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 (English)

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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