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The Convergence of Mastery Learning Approach and Self-Regulated Learning Strategy in Teaching Biology

机译:生物学教学中精通学习法和自我调节学习策略的融合

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This study investigated the convergence of Bloom’s Mastery Learning Approach (MLA) and Bandura’s Social Cognitive Theory in Zimmerman’s Self-Regulated Learning (SRL) Strategy in increasing students’ academic performance in Biology. Fifty-two students in Biological Science enrolled in the second semester, SY 2007 – 2008, were used as subjects of the study. The Quasi-Experimental Design was used in the study: a pre-test was conducted, scored and analyzed which served as the basis in determining the initial learning schema of the respondents. After the execution of the lessons using the converging models of MLA and SRL Strategy, the students were given a post-test. It was found out that the students who were exposed to the converging teaching modalities developed better performance in Biology. ANCOVA results on the post-test mean scores of the respondents were utilized in establishing the causal-effect of the converging models to the academic performance of the students in Biology. A highly significant effect on their academic performance and significant interaction of the models to the experimental grouping and mental abilities of the respondents are concluded in the study.
机译:这项研究调查了布卢姆的精通学习方法(MLA)和班杜拉的社会认知理论在齐默尔曼自律学习(SRL)策略中的融合,以提高学生的生物学学习成绩。研究对象为第二学期2007 SY 2008年入学的52名生物科学专业的学生。在研究中使用了准实验设计:进行了预测试,评分和分析,这是确定受访者初始学习模式的基础。使用MLA和SRL策略的融合模型执行课程后,对学生进行了后测。结果发现,接触融合教学方式的学生在生物学方面的表现更好。 ANCOVA的受访者测验后平均分结果被用于确定融合模型对生物学学生学习成绩的因果效应。在研究中得出结论,这对他们的学业成绩有很大的影响,并且模型与受访者的实验分组和心理能力之间存在显着相互作用。

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