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Graduate Defense: Pepper Erlinger

April 19 @ 12:00 pm - 2:00 pm MDT

Dissertation Information

Title: Middle School Students’ Reported Self-regulation Strategies in Completing Online Mathematics Homework

Program: Doctor of Education in Educational Technology

Advisor: Dr. Norm Friesen, Educational Technology

Committee Members: Dr. Lida Uribe-Florez, Educational Technology, and Dr. Youngkyun Baek, Educational Technology

Abstract

This qualitative case study explores the use of 14 predefined self-regulated learning (SRL) strategies as reported by students in completing online homework (OHW) in mathematics. Eighth grade students (10 total) from a traditional middle school were interviewed, using a validated survey instrument, the Self-Regulated Learning Interview Schedule or SRLIS (Zimmerman & Martinez-Pons, 1986, 1988). The purpose of the study is to benefit our understanding of the potential of OHW as it relates to developing and supporting students’ self-regulated learning (SRL) by addressing the questions: (1) What self-regulation strategies do students report using while completing OHW in mathematics? (2) What are differences or similarities of reported self-regulation strategies among students in different achievement groups (low or high) while completing mathematics OHW?

We found that most students, regardless of achievement group (high or low), reported using a variety of SRL strategies. Goal-setting and planning and seeking social assistance (from teachers, adults, and peers) were SRL strategies consistently reported by both groups while completing OHW. However, students in the high-achievement group reported greater use of cognitive SRL strategies, in particular, the strategy organizing and transforming, in which a student initiates rearrangement of materials for learning. Students in the low-achievement group reported use of the SRL strategies, environmental structuring and self-consequences, whereas students in the high-achievement group reported parent-initiated involvement, including parents setting academic expectations and controlling the study environment in ways consistent with SLR strategies. Additionally, students in the low-achievement group had more recurrent reports of no strategy.