Jul 2026· Annual Conference on Innovation and Technology in Computer Science Education· pp. 16-22· 0 citations· 32 references
Computer Science
TL;DR
This work examines the self-regulatory behavior of CS students in a 200-level CS course with an emphasis on software engineering and reveals a more complex picture than prior work of how students monitor their understanding of the task and set subgoals.
Abstract
Self-regulated learning (SRL) is an instrumental skill for success in learning computer science (CS) and software engineering. SRL is an active process where students engage in cycles of planning, strategy-use, monitoring and control, and adaptation to accomplish goals. There have been calls to investigate whether SRL theory and measurement need to be made more specific to the CS education context and to integrate SRL theory when interpreting observations of student behavior in computing education research. In this work we examine the self-regulatory behavior of CS students in a 200-level CS course with an emphasis on software engineering. We performed a think-aloud study with thirty-three students working on their programming projects. Researchers then coded the think aloud data using a theory-driven codebook aligning with Winne and Hadwin's COPES model of SRL. Using the coded data we performed a thematic analysis of two codes to better understand how students monitor their understanding of the task and set goals. Our results revealed a more complex picture than prior work of how students monitor their understanding of the task and set subgoals. We discuss the implications of our results for CS instruction and intervention designs to promote more effective SRL and learning.
This study investigated how to enhance the self-directed learning (SDL) among grade 10 students in a Sri Lankan school using various instructional strategies. Despite the increasing priority on
student centered learning, usual teaching learning process continue to be heavily dependent on the teacher making teacher centered classroom. The study was led by the Kemmis and McTaggart action research approach and took place in two cycles spanning one and a half months during the third school term. A mixed-methods approach was used to investigate changes in students' SDL behaviors, including quantitative and qualitative methodologies. Thirty students were selected from grade 10 studying science as participants using a purposive sampling technique. The intervention comprised of eight scientific sessions prepared utilizing four SDL oriented strategies: goal-setting, inquiry-based learning, problem-based learning, and flipped classroom teaching. Lessons were designed using the National Institute of Education's (NIE) model and Zimmerman's Self-Regulated Learning framework, with an emphasis on preparation, performance, and reflective practice. Data were gathered via pre- and post-SDL surveys, observation checklists, structured interviews, and student reflection sheets, which were then analyzed using descriptive statistics and thematic analysis. The findings revealed that students initially displayed low SDL levels, which were characterized by significant teacher reliance and low self-monitoring abilities. Following the intervention, there were considerable gains in motivation, goal-setting, reflection, and autonomous learning practices. The study shows that using structured SDL techniques efficiently enhances student autonomy and suggests their implementation in secondary scientific teaching.
A. Herath, U. G. Chandrajith· International Journal for Sc...· 0 citations
Examining a four-process GenAI cycle reveals two distinct metacognitive regulation styles: Exploratory-Simplification and Systematic-Methodical, which show that students use combinations of strategies across the AI-SRL cycle.
Maria A. Perifanou, Anastasios A. Economides· Journal of educational compu...· 0 citations
This study aims to examine the effect of a TPACK-driven Problem-Based Learning (PBL) model on students’ problem-solving ability and to investigate the role of self-regulated learning (SRL) as a contributing factor within technology-enhanced learning environments. The study addresses the gap in understanding how instructional design and learner internal regulation interact in improving higher-order thinking skills. Methodology: A quantitative quasiexperimental design with a pretest–posttest control group was employed. The participants consisted of 106 undergraduate students divided into an experimental group (n = 50), which received TPACK-driven PBL integrated with SRL strategies, and a control group (n = 56), which was taught using conventional PBL. Data were collected using validated instruments measuring problem-solving ability and self-regulated learning. Statistical analyses included descriptive statistics, independent samples t test to ensure baseline equivalence, and Analysis of Covariance (ANCOVA) to determine treatment effects, with pretest scores as covariates. Effect size was calculated using partial eta squared (η²). Results: The results indicated that the covariate (pretest scores) was not statistically significant (F = 0.495, p = .483, η²p = 0.005), suggesting that initial differences in problem-solving ability did not significantly influence post-test outcomes. A significant main effect of the learning model was found (F = 6.206 p = .014, η²p = 0.058), with students in the TPACK-driven PBL group achieving higher mean scores (M = 81.78) than those in the control group (M = 77.03). Additionally, self-regulated learning had a significant effect on problem-solving ability (F = 21.035, p = < .001, η²p = 0.172), where students with high SRL (M = 83.79) outperformed those with low SRL (M = 75.03). Importantly, a significant interaction effect between the learning model and SRL was observed (F = 26.579, p = < .001, η²p = 0.208). Students with high SRL in the TPACK-driven PBL group achieved the highest performance (M = 91.07), whereas those with low SRL showed substantially lower performance (M = 72.49), indicating that the effectiveness of the instructional model depends on students’ self-regulation levels. Conclusions: The findings demonstrate that the effectiveness of TPACK-driven problem-based learning is contingent upon students’ self-regulated learning. The model is particularly effective for students with high SRL but less optimal for those with low SRL. Therefore, integrating structured SRL support into instructional design is essential to maximize learning outcomes and ensure more equitable benefits across learners.
Collaborative Online Learning (COL) is a learner-centered instructional approach that promotes interaction, knowledge sharing, collaborative problem-solving and active engagement through digital technologies. This study examined the effects of COL on students’ interest and academic performance in Computer Science among NCE students in Kaduna State, Nigeria. A quasi-experimental pre-test–post-test non-equivalent control group design was adopted. A sample of 120 NCE II Computer Science students was selected using purposive and intact class sampling techniques. Data were collected using the Computer Science Performance Test (CSPT) and Computer Science Interest Scale (CSIS), which yielded a reliability coefficient of 0.86. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at the 0.05 level of significance. The findings revealed that students exposed to COL achieved higher academic performance and demonstrated greater interest in Computer Science than those taught using the conventional teaching method. ANCOVA results showed significant differences in academic performance, F(1,117) = 68.42, p < .001 and interest, F(1,117) = 73.09, p < .001, in favour of the experimental group. The study concludes that Collaborative Online Learning is an effective instructional strategy for enhancing students’ interest and academic performance in Computer Science. It is recommended that teacher educators integrate collaborative online learning platforms into instruction and that institutions provide adequate technological infrastructure and training to support effective implementation.
B. Awolusi, Rabiatu Lawal Umar, Zainab Adamu Aliyu· MAU Multidisciplinary Journa...· 0 citations
Enhancing self-determination can improve learning outcomes for students with disabilities, yet there is limited guidance on how to integrate self-determination skills into academic interventions while preserving theoretical integrity and contextual fit. This study reports on the first two years of a multiyear project to adapt the Self-Determined Learning Model of Instruction (SDLMI) for upper-elementary students with or at risk for reading disability (RD). Through iterative cycles of design and refinement, we developed the Self-Determined Learning Model of Instruction for Reading (SDLMI-R) while maintaining the original model's core components. We examined feasibility, acceptability, and promise using data from students, interventionists, and an expert teacher panel. Findings indicate that SDLMI-R lessons can be feasibly implemented, with evidence of students’ participation in goal-directed processes and early indicators of self-determination. This work highlights the potential of integrating self-determination within reading intervention and offers a model for adapting theoretically grounded interventions for new populations and contexts.
Jessica R. Toste, Karrie A. Shogren, Mona Maclay et al.· Learning Disabilities Resear...· 0 citations
This study aims to determine the effect of the Problem Based learning model on mathematical problem-solving ability and self-efficacy of eighth-grade junior high school students in statistics material. Problem based learning is an innovative learning model that emphasizes the active involvement of students in the contextual problem-solving process, so it is believed to be able to encourage the development of critical thinking skills and increase students' self-confidence in their learning process and outcomes. This study used a quantitative approach with a one-group pretest-posttest pre-experimental design. The subjects in this study were 32 students of class VIII-G SMP Negeri 8 Yogyakarta who were selected through a purposive sampling technique. The research instrument consisted of a descriptive test to measure problem-solving ability and a Likert scale questionnaire to measure students' self-efficacy. The data obtained were analyzed descriptively and inferentially with a paired sample t-test. The results showed that there was an increase in the average score of problem-solving ability from 61.41 in the pretest to 81.84 in the posttest. Similarly, students' self-efficacy scores increased from an average of 45.41 to 71.22 after treatment. Statistical tests showed that the difference in scores was statistically significant (p < 0.001). These results indicate that the implementation of the Problem-Based Learning model significantly positively impacted students' problem-solving abilities and self-efficacy. Therefore, the PBL model can be used as a strategic alternative in mathematics learning to foster higher-order thinking skills and build self-confidence in completing academic tasks.
W. Sianipar, Dhoriva Urwatul Wutsqa, Imam Nursahid· MATHEMA: JURNAL PENDIDIKAN M...· 0 citations
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