Effect of Self-regulated Learning on Academic Performance Among Physical Education Students in Shanxi, China

XIE HUIJUAN1 site in 1 country80 target enrollmentStarted: October 1, 2024Last updated: September 23, 2024

Conditions

Interventions

Trial Snapshot

Phase: Not Applicable
Status: Enrolling By Invitation
Sponsor
Enrollment: 80
Locations: 1
Primary Endpoint: Academic Performance (Score) Evaluation Form

Study Overview Study Design Eligibility Criteria Arms & Interventions Outcomes Investigators Sites Records & Identifiers Similar Trials

Study Overview

Brief Summary

Difficulty in employment for college students is a serious social problem in China. All qualification examinations, further education and jobs require written theory tests. Many students are affected by their examinations, additional studies, and employment due to poor academic performance and insufficient learning ability. College students majoring in physical education generally perform better in motor technical skills but often encounter difficulties in theoretical learning.

According to the existing literature and many studies, self-regulated learning is an advanced form of metacognitive learning (Pintrich, 2004). It helps cultivate students' independent learning ability and can improve their theoretical academic performance. This study attempts to use self-regulated learning in physical education theory classes to examine whether this method can enhance physical education students' theoretical academic performance.

Detailed Description

In this study, the experimental group received a 12-week (John, 2017) self-regulated learning strategy based on a learning model teaching intervention designed for this study. In contrast, the control group discussed and studied traditional learning content for 12 weeks with the teacher, and the students in the experimental group learned the self-regulated learning strategy. A cluster-randomised controlled trial (CRCT) design was used, and the experimental and control groups were randomly assigned to two schools. After 12 weeks of learning, both groups were required to conduct a learning performance assessment.

Study Design

Study Type: Interventional
Allocation: Randomized
Intervention Model: Parallel
Primary Purpose: Treatment
Masking: Single (Participant)

Masking Description

single

Eligibility Criteria

Sex: All
Accepts Healthy Volunteers: No

Inclusion Criteria

•University students;
•Major in Physical Education;
•Able to attend all evaluation;
•Understand the study purposes and procedures;
•No previous experience performing self-regulated learning strategy.

Exclusion Criteria

•University students not majoring in Physical Education;
•Exclude participants who have not finished all evaluation;
•Not understanding the study purposes and procedures;
•Participants with an experience in self-regulated learning strategy.

Arms & Interventions

Experimental group

Experimental

The experimental group used self-regulated learning strategy to improve academic performance of physical education students in China.

Intervention: Self-regulated learning strategy (Behavioral)

Control group

Active Comparator

The control group used standard learning method to improve physical education academic performance.

Intervention: Standard learming method (Behavioral)