Promoting the Academic Achievement of Female Students in Quantitative Courses: An Exploration of Their Self-Regulated Learning

• In Event: Supporting Underrepresented Learners in Schools

Abstract

We investigate the differences in motivational factors, learning strategies, learning behavior, and academic achievement of high-performing and low-performing female students enrolled in quantitative-related courses. A combination of survey data, accesses to the course materials, and timestamp of assignment submission stored in Learning Management System (LMS) and final grade is used in this quantitative exploratory study to identify differences between the four grade groups. The results show a mixed picture of self-regulated learning skills among high-performing and low-performing students. Our findings have important implications for instructors, academic administrators, and scholars.

Authors

• Chitra Dabas, Cal Poly-Pomona

• Pauline Salim Muljana, Old Dominion University

• Tian Luo, Old Dominion University