Effects of Blended Learning and Progress Tracking on Self-Regulated Learning and Academic Performance

• In Event: RTD- Effects of Prompts & Progress Tracking

Short Description

This action research study utilized a two-pronged intervention to increase 8th-grade students’ self-regulated learning skills as well as their overall academic performance in an English language arts classroom. The first portion of the intervention used a researcher-created digital spreadsheet in which students tracked and monitored their progress in the course. The second portion consisted of blended learning modules delivered via Google Slides during class time. Together, these components improved students’ academic performance.

Authors

• Contributor: Jennifer Augustine, University of South Carolina

• Contributor: Tammi D. Kolski, University of South Carolina