THE EFFECTS OF EXPLICIT SELF-REGULATED LEARNING STRATEGY ... - UNCG

THE EFFECTS OF EXPLICIT SELF-REGULATED LEARNING STRATEGY INSTRUCTION ON MATHEMATICS ACHIEVEMENT

by Janet Sings Jenkins

A dissertation submitted to the faculty of The University of North Carolina at Charlotte in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction

Charlotte 2009

Approved by: ______________________________ Dr. David K. Pugalee

______________________________ Dr. Victor V. Cifarelli

______________________________ Dr. David C. Gilmore

______________________________ Dr. Chuang Wang

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?2009 Janet Sings Jenkins ALL RIGHTS RESERVED

iii ABSTRACT

JANET SINGS JENKINS. The effects of explicit self-regulated learning strategy instruction on mathematics achievement. (Under the direction of DR. DAVID K.

PUGALEE)

Self-regulated learning includes the use of a set of strategies for planning, monitoring, and self-evaluating students' efforts toward reaching specific learning goals. This study examined the extent to which explicit self-regulated learning strategy instruction impacted regular eighth grade students' learning behaviors and mathematics achievement. The study was a quasi-experimental design using a control and treatment group which consisted of eighth grade general mathematics students. The treatment was explicit instruction of ten self-regulated learning strategies. Data were gathered using a researcher-designed survey and standardized mathematics test scores. Findings indicated that the treatment group reported a significantly higher level of self-regulated learning strategy use, earned significantly higher mathematics test scale scores, and showed significantly greater academic growth than the control group. Additionally students' use of self-regulated learning strategies was statistically significant in explaining the variance in students' mathematics test scores and academic growth.

iv DEDICATION

This degree must be dedicated to my family. First to my father and mother, William B. Sings and Mary Lou K. Sings, who have always supported and encouraged my educational endeavors. They sent the message early in my life that education was important and even now they continue to demonstrate that value by reading, studying and learning just for the sake of being well-informed. They are true models of the value of being life-long learners. I appreciate their unconditional love and support more than words can express.

And to my son, Matt Jenkins, who at 21 years old, is continuing the family tradition of life-long learning started by his grandparents. His interests are unique to him, but his willingness to pursue knowledge is not.

And finally to my husband, Andrew Jenkins, who always supports my "projects" even if he isn't sure why I want to take them on. He has said, "If that is what you want to do, then you should do it" many times in response to my crazy ideas. That's what he said when I suggested that maybe I should get my PhD, the craziest of all my ideas. Then he picked up the slack when I was strapped for time; when I had class in the evenings; and when plans had to be changed so I could do research, study, or write a paper. I only hope I have been there for him as much as he has been for me

v ACKNOWLEDGEMENTS

A middle school teacher's job is probably one of the most demanding positions in education, if not in the world. They are already asked to do more than they possibly can with the time and resources they have available. Yet when Paula Breen, Ryan Graham and Amy Minton, the eighth grade mathematics teachers at Kannapolis Middle School, were approached about participating in this study, they agreed without hesitation. I am deeply grateful for their efforts and commitment to making this study possible. They truly exemplify the best in their profession.

Special recognition goes to the administrators at Kannapolis Middle School, Dr. Chip Buckwell, principal, Kelly Burgess, assistant principal, and Sandi Fogg, assistant principal, for their support of me, my work and the teachers who participated in the study.

I would also like to express my appreciation to the school board and superintendent, Dr. Jo Anne Byerly, of Kannapolis City Schools. Their encouragement and support were particularly meaningful. They not only espouse the value of being a lifelong learner, but they back it up with the district's tuition reimbursement program, which provided financial support for my course work and dissertation.

I am always amazed by how willing people are to take time to help with a task that may not directly impact them. With this in mind, I extend my humble appreciation to the eighth grade mathematics teachers, students and administrators at J. N. Fries Middle School in the Cabarrus County School district for administering the survey during the pilot study. Also, special thanks go to the academic facilitator and eighth grade mathematics teachers at Francis Bradley Middle School in the Charlotte-Mecklenburg School district for participating in the focus group.

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