The effects of self-regulated learning strategy on academic achievement in a computer-networked hypertext/hypermedia learning environment

This study attempted to identify how self-regulated learning strategies that learners already have are related to the effectiveness of learning with the computer networked hypertext/hypermedia learning environment. More specifically, this study examined the following three hypotheses: (1) Each substrategy of self-regulated learning strategies will significantly and positively affect the learners' achievement in learning with a computer-networked hypertext/hypermedia learning environment, controlling all of other substrategies; (2) Metacognitive strategies would be a stronger predictor of the learner's achievement than any other substrategies; (3) Metacognitive and motivational strategies would be the most effective combination of strategies for the learners' achievement in learning with a computer-networked hypertext/hypermedia learning environment. For this study, data from 99 seventh graders participating in social studies classes were analyzed. This study included four independent variables (metacognitive, cognitive, self-management, motivational strategies), one dependent variable (learners' achievement), and two moderator variables (prior knowledge and reading ability). Participants took a questionnaire to measure their levels of self-regulated learning strategies and a pre-test to measure their prior knowledge on the lesson content. Then, participants studied a lesson content delivered on the WWW and took a post-test to measure their achievement. The reading scores were obtained from the school record. Multiple regression analysis was used to test all hypotheses. Results showed that metacognitive and motivational strategies significantly influenced the overall model R2 to predict achievement, but cognitive and self-management strategies did not show significant effects, controlling for all other substrategies. Metacognitive strategies showed the highest effects on achievement. Finally, the combined strategies of metacognitive, cognitive, and motivational strategies revealed slightly higher effect than those of the combined strategies of metacognitive and motivational strategies and the combined strategies of metacognitive, cognitive and self-management strategies. In other words, metacognitive and motivational strategies were the most influential on achievement in learning with a computer-networked hypertext/hypermedia learning environment. Results of the present study imply that instructional designers may consider integrating metacognitive and motivational strategies into a computer-networked hypertext/hypermedia learning environment. The present study also implies that learners' metacognitive and motivational strategies should be developed before they study with such learning environments.