Effect of Self-regulated Learning on Academic Performance Among Physical Education Students
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In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: Self-regulated learning strategy, Standard learming method.
- Who it may be relevant to
- Registry conditions: Academic Performance. Basic parameters: No limits · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- China
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
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Official title
Effect of Self-regulated Learning on Academic Performance Among Physical Education Students in Shanxi, China
Overview
Difficulty in employment for college students is a serious social problem in China. All qualification examinations, further education and jobs require written theory tests. Many students are affected by their examinations, additional studies, and employment due to poor academic performance and insufficient learning ability. College students majoring in physical education generally perform better in motor technical skills but often encounter difficulties in theoretical learning. According to the existing literature and many studies, self-regulated learning is an advanced form of metacognitive learning (Pintrich, 2004). It helps cultivate students\' independent learning ability and can improve their theoretical academic performance. This study attempts to use self-regulated learning in physical education theory classes to examine whether this method can enhance physical education students' theoretical academic performance.
Detailed description
In this study, the experimental group received a 12-week (John, 2017) self-regulated learning strategy based on a learning model teaching intervention designed for this study. In contrast, the control group discussed and studied traditional learning content for 12 weeks with the teacher, and the students in the experimental group learned the self-regulated learning strategy. A cluster-randomised controlled trial (CRCT) design was used, and the experimental and control groups were randomly assigned to two schools. After 12 weeks of learning, both groups were required to conduct a learning performance assessment.
Interventions
- Behavioral Self-regulated learning strategy
The experimental group uses self-regulated strategy.This program selects classroom performance , homework quality , experimental operation, and test score as academic performance (score) evaluation variables. - Behavioral Standard learming method
The control group uses standard learming method. The program selects classroom performance, homework quality, experimental operation, and test score evaluation form as academic performance (score) evaluation variables.
Primary outcome measures
- Class Performance Evaluation Form [Time frame: Pretest: Before experiment; Post-test: 12 weeks end.]
- Homework Quality Evaluation Form [Time frame: Pretest: Before experiment; Post-test: 12 weeks end.]
- Experimental Operation Evaluation Form [Time frame: Pretest: Before experiment; Post-test: 12 weeks end.]
- Test Score Evaluation Form [Time frame: Pretest: Before experiment; Post-test: 12 weeks end.]
- Academic Performance (Score) Evaluation Form [Time frame: Pretest: Before experiment; Post-test: 12 weeks end.]
Eligibility criteria
Inclusion criteria
- University students;
- Major in Physical Education;
- Health;
- Able to attend all evaluation;
- Understand the study purposes and procedures;
- No previous experience performing self-regulated learning strategy.
Exclusion criteria
- University students not majoring in Physical Education;
- Exclude participants who have not finished all evaluation;
- Not understanding the study purposes and procedures;
- Participants with an experience in self-regulated learning strategy.
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: No
Study design
- Allocation
- Randomized
- Model
- Parallel assignment
- Masking
- Single blind
- Primary purpose
- Treatment
Study locations
China · 1 center
- Yuncheng University — Yuncheng
Publications
- 1.Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applied nursing research, 5(4), 194-197. 2.Goudas, M., Dermitzaki, I., & Kolovelonis, A. (2017) Self-regulated learning and students' metacognitive feelings in physical education. International Journal of Sport and Exercise Psychology, 15(2), 131-145. 3. John Sproule(2017). Physical education in Taiwan:
Identifiers
NCT: NCT06608524 · KL202403