Academic Performance
Conditions
Keywords
self-regulated learning, academic performance, physical education
Brief summary
Difficulty in employment for college students is a serious social problem in China. All qualification examinations, further education and jobs require written theory tests. Many students are affected by their examinations, additional studies, and employment due to poor academic performance and insufficient learning ability. College students majoring in physical education generally perform better in motor technical skills but often encounter difficulties in theoretical learning. According to the existing literature and many studies, self-regulated learning is an advanced form of metacognitive learning (Pintrich, 2004). It helps cultivate students' independent learning ability and can improve their theoretical academic performance. This study attempts to use self-regulated learning in physical education theory classes to examine whether this method can enhance physical education students' theoretical academic performance.
Detailed description
In this study, the experimental group received a 12-week (John, 2017) self-regulated learning strategy based on a learning model teaching intervention designed for this study. In contrast, the control group discussed and studied traditional learning content for 12 weeks with the teacher, and the students in the experimental group learned the self-regulated learning strategy. A cluster-randomised controlled trial (CRCT) design was used, and the experimental and control groups were randomly assigned to two schools. After 12 weeks of learning, both groups were required to conduct a learning performance assessment.
Interventions
BEHAVIORALSelf-regulated learning strategy
The experimental group uses self-regulated strategy.This program selects classroom performance , homework quality , experimental operation, and test score as academic performance (score) evaluation variables.
BEHAVIORALStandard learming method
The control group uses standard learming method. The program selects classroom performance, homework quality, experimental operation, and test score evaluation form as academic performance (score) evaluation variables.
Sponsors
XIE HUIJUAN
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
SINGLE (Subject)
Masking description
single
Intervention model description
In this experiment, the experimental group will use self-regulated learning strategy, and the control group will use standard learning method. Each parallel group has 40 physical education stuednts.
Eligibility
Sex/Gender
ALL
Healthy volunteers
No
Inclusion criteria
1. University students; 2. Major in Physical Education; 3. Health; 4. Able to attend all evaluation; 5. Understand the study purposes and procedures; 6. No previous experience performing self-regulated learning strategy.
Exclusion criteria
1. University students not majoring in Physical Education; 2. Exclude participants who have not finished all evaluation; 3. Not understanding the study purposes and procedures; 4. Participants with an experience in self-regulated learning strategy.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Class Performance Evaluation Form | Pretest: Before experiment; Post-test: 12 weeks end. | A form is used to evaluate the physical education students' academic performance when the teacher uses class performance evaluation form. |
| Homework Quality Evaluation Form | Pretest: Before experiment; Post-test: 12 weeks end. | A form is used to evaluate the physical education students' academic performance when the teacher uses homework quality evaluation form. |
| Experimental Operation Evaluation Form | Pretest: Before experiment; Post-test: 12 weeks end. | A form is used to evaluate the physical education students' academic performance when the teacher uses experimental operation evaluation form. |
| Test Score Evaluation Form | Pretest: Before experiment; Post-test: 12 weeks end. | A form is used to evaluate the physical education students' academic performance when the teacher uses test score evaluation form. |
| Academic Performance (Score) Evaluation Form | Pretest: Before experiment; Post-test: 12 weeks end. | A form is used to evaluate the physical education students' academic performance when the teacher uses academic performance (score) evaluation form. |
Countries
China
Outcome results
None listed