Enhancing an Underachieving Middle School Student's Motivation and Self-Regulation in Learning Mathematics with Self-Regulated Learning Program

摘要

Underachievement in mathematics is a phenomenon in which a student's mathematics achievement falls below his/her learning potential. Motivation and self-regulation are two crucial factors in a student's underachievement. By using single-subject A-B design, this study aimed to examine the effects of a Self-Regulated Learning Program to enhance a student's motivation and self-regulation in learning mathematics. This eight-session program was designed by adapting the Self-Regulated Empowerment Program for the session flow and by integrating other strategies to enhance the student's motivation and self-regulation specifically in learning mathematics; such strategies include mathematics writing and note-taking. The participant of this study was a male eighth grade student with an IQ score of 93 (Wechsler scale) and who always received a mathematics score below the passing grade due to lack of motivation and self-regulation in learning mathematics. The effectiveness of the established Self-Regulated Learning Program was analyzed using the reliability change index (RCI) to examine the difference between pretest and post-test scores for the Motivated Strategies of Learning Questionnaire. The RCI results were supported with qualitative analysis using observations and interviews with the participant prior to and during the implementation of the program. This study proved that a significant enhancement occurred in the participant's motivation (pre = 38, post = 48, RCI = 2.56, p < 0.01) and self-regulation (pre = 29, post = 49, RCI = 3.27, p < 0.01) in learning mathematics.