Self-regulated learning strategies in CBI = Self-regulated learning strategies in CBI

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the diHerences in college level students`` achievement by embedded self-regulated learning s trategies in Computer-Based Instruction (CBI). Seventy-seven co llege students in an introductory course in technology were randomly assigned to the control group and treatment group. The treatment was embedded self-regu lated learning strategies. Three dependent variables were students`` achievement test score, students`` use of self- regulated learning strategies, and student``s perception of metacognitive awareness. The results of thIs study ind icated that embedded self-regulated learning strategies improve student``s achievement, use of self-regulated learning strategies and student``s perception of metacogni tive awareness. The study concluded that embedded self- regulated learning strategies were found to be an effective way to increase student``s achievement, use of self-regulated learn ing, and melacognitive awareness. Res lts, implications for instructional design, and recommendations for fu lure studies are provided.