The Effects of Biology Laboratory Practices Supported with Self-regulated Learning Strategies on Students' Self-directed Learning Readiness and Their Attitudes towards Science Experiments

Abstract

Self-regulation is an active and constructive process in which students regulate and observe their own behaviour, motivations and cognition by setting their own goals during their learning process. In this study, the aim is to investigate the effects of biology laboratory practices that are supported by self-regulated learning strategies on students' readiness for self-directed learning and their attitudes towards science experiments in laboratory settings. This study, which was undertaken as a quasiexperimental study in accordance with the pretest-posttest design with a control group, was implemented. Second year students who studied science teaching in the faculty of education at a state university in Konya in the academic year of 2018-2019 made up the sample of this study. There were two groups in the study which were "The Control Group" and "The Experimental Group". In order to measure the students' self-directed learning readiness levels, "Scale of Self-Directed Learning Readiness in Laboratory" was used and to measure attitudes towards science experiments "Scale of Attitudes towards Science Experiments" was utilized. Both scales were implemented as pre-tests before the study and as post-tests after the completion of the implementation process. The analysis of the data was conducted via SPSS 18. Independent samples t test was conducted to understand whether biology laboratory practices supported with self-regulated learning strategies have any effect on students' readiness for self-directed learning and their attitudes towards science experiments in laboratories. According to the findings of the study, biology laboratory practices supported with self-regulated learning strategies were observed to make a significant difference in favour of the experimental group considering their self-directed learning readiness and their attitudes towards science experiments.

Motivation and Learning Strategies: Student Motivation Affects Student Learning Strategies

“…These learners are capable of implementing cognitive learning strategies in academic tasks (Vrieling et al, 2012) and good at regulating learning to enhance their outcomes of learning (Steffens, 2006). Also, it is essential to highlight that increased use of learning strategies is followed by increased level of academic outcomes (Oflaz, 2019), and it is evidence that SRL leads to positive academic outcomes (Kayacan & Sonmez Ektem, 2019).…”

Self Directed Learning Berbasis Literasi Digital Pada Masa Pandemi Covid-19 Di Madrasah Ibtidaiyah

“…Beberapa point penting yang diamati dalam pembelajaran yang didasarkan pada self directed learning, diantaranya; 1) ada proses yang berorientasi pada tujuan, yaitu, peserta didik memiliki tujuan, 2) peserta didik mengambil inisiatif sendiri dan melaksanakan tugasnya secara mandiri untuk mencapai tujuan, yang berarti sehingga akan muncul sikap bertanggung jawab, 3) peserta didik memiliki kesadaran metakognitif. (Kayacan & Ektem, 2019).…”

The Mediating Role of Growth Mindset in the Causal Model of the Factors Affecting the Mathematics Learning of Ninth-Grade Students

“…Consequently, instructional management can stimulate the students to have belief, good feeling, and have an impressive experience with learning leading to cooperation and instructional achievement [22,23,24]. As a result, researchers often consider an attitude toward mathematics as a predictor of ongoing academic success [25]. The recent findings by Damrongpanit [20] showed that when teachers provide quality of learning experiences for good learners, namely 1) planning and preparing instruction, 2) promoting the environment and enhancing good relationship, 3) applying teaching strategies based on learner's experience, 4) apply appropriate media, technology for learning content and goals, and 5) use of the measurement and evaluation of learning to improve learners, good instructional management does not affect only mathematics achievement of the 9 th grade students, it also affects attitude toward mathematics, achievement motivation, and mathematics self-efficacy before affecting mathematics achievement.…”

“…The findings have consistency with Pitsia et al [19] that the relationship of all three factors affected mathematics achievement. For this reason, researchers in many disciplines consider applying an attitude to explain the effects on the learners in various knowledge and desirable behaviors for science reading [25], and perception of creative reading [26] and digital technology [27], etc.…”