Level of student and teacher classroom interaction, school level and gender differences as predictors of self-regulated learning
Date of Publication
2007
Document Type
Bachelor's Thesis
Degree Name
Bachelor of Science in Educational Psychology
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Counseling and Educational Psychology
Thesis Adviser
Allan Benedict Bernardo
Defense Panel Chair
Auxencia Limjap
Defense Panel Member
Minie Rose Lapinid
Abstract/Summary
The study explores student and teacher interaction, gender and school level as significant predictors of self regulated learning. The present research utilized a sequential explanatory mixed method research design to explore self-regulation among Filipino students in different school levels (N=300). Stepwise multiple regression analysis was utilized to determine strategy instruction, student-centered learning and gender as significant predictors of self-regulated learning. Also, in-depth interviews were conducted to explore further students' different self-regulated learning strategies and teachers' teaching strategies, and how these two variables are related.
Abstract Format
html
Language
English
Format
Accession Number
TU15085
Shelf Location
Archives, The Learning Commons, 12F, Henry Sy Sr. Hall
Physical Description
vi, 85 leaves ; 28 cm.
Keywords
Learning; Interaction analysis in education; Motivation in education--Philippines; Self-control--Philippines; Sex differences in education--Philippines
Recommended Citation
Tigas, E. S., Recuerdo, G., & Ipapo, P. P. (2007). Level of student and teacher classroom interaction, school level and gender differences as predictors of self-regulated learning. Retrieved from https://animorepository.dlsu.edu.ph/etd_bachelors/8146
