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Improvement of Self-regulated Learning in Mathematics through a Hypermedia Application: Differences based on Academic Performance and Previous Knowledge

Published online by Cambridge University Press:  04 December 2017

Marisol Cueli ,
Celestino Rodríguez ,
Débora Areces ,
Trinidad García  and
Paloma González-Castro
Marisol Cueli*
Affiliation:
Universidad de Oviedo (Spain)
Celestino Rodríguez
Affiliation:
Universidad de Oviedo (Spain)
Débora Areces
Affiliation:
Universidad de Oviedo (Spain)
Trinidad García
Affiliation:
Universidad de Oviedo (Spain)
Paloma González-Castro
Affiliation:
Universidad de Oviedo (Spain)
*
*Correspondence concerning this article should be addressed to Marisol Cueli. Universidad de Oviedo. Departamento de Psicología. Plaza Feijoo s/n. 33003 Oviedo (Spain). Phone: +34–985103255; Fax: +34–985104144. E-mail: cuelimarisol@uniovi.es
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Abstract

Self-regulation on behalf of the student is crucial in learning Mathematics through hypermedia applications and is an even greater challenge in these IT environments. Two aims are formulated. First, to analyze the effectiveness of a hypermedia tool in improving perceived knowledge of self-regulatory strategies and the perceived usage of the planning, executing and assessment strategy on behalf of students with low, medium and high levels of academic performance. Second, to analyze the effectiveness of the hypermedia tool in improving perceived usage of the strategy for planning, monitoring and evaluating on behalf of students with a perceived knowledge (low, medium and high). Participants were 624 students (aged 10–13), classified into a treatment group (TG; 391) and a comparative group (CG; 233). They completed a questionnaire on perceived knowledge (Perceived Knowledge of Self-Regulatory Strategies) and another one on perceived usage of the strategy for planning, performing and evaluating (Inventory of Self-regulatory Learning Processes). Univariate covariance analyses (ANCOVAs) and Student-t tests were used. ANCOVA results were not statistically significant. However, the linear contrast indicated a significant improvement in perceived knowledge of strategies among the TG with low, medium and high academic performance (p ≤ .001). Results are discussed in the light of past and future research.

Keywords

assessmenthypermediamonitoringplanningself-regulated learning
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 20 , 2017 , E66
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2017 

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Footnotes

This manuscript has been supported by the funding received for the I+D+i project EDU2010–19798 and a grant received from the Spanish Ministerio de Ciencia e Innovación with reference number BES–2011–04558

How to cite this article:

Cueli, M., Rodríguez, C., Areces, D., García, T., & González-Castro, P. (2017). Improvement of self-regulated learning in mathematics through a hypermedia application: Differences based on academic performance and previous knowledge. The Spanish Journal of Psychology, 20. e66. Doi:10.1017/sjp.2017.63

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