Effect of training in self-regulation for learning mathematics

This document evidences the need of incorporating a pedagogical strategy in a B-learning environment which works as a framework for the development of the self-regulation capacity in accordance with the academic performance of mathematics. The interest of creating approach to this problem is to observe the effect of training students with the self-regulation system which is incorporated in a B-learning environment. To achieve this, the interaction among pedagogical environment (independent variable), academic performance, and self-regulation were explored. 56 students participated, men and women of the first semester who were attending a basic mathematics improvement workshop. The data were developed based on an ANCOVA analysis. The results showed consistently that self-regulation training benefits students’ learning, and as a consequence academic performance improves

• Tipo de recurso: http://purl.org/coar/resource_type/c_6695
• Fecha de publicación: 2017
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/13455
• Acceso en línea: https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6167; https://repositorio.uptc.edu.co/handle/001/13455
• Palabra clave: learning; academic performance; educational autonomy; pedagogical support; information technologies; aprendizaje; rendimiento académico; autonomía educativa; apoyo pedagógico; tecnologías de la información; apprentissage; réussite scolaire; l’autonomie pédagogique; soutien à l’éducation; la technologie de l’information; aprendizagem; desempenho escolar; autonomia educacional; apoio educacional; tecnologias da informação
• License: http://purl.org/coar/access_right/c_abf196