The role of self-regulated learning in students' success in flipped undergraduate math courses

Abstract Based upon the self-regulated learning theory, this study examined the relationships between academic achievement and three key self-regulatory constructs - prior domain knowledge, self-efficacy, and the use of learning strategies - in two flipped undergraduate math courses. Structural equation modeling was employed as the primary method to analyze the relationships in both the pre-class and in-class learning environments of the flipped courses. The results of the study showed that students' self-efficacy in learning math and the use of help seeking strategies were all significantly positively related with academic achievement in both pre- and in-class learning environments. In addition, students' self-efficacy in collaborative learning had a positive impact on their use of help seeking strategies during in-class learning. The theoretical and instructional implications are discussed.

[1]  Heng Ngee Mok.  Teaching Tip: The Flipped Classroom , 2014, J. Inf. Syst. Educ..

[2]  Dev G. Raheja,et al.  Introduction to Statistical Concepts , 2005 .

[3]  Anthony R. Artino,et al.  Review of the Motivated Strategies for Learning Questionnaire. , 2005 .

[4]  Frank M. Pajares,et al.  Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. , 1994 .

[5]  Jyh-Chong Liang,et al.  Self-efficacy in Internet-based Learning Environments: A Literature Review , 2011, J. Educ. Technol. Soc..

[6]  Keith A. Markus,et al.  Principles and Practice of Structural Equation Modeling by Rex B. Kline , 2012 .

[7]  Aaron Sams,et al.  Flip Your Classroom: Reach Every Student in Every Class Every Day , 2012 .

[8]  David W. Johnson,et al.  Making cooperative learning work , 1999 .

[9]  Ornella Robutti,et al.  The Role and Uses of Technologies for the Teaching of Algebra and Calculus: Ideas Discussed at Pme over the Last 30 Years , 2006 .

[10]  Richard G. Lomax,et al.  An introduction to statistical concepts, 2nd ed. , 2007 .

[11]  Philip H. Winne,et al.  Studying as self-regulated learning. , 1998 .

[12]  Daniel C. Moos,et al.  Self-regulated learning with hypermedia : The role of prior domain knowledge , 2008 .

[13]  Barbara A. Greene,et al.  Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation , 2004 .

[14]  B. Tucker.  The Flipped Classroom: Online Instruction at Home Frees Class Time for Learning , 2012 .

[15]  Saptarshi Ray.  Business Analytics: A Perspective , 2013 .

[16]  Min Kyu Kim,et al.  The experience of three flipped classrooms in an urban university: an exploration of design principles , 2014, Internet High. Educ..

[17]  Martin Valcke,et al.  Academic self-efficacy and academic self-concept: Reconsidering structural relationships , 2009 .

[18]  Stephen E. Schullery,et al.  Toward Solving the High Enrollment, Low Engagement Dilemma: A Case Study in Introductory Business , 2011 .

[19]  Arthur C. Graesser,et al.  Use of Hypermedia to Assess and Convey Self-Regulated Learning , 2011 .

[20]  D. Pratt.  The role and uses of technologies for the teaching algebra and calculus. Handbook of Research on the Psychology of Mathematics Education: 2006. , 2009 .

[21]  Sanghee Yeo.  Handbook of individual differences, learning, and instruction. , 2010, Korean journal of medical education.

[22]  T. Guskey.  Closing Achievement Gaps: Revisiting Benjamin S. Bloom's “Learning for Mastery” , 2007 .

[23]  K. Fulton.  Upside down and inside out: Flip Your Classroom to Improve Student Learning. , 2012 .

[24]  Eric M. Anderman,et al.  Classroom goal structure, student motivation, and academic achievement. , 2006, Annual review of psychology.

[25]  D. Krathwohl.  A Revision of Bloom's Taxonomy: An Overview , 2002 .

[26]  Philip H. Winne,et al.  Self-regulated learning viewed from models of information processing. , 2001 .

[27]  Robert D. Macredie,et al.  Navigation in hypermedia learning systems: experts vs. novices , 2006, Comput. Hum. Behav..

[28]  Sarah M. Kiefer,et al.  Help Seeking Among Peers: The Role of Goal Structure and Peer Climate , 2013 .

[29]  Ross A. Thompson,et al.  Academic Aptitude and Prior Knowledge as Predictors of Student Achievement in Introduction to Psychology , 2004 .

[30]  B. Zimmerman,et al.  Motivation and Self-Regulated Learning: Theory, Research, and Applications , 2009 .

[31]  J. D. Walker,et al.  It's not about seat time: Blending, flipping, and efficiency in active learning classrooms , 2014, Comput. Educ..

[32]  Frank M. Pajares,et al.  Self-Efficacy Beliefs in Academic Settings , 1996 .

[33]  Claudio Barbaranelli,et al.  The contribution of personality traits and self-efficacy beliefs to academic achievement: a longitudinal study. , 2011, The British journal of educational psychology.

[34]  Kui Xie,et al.  Toward a social conflict evolution model: Examining the adverse power of conflictual social interaction in online learning , 2013, Comput. Educ..

[35]  Kathleen E. Cook,et al.  Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course , 2013, IEEE Transactions on Education.

[36]  A. J. Conger.  A Revised Definition for Suppressor Variables: a Guide To Their Identification and Interpretation , 1974 .

[37]  L. Cronbach.  Coefficient alpha and the internal structure of tests , 1951 .

[38]  Embry-Riddle Aeronautical,et al.  The Flipped Classroom: A Survey of the Research , 2013 .

[39]  J. Wintera,et al.  Effective e-learning ? Multi-tasking , distractions and boundary management by graduate students in an online environment , 2010 .

[40]  Michelle Taub,et al.  Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners' levels of prior knowledge in hypermedia-learning environments? , 2014, Comput. Hum. Behav..

[41]  Gwo-Jen Hwang,et al.  A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course , 2016, Comput. Educ..

[42]  Patricia A. Alexander,et al.  What Counts? The Predictive Powers of Subject-Matter Knowledge, Strategic Processing, and Interest in Domain-Specific Performance , 2002 .

[43]  Frank M. Pajares,et al.  Motivational role of self-efficacy beliefs in self-regulated learning. , 2008 .

[44]  Nancy A. Schiller,et al.  Case Studies and the Flipped Classroom , 2013 .

[45]  Y. Nie,et al.  The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome , 2008 .

[46]  Hyuksoon S. Song.  The effects of learners' prior knowledge, self-regulation, and motivation on learning performance in complex multimedia learning environments , 2010 .

[47]  Sungok Serena Shim,et al.  Differential Profiles of Students Identified by Their Teacher as Having Avoidant, Appropriate, or Dependent Help-Seeking Tendencies in the Classroom. , 2005 .

[48]  Philip H. Winne,et al.  The weave of motivation and self-regulated learning. , 2008 .

[49]  V. Aleven,et al.  Help Seeking and Help Design in Interactive Learning Environments , 2003 .

[50]  W. McKeachie,et al.  The Making of the Motivated Strategies for Learning Questionnaire , 2005 .

[51]  Gwen C. Marchand,et al.  Motivational dynamics of children's academic help-seeking and concealment , 2007 .

[52]  Mike Eaton.  The flipped classroom , 2017, The clinical teacher.

[53]  Raymond P. Perry,et al.  The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective , 2007 .

[54]  Randall S. Davies,et al.  Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course , 2013 .

[55]  Dianna L. Newman,et al.  Flipping a Classroom: A Continual Process of Refinement , 2014 .

[56]  P. Pintrich,et al.  Motivational and self-regulated learning components of classroom academic performance. , 1990 .

[57]  R. Azevedo,et al.  A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions , 2007 .

[58]  Rex B. Kline,et al.  Principles and Practice of Structural Equation Modeling , 1998 .

[59]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[60]  P. Pintrich,et al.  "Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class. , 1997 .

[61]  Jeremy F. Strayer.  How learning in an inverted classroom influences cooperation, innovation and task orientation , 2012 .

[62]  Richard S. Newman,et al.  Students' help seeking during problem solving: Influences of personal and contextual achievement goals. , 1998 .

[63]  David M. Shannon,et al.  Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning , 2013 .

[64]  D. Kaplan,et al.  Estimator Conditioning Diagnostics for Covariance Structure Models , 1994 .

[65]  Frank M. Pajares,et al.  Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. , 1995 .

[66]  P. Pintrich,et al.  Student Motivation and Self-Regulated Learning in the College Classroom , 2002 .

[67]  D. Betsy McCoach,et al.  w Increasing Student Mathematics Self-Efficacy Through Teacher Training , 2007 .

[68]  Åge Diseth,et al.  Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement , 2011 .

[69]  Craig K. Enders,et al.  The Relative Performance of Full Information Maximum Likelihood Estimation for Missing Data in Structural Equation Models , 2001 .

[70]  M. Marshman,et al.  Coming to Know and Do Mathematics with Disengaged Students , 2014 .

[71]  Daniel C. Moos,et al.  Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? , 2008 .

[72]  David C. Haak,et al.  Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology , 2011, Science.

[73]  Tracey Muir,et al.  The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class , 2016 .

[74]  Robert Talbert,et al.  Inverting the Linear Algebra Classroom , 2014 .

[75]  M. Credé,et al.  A meta-analytic review of the Motivated Strategies for Learning Questionnaire , 2011 .

[76]  Stuart A. Karabenick,et al.  Help seeking in academic settings : goals, groups, and contexts , 2006 .

[77]  R. O’Brien,et al.  A Caution Regarding Rules of Thumb for Variance Inflation Factors , 2007 .

[78]  Kristy J. Lauver,et al.  Do psychosocial and study skill factors predict college outcomes? A meta-analysis. , 2004, Psychological bulletin.

[79]  J. Townsend.  Teaching/learning strategies. , 1990, Nursing times.

[80]  Mitchell Bartholomew,et al.  Creating an educational context for Open Source Intelligence: The development of Internet self-efficacy through a blogcentric course , 2013, Comput. Educ..

[81]  P. Pintrich,et al.  Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq) , 1993 .

[82]  Huy P. Phan,et al.  Relations between informational sources, self-efficacy and academic achievement: a developmental approach , 2012 .

[83]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .