Self-regulated learning in blended learning approach

Abstract

Abstract Blended learning allowed students to manage their own pace of learning especially in the online session. This might foster students’ self-regulated learning. This claim, however, need to be investigated with more empirical data. This study, therefore, intended to examine the effect of blended learning on students’ self-regulated learning. A quasi-experiment with the pretest and posttest group design was employed in this study. A total of 115 grade 10 students was cluster randomly selected among senior high schools in the city of Yogyakarta. Two different classes of samples were set, namely experiment class using blended learning android-based-game, and control class using offline class. The students in the two classes learn the same material that is about Function and its graph. Data of students’ self-regulated learning was collected through a questionnaire with five Likert scale. The data was analyzed using Analysis of Variance (ANOVA) technique and it was found that: there is a significant difference of self-regulated learning between students who learn in blended class and those in offline class. This study offers insights on the use of blended learning to foster the students’ self-regulated learning especially in learning mathematics. Nevertheless, the design of blended learning need to considered particularly when and what kind of learning material should be delivered online and offline.