Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?
|Abstract||This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and motivation. The 1st version was a business-as-usual traditional classroom teaching mathematics with direct instruction. The 2rd version of the course provided students with self-paced, individualized Algebra instruction with a web-based, intelligent tutor. The 3rd version of the course coupled self-paced, individualized instruction on the web-based, intelligent Algebra tutor coupled with a series of e-le... (more)|
|Contributor||Barrus, Angela Lynn (Author) / Atkinson, Robert K (Advisor) / Van De Sande, Carla (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)|
|Subject||Instructional design / Educational technology / Educational psychology / ARCS motivation model / instructional design / intelligent tutoring systems / math achivement / motivation / self-regulated learning|
|Reuse Permissions||All Rights Reserved|
|Note||Ph.D. Educational Technology 2013|
|Collaborating Institutions||Graduate College / ASU Library|
|Additional Formats||MODS / OAI Dublin Core / RIS|