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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)
Created Date 2013
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
Type Doctoral Dissertation
Extent 100 pages
Language English
Reuse Permissions All Rights Reserved
Note Ph.D. Educational Technology 2013
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis