Academic achievement and self-regulated learning from parent’s perspective of student with learning difficulties

Abstract

<span lang="EN-US">The study was designed to realize the association between academic achievement and self-regulated learning of students presenting learning difficulties. Therefore, the study adopted a quantitative approach and distributed the developed questionnaire to over 384 participants. The results reported underscored worsen achievement of students in distance learning compared to face-to-face setting despite the assistance they received during distance settings. The achievement of students differs due to the category of difficulty. Students presenting learning difficulties exhibited medium acquisition level of self-regulated learning. Elementary stage students exhibited a higher level of self-regulated learning, while female students exhibited a higher level of self-efficacy, metacognitive, micro-strategies, and emotional support. There is a strong association combined between students’ achievement and self-regulated learning. Furthermore, the study revealed a difference in self-regulated learning due to students’ gender, difficulty categories, and grade. Future studies can opt for specific self-regulated learning strategies according to subjects' particularism, such as mathematic material or specific age groups using the self-assessment tool.</span>

Differences in high school students' mathematical representation ability in homogeneous classes: Which is better?

“…Mathematical representations can help build an understanding of physics concepts and build strong memories of meanings and ideas (Rahmawati et al, 2022) Giving challenges to think and reason about the mathematical forms of physical phenomena, along with communicating the results through text or verbally will foster an accurate and logical understanding. This indicates that representation can be a tool for students in explaining concepts, communicating ideas, reflecting, or developing problemsolving strategie (Sahara et al, 2020;Ziadat & Sakarneh, 2022). Furthermore, Monika (2014) states that learning conducted by teachers should use various kinds of representational models (Lamanepa et al, 2022), such as mathematical representations for physics learning in classes with students of different genders.…”