Promoting self-regulation strategies through virtual instructional materials in a biology flipped learning environment

Date of Publication

12-11-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Biology

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Defense Panel Member

Voltaire Mallari Mistades

Abstract/Summary

Influenced by factors such as advanced educational technologies, the introduction of the internet, and the global crisis brought about by the COVID-19 pandemic, the educational system in higher education institutions (HEIs) is one of the most challenged institutions concerning shifting from conventional classes to a more flexible method of distance modality through online learning. Along with the continuous implementation of flexible learning modalities (FLMs) in the new normal, examining students' self-regulated learning (SRL) is pivotal. Efforts are evident to improve self-regulation using flipped classrooms. However, evidence is limited to understanding SRL strategies among learners in biology courses in HEIs. Henceforth, this study aimed to promote SRL through a flipped learning experience using virtual instructional material (FLE-VIM) to enhance the learning of Biology concepts. This study employed educational action research, incorporating the Plan-Do-Study-Act framework to investigate students' SLR and satisfaction with their FLE-VIM. Findings revealed that among the SRL constructs, environmental structuring had the highest response rate (M= 4.27; SD= 0.94), while persistence obtained the lowest rating (M= 3.80; SD= 0.88). Meanwhile, student participants agreed that FLE-VIM was satisfactory (M= 3.47, SD= 0.59), but disagreements were also noted in all the indicators. Results also showed large effects (d< 0.8, p< 0.01) on the learning gains between pre-test and post-test results, reflecting post-test was better than the pre-test. Furthermore, there is no significant relationship between the student participants' demographic profiles and SRL. In contrast, there is an association between overall flipped learning performance and SRL categories (metacognition, help-seeking), between overall flipped learning performance and overall SRL, between explain and SRL categories (metacognition, help-seeking), and between explain and overall SRL (p< 0.05). The qualitative findings further explain the quantitative results. Moreover, the generated model based on SEM illustrates a large regression weighs towards FLE-VIM (b =0.883, t =1.219, p =.223). Finally, the teacher-researcher developed a proposed instructional model for self-regulated online flipped learning.

Keywords: Information and Communication Technology, flexible learning, flipped learning, self-regulated learning, virtual instructional material

Abstract Format

html

Language

English

Format

Electronic

Keywords

Biology—Study and teaching; Flipped classrooms; Teaching—Aids and devices

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