The Effect of Instruction on Self-Regulated Learning, Motivation, Comprehension, and Retention

• In Event: 56.063 - Problem-Based Learning in Secondary Education: Investigating Hot and Cold Learning Outcomes

Abstract

Previous research has shown that certain types of instruction stimulate self-regulated learning (SRL) and motivation in classrooms. To test whether discussion-based instruction can foster motivation in secondary school students, peer-group discussions like used in problem-based learning (PBL) were compared to traditional lectures (i.e., control group) on SRL/motivation, comprehension, and retention.
Little research has been conducted on the effects of peer-discussion on SRL and often, a control group is lacking (De Bruijn-Smolders et al., 2016). Although research literature claims that several SRL-stimulating learning environments are effective (Hacker et al., 2015; MacArthur et al., 2015), traditional forms of instruction are still omnipresent. It was hypothesized that peer-group discussion would lead towards more self-regulated students, who show higher levels of autonomous motivation (e.g. Boekaerts & Corno, 2005; Schraw et al., 2006). Because of the expected increase in SRL of the peer-group discussion condition, it was also hypothesized that these students would outperform students in the lecture group on the comprehension test, since SRL has been linked to higher achievement (Mason, 2004).
Participants were 31 11th grade students (Mage = 17) and were randomly divided over two groups; the discussion group (n = 15; 9 male) and the lecture group (n = 16; 7 male). At the time of proposal submission, data gathering is still ongoing. The results described here represent the first sample tested.
In both environments, students were given instruction on Robbers’ Cave experiment, which focuses on explaining the realistic conflict theory and social identity theory. To ensure that all students received the same input, two videos were used that simulated the lecture and peer group discussion condition.
To test students’ task-specific motivation, the task-specific questionnaire was administered (Vansteenkiste et al., 2004).
In the lecture video, participants were first presented with a PBL-problem, in which the Robbers’ cave experiment was briefly described. Next, a 13-minute PowerPoint presentation (lecture) was given on the Robbers’ cave experiment. No interaction/discussion was possible in this set-up.
In the discussion group, participants were presented with the same problem, but here, 3 students and one discussion leader discussed the problem in more detail. At four points in the video, the discussion leader talked directly into the camera to pose the question “What do you think, how could the problem between the two groups have been solved?” The video was then paused and the participants were required to fill in an answer on their computer before they could continue with the video.
A comprehension test was used to measure students’ understanding of the studied topic of the experiment (Wijnia et al., 2014). After 5 weeks, the comprehension test was made again to test for retention.
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Table 1 here
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Preliminary results showed no statistically significant differences between both groups, not in motivation/regulation, nor in comprehension or retention. Even though previous research has shown that instruction types are a primary tool when aiming to teach self-regulatory skills (Sungur & Tekkaya, 2006; Zimmerman, 2000), these results demonstrate that instructional formats do not always have the expected effect when tested in real classrooms.

Authors

• Sofie Loyens, University College Roosevelt

• Lisette Wijnia, HZ University of Applied Sciences - the Netherlands

• Julia Hauer, University College Roosevelt

• Laura Meershoek

• Remigius M. Rikers, University College Roosevelt