Date of Publication

10-11-2021

Document Type

Master's Thesis

Degree Name

Master in Learning and Teaching

Subject Categories

Educational Psychology

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Advisor

Christine Joy A. Ballada

Defense Panel Chair

John Addy Garcia

Defense Panel Member

Ma. Alicia Bustos-Orosa
Elmer Dela Rosa

Abstract/Summary

The COVID-19 pandemic has resulted to the emergence of remote learning globally. Challenges such as isolation and lack of instructional support may hamper students’ remote learning at home. Self-regulated learning is very important in remote learning since it allows students to direct and to control their behavior and actions in studying. In this study, I evaluated the parts of the modules that facilitated students’ self-regulation and determined the factors of self-regulation that have an impact on the learning of modular students. To establish a more comprehensive perspective, I employed the Plan-Do-Study-Act (PDSA) action research model applying mix methods to answer the research questions. Data were collected from 140 students in a public school in Manila. The qualitative results of the study conveyed different themes such as instructions as a basis of task analysis, integrating prior knowledge and students’ socio-emotional experience as a way of boosting self-efficacy, linking elements of motivational beliefs, employment of task strategies, imagery as instructional aids and students’ evaluation process of answers. A repeated measures ANOVA determined that the self-regulated learning factors of strategies in attaining one’s learning goals, environmental and social context restructuring, time management and self-evaluation significantly differed across time points while students’ self-monitoring skills and help seeking skills did not significantly differed across time points. Implications for practice and improvement of the learning modules are forwarded.

Keywords: self-regulated learning, modular learning, remote learning, PDSA action research methodology, high school students, new normal education.

Abstract Format

html

Language

English

Format

Electronic

Physical Description

68 leaves

Keywords

Web-based instruction; Distance education students; Learning ability

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Embargo Period

11-5-2021

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