Infusing Self-Regulation Learning Processes Into Project-Based Learning

• In Event: 60.084 - Roundtable Session 20
  In Roundtable Session: 60.084-21 - The Development of Self-Regulation Across Multiple Contexts

Abstract

This quasi experimental mixed method study examined: (a) whether differences existed between the comparison and treatment group in self-efficacy, content knowledge and project tasks and (b) how high and low achieving students self-regulate in a PBL unit. Fifty two seventh-grade students participated in the PBL unit and completed pre-and-post on two self-efficacy measures, a content knowledge test and completed project artifacts and task reflections. ANCOVA results showed the treatment group self-efficacy learning form (SELF) scores were statistically significant after controlling for prior self-efficacy beliefs and had modest gains in project tasks. High achieving students used several more SRL strategies than low achieving students.

Author

• Rory Dippold, George Mason University