The Influence of an Interactive Learning Model Based on the PDEODE Strategy with Cloud Technology on Students’ Self-Regulation in Mathematics Learning

Abstract

Self-regulation is playing a key role in cognitive learning and coping activities. This study implemented an interactive learning model based on the Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) strategy using cloud technology as an instructional approach to examine its impact on undergraduate students’ self-regulation in mathematics learning. The sample comprised 60 undergraduate students who participated in a set theory course. A randomized control group pre-test–post-test design was utilized. The 30 students in the experimental group engaged in an interactive learning model based on the PDEODE strategy with cloud technology and the 30 in the control group followed the conventional method. The research instruments were the instruction plan and a scale assessing self-regulation in learning mathematics. The data were analyzed with a descriptive analysis, normalized gain (n-gain), and the t-test. The findings confirmed that the mean self-regulation score in the experiment group exceeded the criterion of 60% and was statistically significant at the 0.05 level. The experiment group achieved a higher improvement level in self-regulation compared to the control group. In addition, there were statistically significant differences between the two groups in the mean post-test scores of self-regulation in favor of the experimental group at the 0.05 level. The results indicate that the method proposed has a positive effect and could be adopted as an approach to reflect on self-regulation in learning for undergraduate students in the context of mathematics courses. The PDEODE strategy, particularly when supported by cloud technology, promotes students’ participation through more collaborative activities, unlike learning practices that rely on memorization.