Understanding the association between academic achievement and self-regulated learning from parents’ perspectives of Students presenting learning difficulties

Ayed Hanna Ziadat, Mohammad Abed Sakarneh

Abstract


The study was designed to realize the association between academic achievement and self-regulated learning of students presenting learning difficulties. Therefore, the study adopted a quantitative approach and distributed the developed questionnaire to over 384 participants. The results reported underscored worsen achievement of students in distance learning compared to face-to-face setting despite the assistance they received during distance settings, the achievement of students differs due to the category of difficulty, students presenting learning difficulties exhibited medium acquisition level of self-regulated learning, elementary stage students exhibited a higher level of self-regulated learning, female students exhibited a higher level of self-efficacy, metacognitive, micro-strategies, and emotional support and there is a strong association combined between students’ achievement and self-regulated learning. Furthermore, the study revealed a difference in self-regulated learning due to students’ gender, difficulty categories, and grade. Future studies can opt for specific self-regulated learning strategies according to subjects' particularism, such as mathematic material or specific age groups using the self-assessment tool.

Academic achievement


Keywords


Academic achievement; Self-regulated learning; Distance learning; learning difficulties, learning habits

References


M. Kuhfeld, J. Soland, B. Tarasaw, A. Johnson, E. Ruzek and J. Liu, "Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement” Educational Researcher , vol. 49, no. 8, pp. 549-565, 2020.

S. Al-Salman and A. S. Haider, "Jordanian University Students’ Views on Emergency Online Learning during COVID-19” Online Learning, vol. 25, no. 1, pp. 286-302, 2021.

o. A. S. Khasawneh, "An Electronic Training Program to Treat Errors of Reading Aloud in the English Language Among Students with Learning Difficulties During The Emerging Covid-19” EDUCATIO : Journal Of Education, vol. 5, no. 3, pp. 180-192, 2021.

R. S. Putri, A. Purwanto, R. Pramono, M. Asbari, L. M. Wijayanti and C. C. Hyun, "Impact of the COVID-19 Pandemic on Online Home Learning: An Explorative Study of Primary Schools in Indonesia” International Journal of Advanced Science and Technology, vol. 29, no. 5, pp. 4809 - 4818, 2020.

A. Zakso and I. Agung, "Impact of Student Learning at Home Prevent Pandemic Covid-19 in Indonesia” Academic Journal of Interdisciplinary Studies, vol. 10, no. 2, pp. 228-239, 2021.

B. A. Motz, J. D. Quick, J. A. Wernert and T. A. Miles, "A Pandemic of Busywork: Increased Online Coursework Following the Transition to Remote Instruction is Associated with Reduced Academic Achievement” Online learning, vol. 25, no. 1, pp. 70-85, 2021.

H. Zhang, P. Nurius, Y. Sefidgar, M. Morris, S. Balasubramanian, J. Brown, A. K. Dey, K. Kuehn, E. Riskin, X. Xu and J. Mankoff, "How Does COVID-19 Impact Students with Disabilities/Health Concerns?” arxiv, p. 15, 2020.

D. D. Bir, "Comparison of Academic Performance of Students in Online Vs Traditional Engineering Course” European Journal of Open, Distance and E-Learning, vol. 22, no. 1, pp. 1-13, 2021.

A. Garbe, U. Ogurlu, N. Logan and P. Cook, "COVID-19 and Remote Learning: Experiences of Parents with Children during the Pandemic” American Journal of Qualitative Research, vol. 4, no. 3, pp. 45-65, 2020.

M. F. Rice and R. A. Carter, "Online Teacher Work to Support Self-Regulation of Learning in Students with Disabilities at a Fully Online State Virtual School” Online Learning, vol. 20, no. 4, pp. 118-135, 2016.

K. Chatzara, C. Karagiannidis and D. Stamatis, "Cognitive support embedded in self-regulated e-learning systems for students with special learning needs” Education and Information Technologies , vol. 21, no. 2, pp. 283-299, 2014.

R. Klassen, "Confidence to manage learning: the self-efficacy for self-regulated learning of early adolescents with learning disabilities” Learning Disability Quarterly, vol. 33, no. 1, pp. 1-12, 2010.

I. M. Inuwa, V. Taranikanti, M. Al-Rawahy and O. Habbal, "Perceptions and Attitudes of Medical Students towards Two Methods of Assessing Practical Anatomy Knowledge” Sultan Qaboos Univ Med J, vol. 11, no. 3, p. 383–390, 2011.

J. K. Torgesen, "Learning Disabilities: An Historical and Conceptual Overview" in Learning about Learning Disabilities, 3rd ed., Elsevier, 2004, pp. 3-39.

C. M. Kreider, C. Luna, M.-F. Lan and C.-Y. Wu, "Disability advocacy messaging and conceptual links to underlying disability identity development among college students with learning disabilities and attention disorders" Disability and Health Journal, vol. 13, no. 1, pp. 1-10, 2020.

D. L. MacMillan and G. N. Siperstein, "Learning disabilities as operationally defined by schools” in Identification of Learning Disabilities: Research to Practice, Routledge, 2002, pp. 287-333.

O. Nakra, Children and Learning Difficulties, Notion Press, 2019.

L. Graham and A. Bellert, "Difficulties in Reading Comprehension for Students with Learning Disabilities” in Learning about learning disabilities, 3rd ed., Elsevier academic press, 2004, pp. 250-279.

M. G. Abed and T. K. Shackelford, "Educational Support for Saudi Students with Learning Disabilities in Higher Education” Learning Disabilities Research & Practice, vol. 35, no. 1, pp. 36-44, 2020.

IDEA, "Child with a disability", IDEA, 2003.

A. Y. Wang, L. S. Fuchs, D. Fuchs, J. K. Gilbert, S. Krowka and R. Abramson, "Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties" Journal of learning disabilities, vol. 52, no. 4, pp. 337-348, 2019.

S. Berkeley and A. Larsen, "Fostering Self‐Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research” Learning Disabilities Research & Practice, vol. 33, no. 2, pp. 75-86, 2018.

D. H. Schunk and B. J. Zimmerman, Self-regulation of learning and performance: Issues and educational applications, Lawrence Erlbaum Associates, 1994.

E. S. Johnson, A. B. Clohessy and P. Chakravarthy, "A Self-Regulated Learner Framework for Students With Learning Disabilities and Math Anxiety" Intervention in School and Clinic, vol. 56, no. 3, pp. 163-171, 2020.

S. Nemati and M. Asadollahi, "The effectiveness of self-regulation strategies program on attitudes toward school and peers interaction in students with specific learning disabilities" Journal of learning disability, vol. 8, no. 3, pp. 7-25, 2019.

L. Graham and J. Berman, "Self-regulation and learning difficulties” Special Education perspectives, vol. 21, no. 2, pp. 41-52, 2012.

L. Corno, "Studying Self-regulation Habits” in Handbook of Self-regulation of learning and performance, Routledge, 2011, pp. 361-374.

H. L. Swanson, B. Joh, Y. Cooney and J. K. McNamara, "Learning Disabilities and Memory” in Learning About Learning Disabilities, Elsevier, 2004, pp. 40-91.

T. J. Cleary and B. V. B. Schnaidman, "Effects of the Self-Regulation Empowerment Program (SREP) on middle school students' strategic skills, self-efficacy, and mathematics achievement” Journal of School Psychology, vol. 64, pp. 28-42, 2017.

J. Broadbent, "Comparing online and blended learner's self-regulated learning strategies and academic performance” The Internet and Higher Education, vol. 33, pp. 24-32, 2017.

B. J. Zimmerman and D. H. Schunk., "Albert Bandura: The scholar and his contributions to educational psychology” in Educational psychology: A century of contributions, Lawrence Erlbaum Associates Publishers., 2003, pp. 431-457.

P. Newby, Research methods for education, Routledge, 2013.




DOI: http://doi.org/10.11591/ijere.v11i3.22177

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.