CHAPTER 1 TO CHAPTER 5:

MAKING THE CONNECTIONS!

Dr. Melissa, School of Educational

Studies, University of Science Malaysia
CHAPTERS

 CHAPTER 1 : INTRODUCTION

 CHAPTER 2 : LITERATURE REVIEW

 CHAPTER 3 : RESEARCH METHODOLOGY

 CHAPTER 4 : RESULTS

 CHAPTER 5 : INTERPRETATIONS, IMPLICATIONS,

AND RECOMMENDATIONNS
 PREDICTORS OF SELF-REGULATED
LEARNING IN SECONDARY SMART
SCHOOLS AND THE EFFECTIVENESS
OF THE SELF-MANAGEMENT TOOL
IN IMPROVING
SELF-REGULATED
LEARNING
Self-Regulated Learning
describes how learners
metacognitively, motivationally,
and behaviorally promote

their own learning and

academic achievement

(Source: Pintrich & Schunk 1995; Zimmerman, 1994)

CHAPTER 1: INTRODUCTION
CHAPTER 1: INTRODUCTION
_____________________
Connections between subtopics: Research
Problem, Research Objectives, Research
Questions, and Hypotheses.
CHAPTER1: MAKING THE CONNECTIONS

PROBLEM STATEMENT

RESEARCH OBJECTIVES

RESEARCH QUESTIONS

HYPOTHESES
 PROBLEM STATEMENT

STUDENTS:
 Passive learners

 Spoon-fed learners

 Rely heavily on rote learning

(Source: Zairon Mustapha, 1998; Smart School Project Team, 1997; Malaysian Strategic Research Center, 1994;
Watkins & Maznah Ismail, 1994 )
 PROBLEM STATEMENT

 Many teachers do not know how to

promote self- regulated learning

 No studies on self-regulated learning in

smart schools

 The 14 weeks in-service training does not

provide teachers with adequate
knowledge on self-regulated learning
 PROBLEM STATEMENT

 The government plans to convert the

present 10,000-odd national schools into
smart schools.

 This indicates that many teachers will

have to adopt the smart school teaching
and learning concepts, which are new to
them.
 PROBLEM STATEMENT

 Many students may not be able to

regulate their studies efficiently

 Teachers may not know how to help

students in self-regulated learning
CHAPTER 1: INTRODUCTION
_____________________
Connections between subtopics: Significance
of the Study and Research Objectives
 OBJECTIVES OF THE STUDY

a) To determine the predictors of self-

regulated learning in smart schools;
and

b) To determine the effectiveness of the

Self- Management Tool in improving
self-regulated learning in a smart
school
 SIGNIFICANCE OF THE STUDY

 Contributes significantly to the existing

knowledge in self-regulated learning by
identifying the predictors of self-regulated
learning in smart schools

- profound instructional implications

 Provides comprehensive information to

researchers + teachers on self-regulated
learning in IT-integrated learning
environments

- this information may generate more research in this area

 SIGNIFICANCE OF THE STUDY

Given that there is no available tool to help students

self-regulate their learning, the development of the Self-
Management Tool is significant

Self-Management Tool
Information Management
Tool

Personal Management Tool

Teacher’s Manual
 If the tool has positive effects on self-
regulated learning, it can be used to develop
students’ abilities in this area

 benefits both teachers and students

 Based on the information provided by this

study, the Teacher Training Division and the
Faculty of Education at the universities can
include a section of their curriculum on self-
regulated learning

 so that teachers are better equipped with

knowledge and skills to promote self-
regulated learning in smart schools
 The Educational Technology Division and the
Curriculum Development Center can also develop
the tool into educational software and distribute
it to all smart schools

 In short, this study contributes significantly to:

 Smart school students and teachers,

 Educational psychologists and researchers,
 Universities (Faculty of Education)
 Various divisions at the Ministry of Education
(Educational Technology Division, Teacher
Training Division, Curriculum Development Center &
also the Primary and Secondary School Units)
CHAPTER 1: INTRODUCTION
_____________________
Connections between chapters: Definition of
Terms , Literature Review and Instruments
CHAPTER1: MAKING THE CONNECTIONS

Conceptual
Definition

DEFINITION
OF TERMS

Operational
Definition
 CONCEPTUAL DEFINITION

OPERATIONAL
DEFINITION
 CHAPTER1: MAKING THE CONNECTIONS

Conceptual CHAPTER II
Definition LITERATURE
REVIEWS
DEFINITION
OF TERMS

Operational CHAPTER III

Definition INTSRUMENT
CHAPTER 1 (DEFINITION OF TERMS)
CHAPTER1: DEFINITION OF TERMS
– CHAPTER 2: LITERATURE REVIEW
CHAPTER1: DEFINITION OF TERMS
– CHAPTER 3: INSTRUMENTS
CHAPTER1: DEFINITION OF TERMS
– CHAPTER 3: INSTRUMENTS
CHAPTER1: DEFINITION OF TERMS
– CHAPTER 3: FACTOR ANALYSIS (PILOT STUDY)
CHAPTER1: DEFINITION OF TERMS
– CHAPTER 3: FACTOR ANALYSIS (PILOT STUDY)
CHAPTER1: DEFINITION OF TERMS
– CHAPTER 3: FACTOR ANALYSIS (PILOT STUDY)
CHAPTER1: DEFINITION OF TERMS
– CHAPTER 3: FACTOR ANALYSIS (PILOT STUDY)
CHAPTER1: DEFINITION OF TERMS – CHAPTER 3: FACTOR
ANALYSIS (PILOT STUDY)
CHAPTER 1: INTRODUCTION
_____________________
Connections between chapters:Limitations of
the Study and Research Methodology
CHAPTER1: LIMITATIONS AND RESEARCH METHODOLOGY
CHAPTER1: LIMITATIONS AND RESEARCH METHODOLOGY
CHAPTER1: LIMITATIONS AND RESEARCH METHODOLOGY
CHAPTER 2: LITERATURE REVIEW
CHAPTER 2: LITERATURE REVIEW
CHAPTER 2: LITERATURE
REVIEW
_____________________
Connections between subtopics: Literature
review and Theoretical Framework
 Environmental
Factors

Self-Regulated
Learning

Personal
Factors

Factors that influence Self-regulated Learning based on Social Cognitive Theory

(Source: Modified from Zimmerman, 1989b, p.330)
 Independent Variables Dependent Variable

Levels of IT-Integration
. Level A Technology
. Level B+ Technology
Environmental . Level B Technology
Factors

Student-Teacher Interaction
. Student-Centered Learning
. Feedback Provided by Teachers
. Strategy-Instruction

Self-Regulated
Learning
Motivational Beliefs
. Intrinsic Goal Orientation
. Extrinsic Goal Orientation
. Self-Efficacy
. Control Beliefs
. Task Values
. Anxiety
Personal
Factors

Self-Regulative Knowledge

Information Literacy

Attitudes towards IT
 Independent Variables Dependent Variable

SELF-MANAGEMENT Self-Regulated
TOOL Learning

Extraneous variables were controlled in this quasi-

experiment, these variables include:

• Levels of IT-Integration
• Students-Teachers Interactions
• Motivational Beliefs
• Self-Regulative Knowledge
• Information Literacy
• Attitudes towards IT
• Other Threats
CHAPTER 2: LITERATURE
REVIEW
_____________________
Connections between chapters: Literature
Reviews and Hypotheses
CHAPTER 2: LITERATURE REVIEW – CHAPTER 1:
INTRODUCTION (TYPES OF HYPOTHESES)
CHAPTER 2: LITERATURE REVIEW – CHAPTER 1:
INTRODUCTION (TYPES OF HYPOTHESES)
CHAPTER 2: LITERATURE
REVIEW
_____________________
Connections between chapter: Literature
Reviews, Variables, Model, Definition of Terms
CHAPTER 2: MAKING THE CONNECTIONS
CHAPTER 2: LITERATURE REVIEW – MODEL
 CHAPTER 2: LITERATURE REVIEW –
CHAPTER 1: DEFINITION OF TERMS

TASK VALUES

TASK TASK TASK

INTEREST IMPORTANC AUTONOMY
E
 CHAPTER 2: LITERATURE REVIEW –
CHAPTER 3: MODIFICATIN OF INSTRUMENTS
CHAPTER 2: LITERATURE
REVIEW
_____________________
Connections between chapter: Literature
review, and Instruments Development
CHAPTER 2: LITERATURE REVIEW– CHAPTER 3: INSTRUMENTS
(DEVELOPMENT)
CHAPTER 3: RESEARCH METHODOLOGY
CHAPTER 3: RESEARCH
METHODOLOGY
_____________________
Connections between chapters: Research
Designs and Research Objectives
 OBJECTIVES OF THE STUDY

a) To determine the predictors of self-

regulated learning in smart schools;
and

b) To determine the effectiveness of the

Self- Management Tool in improving
self-regulated learning in a smart
school
CHAPTER 3: MAKING THE CONNECTIONS
CHAPTER 3: RESEARCH METHODOLOGY– CHAPTER 1:
INTRODUCTION (RESEARCH OBJECTIVES)
CHAPTER 3: RESEARCH
METHODOLOGY
_____________________
Connections between subtopics:
Experimental Design and Validity Threats
 PRETEST-POSTTEST NONEQUIVALENT CONTROL GROUP DESIGN

(ExperimentalOGroup)
1 X O ----
O
----- ---- 2 3

O1
(Control Group) O O
------------ ----
2 3
SYMBOLS:-

-------: Nonrandom

assignment of subjects

X : Treatment
 VALIDITY OF THE QUASI-EXPERIMENT

i. Internal Validity: Results obtained are due only

to the manipulated
independent variable

Results are generalizable to

ii. External Validity:
individuals or contexts beyond
the experimental settings

(Souce: Gay & Airasian, 2000; Crocker, 1998; Fraenkel & Wallen, 1990)
 INTERNAL VALIDITY

 Pretest-Posttest Nonequivalent Control

Group Design can be considered as a good
research design as it is able to control
most of the internal validity threats

(Gay & Airasian (2000)

 INTERNAL VALIDITY

In order to ensure that the experiment has Internal

Validity, the following threats were controlled:

 Statistical Regression  Maturation

 Implementer  Testing
 Location  Instrumentation
 Mortality
 Selection-Maturation
Interaction  Differential Selection
 History
… continue
 EXTERNAL VALIDITY

 Pretest-Posttest Nonequivalent
Control Group Design is less prone
to external validity threats.

(Heppner, Kivlighan & Wampold, 1992)

 EXTERNAL VALIDITY

In order to ensure that the experiment has External

Validity, the following threats were controlled:

 Pretest-Treatment Interaction
 Reactive Arrangement
 Specificity of Variables
 Treatment Diffusion
CHAPTER 4: RESULTS
CHAPTER 4: RESULTS
_____________________
Connections between chapters:
Resultsand Research Objectives
CHAPTER 4: RESULTS
_____________________
Connections between subtopics:
and Statistical Analyses
Results
ASSUMPTIONS OF CORRELATIONAL ANALYSES

 Data on dependent and independent variables

to be obtained from the same sample

 Variables involved should be continuous in

nature

 Scores for each of the variable must be

normally distributed

 Linearity and homoscedasticity

(Coakes & Steed, 2000)

CORRELATIONAL ANALYSES AND HYPOTHESIS
 HYPOTHESES THAT WERE SUPPORTED:

H1: There is a significant positive relationship between levels

of IT-Integration and self-regulated learning in smart
schools

H2: There is a significant positive relationship between

student-centered learning and self-regulated learning in
smart schools

H3: There is a significant positive relationship between

feedback provided by teachers and self-regulated learning
in smart schools

H4: There is a significant positive relationship between

strategy-instruction and self-regulated learning in smart
schools

H5: There is a significant positive relationship between intrinsic

goal orientation and self-regulated learning in smart
schools
 HYPOTHESES THAT WERE SUPPORTED:

H6: There is a significant positive relationship between extrinsic

goal orientation and self-regulated learning in smart schools.

H7: There is a significant positive relationship between self-efficacy

and self-regulated learning in smart schools

H8: There is a significant positive relationship between control beliefs

and self-regulated learning in smart schools

H9: There is a significant positive relationship between tasks values

and self-regulated learning in smart schools

H11: There is a significant positive relationship between self-regulative

knowledge and self-regulated learning in smart schools.
HYPOTHESES THAT WERE NOT SUPPORTED:

H10: There is a significant relationship between anxiety

and self-regulated learning in smart schools.

H12: There is a significant positive relationship between

information literacy and self-regulated learning
in smart schools

H13: There is a significant positive relationship between

attitudes towards IT and self-regulated learning in smart
schools
ASSUMPTIONS OF MULTIPLE REGRESSION ANALYSES

 Ratio of cases to independent variables

 Normality

 Outliers

 Linearity and homoscedasticity

 Singularity

(Coakes & Steed, 2000)

MULTIPLE REGRESSION ANALYSES
CHAPTER 4: RESULTS
CHAPTER 5: INTERPRETATIONS, IMPLICATIONS,
AND RECOMMENDATIONS
CHAPTER 5: INTERPRETATIONS,
IMPLICATIONS, AND
RECOMMENDATIONS
___________________
Connections between chapters:
Introduction In Chapter 5
and Research Objectives in Chapter 1
CHAPTER 5: INTERPRETATIONS,
IMPLICATIONS, AND
RECOMMENDATIONS
___________________
Connections between chapters:
Interpretations in Chapter 5,
Results in Chapter 4 and Literature Reviews
in Chapter 2
CHAPTER 5: INTERPRETATIONS – RESULTS
 EDUCATIONAL IMPLICATIONS

Predictors of Self-Regulated Learning

 Enlighten teachers about the factors that must be

*

taken into considerations when nurturing self-

regulation behaviors among students.

 More schools will have to be converted into

level A smart schools as high level of
technology integration is needed to create a
significant impact on students’ self-regulated
learning.
 THEORETICAL AND RESEARCH IMPLICATIONS

Predictors of Self-Regulated Learning

 The findings lend support for social cognitive

theory. According to this theory, self-regulated
learning is influenced by environmental and
personal factors. *

 Social cognitive theory also claims that self-

regulated learning is not a skill that automatically
develops as students grow older, therefore,
knowledge on strategies has to be learnt,
constructed and enriched.
 This view is shared by Piagetian theorists, who
emphasize that self-regulated learners have to
construct their own knowledge on learning
strategies. (Sigelman, 1999; Zimmerman & Schunk,
1989; Paris & Byrnes, 1989).

 Surprisingly, many past studies on self-

regulated learning did not pay attention to self-
regulative knowledge.

 The finding of this study, which found that self-

regulative knowledge is an important factor that
influence self-regulated learning, may prompt more
research on this variable.