Multiple Scaffolds Used to Support Self-Regulated Learning in Elementary Mathematics Classrooms

Chiu-Pin Lin and Su-Jian Yang
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Chiu-Pin Lin: National Tsing Hua University, Taiwan
Su-Jian Yang: National Tsing Hua University, Taiwan

International Journal of Online Pedagogy and Course Design (IJOPCD), 2021, vol. 11, issue 4, 1-19

Abstract: This study uses the knowledge structure of the adaptive learning platform to explore the model of elementary school students' self-regulated learning of mathematics. The research objects are 85 students who are in grade five. In the two experimental groups, students are divided into groups to carry out scaffold-support self-regulated learning and experimental teaching. The control group conducts traditional teaching. The results of the study show that: 1) The self-regulated learning model supported by multiple scaffolding performs better than the traditional teaching models in learning mathematics. And it is also superior to the traditional narrative of only teaching materials provided by the digital learning platform. 2) The learning performance of high achievement students is higher in Experimental Group 1 compared to all the other groups. 3) Students in Experimental Group 1 have more confidence in themselves as compared to those of Experimental Group 2 with regards to these five aspects including self-regulated learning/planning, self-monitoring, evaluation, reflection, and effort.

Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jopcd0:v:11:y:2021:i:4:p:1-19

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