TSAI, CHIA HSUAN
National Taipei University of Education, Graduate School of Mathematic and
Information Education, Student.
E-mail: shellytsai1127@gmail.com
Abstract
The aim of this study is to investigate the impact of integrating digital platform-assisted teaching with self-regulated learning strategies on students’ mathematics learning achievement and learning process behaviors. This study adopts a quasi-experimental research design, with a total of 42 eighth-grade students from a junior high school in northern Taiwan participating. Based on their average scores from six previous quizzes in the preceding academic year, students are categorized into high prior knowledge group if their scores are above the average, and low prior knowledge group if their scores are below the average. The dependent variables are mathematics learning achievement and learning process behaviors. Results from independent samples t-test analyses show that (1) In terms of mathematics learning achievement, both high and low prior knowledge groups show significant improvement through instructional designs incorporating digital platform assistance and self- regulated learning strategies. (2) In terms of learning process behaviors analysis, it is evident from the feedback questionnaire on learning sheets that students in the low prior knowledge group prefer this learning approach and hope to use the same method in the future.
Keywords : Self-regulated learning, Mathematics learning achievement, learning
process behaviors.