Effectiveness of self regulated learning model on student engagement and learning effectiveness in relation to learning styles of VII graders

Abstract

In the present study two schools were selected for the experimental and control groups of 100 each. Participants were 200 school students of grade VII chosen from the selected private middle schools in district S.A.S Nagar (Mohali), Punjab State. On the basis of learning styles scale students were randomly divided into two groups control group and experimental group each having 100 students as per their learning styles. As the pre-test self-prepared and standardized Student Engagement scale and Learning effectiveness scale were administered to experimental and control groups. This scale was used to assess the previous knowledge possessed by students. Two instructional strategies were used for the instructional programme. Both of the groups were taught by the investigator herself controlling the maximum conditions. Modules based on Self Regulated Learning Model were constructed out of some topics of grade VII social studies CBSE board syllabus. Both the groups were taught similar topics and exposed to different instructional treatments for 30 days. At the end of the session again the student engagement scale and learning effectiveness scale were administered as post-test to the students of both the groups. All the scales were scored according to their prescribed scoring keys. Gain scores were the difference in the scores. The gain scores of each scale were arranged in tabular form according to the objectives and hypothesis of the study for statistical analysis and treatment for results, discussion and to draw the conclusion. Experimental group scored higher than traditional group on the mean gain scores in Student Engagement and Learning Effectiveness. Significant effect of Learning Styles on the mean gain scores of Student Engagement was found but no significant effect of Learning Styles on the mean gain scores of Learning Effectiveness was found. Significant interaction between two instructional treatments and Learning Styles was found on Student Engagement as well as on Learning Effectiveness. newline