Effect of Self-regulated Learning on Academic Performance Among Physical Education Students in Shanxi, China
试验速览
- 阶段
- 不适用
- 状态
- Enrolling By Invitation
- 发起方
- 入组人数
- 80
- 试验地点
- 1
- 主要终点
- Academic Performance (Score) Evaluation Form
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Participant)
盲法说明
single
入排标准
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •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.
排除标准
- •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.
研究组 & 干预措施
Experimental group
The experimental group used self-regulated learning strategy to improve academic performance of physical education students in China.
干预措施: Self-regulated learning strategy (Behavioral)
Control group
The control group used standard learning method to improve physical education academic performance.
干预措施: Standard learming method (Behavioral)
结局指标
主要结局
Academic Performance (Score) Evaluation Form
时间窗: Pretest: Before experiment; Post-test: 12 weeks end.
A form is used to evaluate the physical education students' academic performance when the teacher uses academic performance (score) evaluation form.
Class Performance Evaluation Form
时间窗: Pretest: Before experiment; Post-test: 12 weeks end.
A form is used to evaluate the physical education students' academic performance when the teacher uses class performance evaluation form.
Homework Quality Evaluation Form
时间窗: Pretest: Before experiment; Post-test: 12 weeks end.
A form is used to evaluate the physical education students' academic performance when the teacher uses homework quality evaluation form.
Experimental Operation Evaluation Form
时间窗: Pretest: Before experiment; Post-test: 12 weeks end.
A form is used to evaluate the physical education students' academic performance when the teacher uses experimental operation evaluation form.
Test Score Evaluation Form
时间窗: Pretest: Before experiment; Post-test: 12 weeks end.
A form is used to evaluate the physical education students' academic performance when the teacher uses test score evaluation form.
次要结局
未报告次要终点
研究者
XIE HUIJUAN
Principal Investigator
Universiti Putra Malaysia