Date of Publication
12-2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Science Education Major in Physics
Subject Categories
Educational Assessment, Evaluation, and Research | Educational Methods
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Advisor
Maricar S. Prudente
Defense Panel Chair
Voltaire Mallari Mistades
Defense Panel Member
Lydia S. Roleda
Minie Rose C. Lapinid
Socorro E. Aguja
Brando C. Palomar
Abstract/Summary
The popularity of Blended Learning (BL) continues to increase worldwide, especially now in the new normal era. Meanwhile, Self-Regulated Learning (SRL) strategies have been linked to improved academic performance. However, BL presented challenges for students still honing their SRL skills. Thus, it is crucial to identify and assess the support that students need to help them develop SRL strategies. Moreover, a scoping review revealed that existing SRL questionnaires were unsuitable for measuring SRL in BL settings. Therefore, this study aims to develop and evaluate a Blended Learning Self-regulatory Strategies Questionnaire (BLeSS-Q) using Rasch Analysis to assess SRL strategies in BL contexts. Following revisions based on exploratory factor analysis results from pilot testing, BLeSS-Q was administered to 427 BL students. The study found that BLeSS-Q satisfies the Rasch model for unidimensionality and item dependency. It also demonstrates an item reliability of 0.96 and a person reliability of 0.91. All 45 items met the requirement of fit statistics analysis. However, the Wright map showed limited coverage at lower ability levels. In addition, rating scale calibration indicated confusion between neutral and disagree scales. Thus, BLeSS-Q will feature four scales for future use, omitting the neutral scale. Furthermore, BLeSS-Q revealed that regardless of gender, age, grade level, or types of blended learning modality, blended students show moderate strategic skills in all eight SRL strategy components. Moreover, MANOVA found significant differences between concurrent and flipped students in Input Cognitive Strategies (F (8, 418) = 7.017, p = .008l) and Peer Management Strategies (F (8, 418) = 6.867, p = .009). These findings were shared with BL teachers, and their feedback informed revisions to the Self-Regulation Empowerment Program (SREP) to suit the needs of BL students better. The validation of BLeSS-Q and the revised SREP can offer specifically tailored interventions to ensure that students who struggle with self-regulation are given the tools and strategies they need to improve their self-regulation. For the next cycle, it is recommended to implement the revised SREP to confirm its suitability in promoting self-regulation in the context of blended learning.
Keywords: self-regulated learning, blended learning, SRL strategies, Self-Regulation Empowerment Program, SRL questionnaire, Rasch analysis
Abstract Format
html
Language
English
Format
Electronic
Keywords
Educational evaluation; Blended learning; Students—Psychology; Learning, Psychology of
Recommended Citation
Quimson, J. Q. (2023). Assessing and promoting self-regulation in blended learning environments. Retrieved from https://animorepository.dlsu.edu.ph/etdd_scied/28
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Embargo Period
12-2024
