces verified by 3 experts. To analyze the null hypotheses that served as the study guiding principles and to provide answers to the research questions, the collected data were analyzed using the mean and analysis of variance (ANOVA). The results showed that students’ interest and academic performance are enhanced when technical education is taught using a training platform method than the conventional instructional method. The study also finds a significant variation in the academic performance of the students who were taught technical education via the training platform instructional method. Based on these findings, the study concluded that the training platform instructional approach improves students' academic performance and interest more than the traditional approach in technical education. Also, male students had a stronger interest in technical education than female students who are taught technical education using the training platform instructional approach, and female students in technical institutions outperformed male students academically when utilizing the training platform. The study therefore recommended that technical colleges should take into consideration the use of training platform as an addition to the conventional instructional practices to enhance the quality of learning and teaching.

The present study is based on the social-cognitive perspective of self-regulated learning and focuses on its development in academic settings. This study examined the impact of an intervention on the development of self-regulated learning strategies at a course-specific level. The transferability of the trained strategies on different learning context and the possibility that the training lead to the improvement of learning motivation and behavioural strategies, although they were not explicitly trained were also examined. In addition, the effects of a prolongment of the intervention in the second semester were investigated. The improvement of the learning skills was also assessed through the content analysis of the learning journals competed by the students during the intervention program. We used a mixed method design to examine the changes in students’ self-regulated learning produced before and after the intervention. The participants were first year Psychology and Education Sciences students. During an academic year, the students were trained to use techniques combining cognitive and metacognitive skills. All the strategies were implemented through implicit training, being included as course tasks, and practiced in a domain specific context. The study revealed that the intervention had positive effects on self-regulated learning skills, the students in the intervention group differed significantly at the end of the intervention from the students in the control group. Another finding was the transferability of the trained strategies to different learning contexts. Even if self-regulated learning skills are practiced implicitly in a context, their practice could lead to generalization and increase the transfer opportunities.

In this study, it was aimed to design a group psychoeducation program based on social cognitive theory to improve the self-regulated learning skills of high school students and to examine the effect of this program on the students' self-regulated learning skills and academic achievement. This research is a quasi-experimental study in which the pre-test, post-test and follow-up test results of the experimental and control groups are compared. A total of 32 volunteer students from an Anatolian High School in Turkey were randomly assigned to the experimental (n:16) or control group (n:16). The research data were obtained with personal information form and Self-regulated Learning Skills Scale. In the study, participants in the experimental group were included in an eight session psychoeducation program, while the control group was not included in any program. A psychoeducational program was applied to the students in the experimental group, with sessions held once a week for 60 minutes. A posttest was conducted following the completion of the group sessions, and a follow-up test was administered four months later to both groups. Analysis of variance (Anova), analysis of covariance (Ancova), t-test for related and independent samples were used to analyse the study data. As a result of the study, it was found that the group psychoeducation programme applied to the experimental group was effective in developing students' self-regulatory learning skills and this effect continued in the follow-up test. It was also found to be effective in increasing academic achievement. The results reveal that a group psychoeducation program based on social cognitive theory can be used to develop high school students' self-regulation skills and increase their academic success.