This study examined the impact of integrating self-regulated learning strategies, including self-evaluation, goal setting, and peer-support strategies such as peer tutoring and collaborative problem-solving, on learners' satisfaction and academic achievement in an online mathematics environment. These strategies were introduced to address challenges faced by students learning mathematics without the physical presence of instructors, such as lack of motivation, lower achievement, and reduced interaction, which is a very critical problem and a key limitation in online learning. Quantitative data was collected. The randomized controlled trial involved a pre-test and post-test design. The sample consisted of 101 undergraduate students (both male and female), who were randomly assigned to two groups. The experimental group consisted of 57 respondents, while the control group consisted of 44 respondents. An independent sample t-test was used to analyze the two-group result. The two groups were taught using the same online learning mode for seven weeks. The experimental group received an intervention that combined self-regulated and peer-supported strategies during the online learning period. The study used a questionnaire to collect participant data during the learning period. The findings of this study show that students in the experimental group reported higher satisfaction and achievement scores. Additionally, the experimental group's results improved after receiving the intervention, which showed a better result than that of the control group. It is suggested that learning strategies are very effective. These findings provide evidence that integrating self-regulated and peer support can enhance online mathematics learning, particularly in fostering student autonomy and collaborative engagement.
Citation: Ahmed Alhassan Abdulrahman, Sharifah Kartini Said Husain, Malathi Letchumanan, Faridah Yunos, Sharifah Osman. Enhancing online mathematics learning through self-regulated and peer-support strategies[J]. STEM Education, 2026, 6(3): 418-438. doi: 10.3934/steme.2026018
This study examined the impact of integrating self-regulated learning strategies, including self-evaluation, goal setting, and peer-support strategies such as peer tutoring and collaborative problem-solving, on learners' satisfaction and academic achievement in an online mathematics environment. These strategies were introduced to address challenges faced by students learning mathematics without the physical presence of instructors, such as lack of motivation, lower achievement, and reduced interaction, which is a very critical problem and a key limitation in online learning. Quantitative data was collected. The randomized controlled trial involved a pre-test and post-test design. The sample consisted of 101 undergraduate students (both male and female), who were randomly assigned to two groups. The experimental group consisted of 57 respondents, while the control group consisted of 44 respondents. An independent sample t-test was used to analyze the two-group result. The two groups were taught using the same online learning mode for seven weeks. The experimental group received an intervention that combined self-regulated and peer-supported strategies during the online learning period. The study used a questionnaire to collect participant data during the learning period. The findings of this study show that students in the experimental group reported higher satisfaction and achievement scores. Additionally, the experimental group's results improved after receiving the intervention, which showed a better result than that of the control group. It is suggested that learning strategies are very effective. These findings provide evidence that integrating self-regulated and peer support can enhance online mathematics learning, particularly in fostering student autonomy and collaborative engagement.
| [1] |
Hwang, G.J., Wang, S.Y. and Lai, C.L., Effects of a social regulation-based online learning framework on students' learning achievements and behaviors in mathematics. Comput. Educ., 2021,160: 104031. https://doi.org/10.1016/j.compedu.2020.104031 doi: 10.1016/j.compedu.2020.104031
|
| [2] |
Abdulrahman, A.A., Kartini, S., Husain, S., Letchumanan, M. and Yunos, F., Enhancing Peer-Learning and Feedback-Learning Through Self-Regulated Learning in Online Mathematics for Undergraduates ' Academic Achievement and Satisfaction. Int. J. Sci. Math. Technol. Learn., 2025, 32(2): 213–237. https://doi.org/10.18848/2327-7971/CGP/v32i02/213-237 doi: 10.18848/2327-7971/CGP/v32i02/213-237
|
| [3] |
Dhawan, S., Online Learning: A Panacea in the Time of COVID-19 Crisis. J. Educ. Technol. Syst., 2020, 49(1): 5–22, 2020. https://doi.org/10.1177/0047239520934018 doi: 10.1177/0047239520934018
|
| [4] | Jung, H.K., College students' satisfaction with the overall implementation of online classes and testing during the Corona 19 pandemic. Multimedia-Assisted Lang. Learn., 2020, 23(3): 392–412. |
| [5] | Zhu, Y., Geng, G., Disney, L. and Pan, Z., Changes in university students' behavioral intention to learn online throughout the COVID-19: Insights for online teaching in the post-pandemic era, vol. 28, Springer US, 2023. https://doi.org/10.1007/s10639-022-11320-0 |
| [6] |
Calamlam Jose, M., Fritz, F. and Macabali Lee, G., Perception on research methods course's online environment and self-regulated learning during the COVID-19 pandemic. E-Learning Digit. Media, 2022, 19(1): 93–119. https://doi.org/10.1177/20427530211027722 doi: 10.1177/20427530211027722
|
| [7] |
Kraiger, K., Fisher, S., Grossman, R., Mills, M.J. and Sitzmann, T., Online I-O graduate education: Where are we and where should we go?. Ind. Organ. Psychol., 2022, 15(2): 151–171. https://doi.org/10.1017/iop.2021.144 doi: 10.1017/iop.2021.144
|
| [8] |
Du, X., Zhang, M., Shelton, B.E. and Hung, J.L., Learning anytime, anywhere: a spatio-temporal analysis for online learning. Interact. Learn. Environ., 2022, 30(1): 34–48. https://doi.org/10.1080/10494820.2019.1633546 doi: 10.1080/10494820.2019.1633546
|
| [9] |
Cheng, S.L. and Xie, K., Why college students procrastinate in online courses: A self-regulated learning perspective. Internet High. Educ., 2021, 50: 100807 https://doi.org/10.1016/j.iheduc.2021.100807 doi: 10.1016/j.iheduc.2021.100807
|
| [10] | Jeong, H., Exploring Variables that Influence the Continuous User's Intention of Online Classes Recognized by College Students who Participated in Online Alternative Lectures due to COVID-19. Glob. Creat. Lead. Educ. Learn., 2020, 10(4): 109–134. |
| [11] |
Almusharraf, N.M. and Khahro, S.H., Students' Satisfaction with Online Learning Experiences during the COVID-19 Pandemic. Int. J. Emerg. Technol. Learn., 2020, 15(21): 246–267. https://doi.org/10.3991/ijet.v15i21.15647 doi: 10.3991/ijet.v15i21.15647
|
| [12] |
Vasilakaki, E. and Moniarou-Papaconstantinou, V., Mobile technology and use of educational games in HE. Future Directions in Digital Information, 2021,147–159. https://doi.org/10.1016/B978-0-12-822144-0.00009-4 doi: 10.1016/B978-0-12-822144-0.00009-4
|
| [13] |
Reddy, P., Reddy, E., Chand, V., Paea, S. and Prasad, A., Assistive Technologies: Saviour of Mathematics in Higher Education. Front. Appl. Math. Stat., 2021, 6: 1–9. https://doi.org/10.3389/fams.2020.619725 doi: 10.3389/fams.2020.619725
|
| [14] |
Moliner, L. and Alegre, F., Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring. Eur. J. Teach. Educ., 2022, 45(1): 93–112. https://doi.org/10.1080/02619768.2020.1803271 doi: 10.1080/02619768.2020.1803271
|
| [15] |
Nantschev, R., Feuerstein, E., González, R.T., Alonso, I.G., Hackl, W.O., Petridis, K., et al., Teaching approaches and educational technologies in teaching mathematics in higher education. Educ. Sci., 2020, 10(12): 354. https://doi.org/10.3390/educsci10120354 doi: 10.3390/educsci10120354
|
| [16] |
Hung, C.C., Kao, H.F.S., Liu, H.C., Liang, H.F., Chu, T.P. and Lee, B.O., Effects of simulation-based learning on nursing students' perceived competence, self-efficacy, and learning satisfaction: A repeat measurement method. Nurse Educ. Today, 2021, 97: 104725. https://doi.org/10.1016/j.nedt.2020.104725 doi: 10.1016/j.nedt.2020.104725
|
| [17] |
Kamsurya, R., Learning Evaluation of Mathematics during the Pandemic Period COVID-19 in Jakarta. Int. J. Pedagog. Dev. Lifelong Learn., 2020, 1(2): ep2008. https://doi.org/10.30935/ijpdll/8439 doi: 10.30935/ijpdll/8439
|
| [18] |
Yoon, M., Lee, J. and Jo, I.H., Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning. Internet High. Educ., 2021, 50: 100806. https://doi.org/10.1016/j.iheduc.2021.100806 doi: 10.1016/j.iheduc.2021.100806
|
| [19] | Michailidis, N., Kapravelos, E. and Tsiatsos, T., Interaction Analysis for supporting students' self-regulation during blogbased CSCL activities. Educ. Technol. Soc., 2018, 21(1): 37–47. |
| [20] |
Lim, C.L., Ab Jalil, H., Ma'rof, A.M. and Saad, W.Z., SELF-regulated learning as a mediator in the relationship between peer learning and online learning satisfaction: A study of a private university in Malaysia. Malaysian J. Learn. Instr., 2020, 17(1): 51–75. https://doi.org/10.32890/mjli2020.17.1.3 doi: 10.32890/mjli2020.17.1.3
|
| [21] |
Zimmerman, B.J., Attening self-regulation A social cognitive perspective. Handb. Self-Regulation, 2000, 13–39. https://doi.org/10.1016/B978-012109890-2/50031-7 doi: 10.1016/B978-012109890-2/50031-7
|
| [22] |
Schunk, D.H. and DiBenedetto, M.K., Motivation and social cognitive theory. Contemp. Educ. Psychol., 2020, 60: 101832. https://doi.org/10.1016/j.cedpsych.2019.101832 doi: 10.1016/j.cedpsych.2019.101832
|
| [23] |
Callan, G.L., DaVia Rubenstein, L., Barton, T. and Halterman, A., Enhancing motivation by developing cyclical self-regulated learning skills. Theory Pract., 2022, 61(1): 62–74. https://doi.org/10.1080/00405841.2021.1932153 doi: 10.1080/00405841.2021.1932153
|
| [24] |
Zong, Z., Schunn, C.D. and Wang, Y., What aspects of online peer feedback robustly predict growth in students' task performance?. Comput. Human Behav., 2021,124: 106924. https://doi.org/10.1016/j.chb.2021.106924 doi: 10.1016/j.chb.2021.106924
|
| [25] |
Topping, K.J., Advantages and Disadvantages of Online and Face-to-Face Peer Learning in Higher Education: A Review. Educ. Sci., 2023, 13(4): 326. https://doi.org/10.3390/educsci13040326 doi: 10.3390/educsci13040326
|
| [26] |
Sun, Z., Xie, K. and Anderman, L.H., The role of self-regulated learning in students' success in flipped undergraduate math courses. Internet High. Educ., 2018, 36: 41–53. https://doi.org/10.1016/j.iheduc.2017.09.003 doi: 10.1016/j.iheduc.2017.09.003
|
| [27] |
Stojanović, J., Petkovic, D., Alarifi, I.M., Cao, Y., Denic, N., Ilic, J., et al., Application of distance learning in mathematics through adaptive neuro-fuzzy learning method. Comput. Electr. Eng., 2021, 93: 107270. https://doi.org/10.1016/j.compeleceng.2021.107270 doi: 10.1016/j.compeleceng.2021.107270
|
| [28] |
Wild, S. and Neef, C., Analyzing the associations between motivation and academic performance via the mediator variables of specific mathematic cognitive learning strategies in different subject domains of higher education. Int. J. STEM Educ., 2023, 10(1): 32. https://doi.org/10.1186/s40594-023-00423-w doi: 10.1186/s40594-023-00423-w
|
| [29] |
Usher, M. and Barak, M., Peer assessment in a project-based engineering course: comparing between on-campus and online learning environments. Assess. Eval. High. Educ., 2018, 43(5): 745–759. https://doi.org/10.1080/02602938.2017.1405238 doi: 10.1080/02602938.2017.1405238
|
| [30] |
Cassibba, R., Ferrarello, D., Mammana, M.F., Musso, P., Pennisi, M. and Taranto, E., Teaching mathematics at distance: A challenge for universities. Educ. Sci., 2021, 11(1): 1–20. https://doi.org/10.3390/educsci11010001 doi: 10.3390/educsci11010001
|
| [31] |
Çavuş, H. and Deniz, S., The Effect of Technology Assisted Teaching on Success in Mathematics and Geometry: A Meta-Analysis Study. Particip. Educ. Res., 2022, 9(2): 358–397. https://doi.org/10.17275/per.22.45.9.2 doi: 10.17275/per.22.45.9.2
|
| [32] |
Ferguson, S., Online Mathematics Education, the Good, the Bad, and the General Overview. Teaching and Learning Mathematics Online, 2020,405‒418. https://doi.org/10.1201/9781351245586-25 doi: 10.1201/9781351245586-25
|
| [33] |
Wijaya, T.T., Cao, Y., Weinhandl, R. and Tamur, M., A Meta-Analysis of the Effects of E-Books on students' mathematics achievement. Heliyon, 2022, 8: e09432. https://doi.org/10.1016/j.heliyon.2022.e09432 doi: 10.1016/j.heliyon.2022.e09432
|
| [34] |
Mudaly, V. and Fletcher, T., The effectiveness of geogebra when teaching linear functions using the IPad. Probl. Educ. 21st Century, 2019, 77(1): 55–81. https://doi.org/10.33225/pec/19.77.55 doi: 10.33225/pec/19.77.55
|
| [35] |
Radović, S., Radojičić, M., Veljković, K. and Marić, M., Examining the effects of Geogebra applets on mathematics learning using interactive mathematics textbook. Interact. Learn. Environ., 2020, 28(1): 32–49. https://doi.org/10.1080/10494820.2018.1512001 doi: 10.1080/10494820.2018.1512001
|
| [36] | Sharma, B.N., Fonolahi, A.V., Bali, A. and Narayan, S.S., The online mathematics diagnostic tool for transformative learning in the Pacific. In Cases on smart learning environments, IGI Global, 2019, 63–80. https://doi.org/10.4018/978-1-5225-6136-1.ch005 |
| [37] |
Lahdenperä, J., Rämö, J. and Postareff, L., Student-centred learning environments supporting undergraduate mathematics students to apply regulated learning: A mixed-methods approach. J. Math. Behav., 2022, 66: 100949. https://doi.org/10.1016/j.jmathb.2022.100949 doi: 10.1016/j.jmathb.2022.100949
|
| [38] |
Hooshyar, D., Pedaste, M., Saks, K., Leijen, Ä., Bardone, E. and Wang, M., Open learner models in supporting self-regulated learning in higher education: A systematic literature review. Comput. Educ., 2020,154: 103878. https://doi.org/10.1016/j.compedu.2020.103878 doi: 10.1016/j.compedu.2020.103878
|
| [39] |
Engelbrecht, J., Llinares, S. and Borba, M.C., Transformation of the mathematics classroom with the internet. ZDM - Math. Educ., 2020, 52(5): 825–841. https://doi.org/10.1007/s11858-020-01176-4 doi: 10.1007/s11858-020-01176-4
|
| [40] | Fahmad, L.P. and Hidayati, K., The profile of students' self-regulated learning in online mathematics learning. In AIP Conference Proceedings, 2022, 2575(1): 040017. https://doi.org/10.1063/5.0108410 |
| [41] | Bustaren, B.C.R. and Dasari, D., Mathematics self-regulation learning profile based on learning motivation and students' perceptions of online mathematics learning during the Covid-19 pandemic. In AIP Conference Proceedings, 2022, 2468(1): 070013. https://doi.org/10.1063/5.0102448 |
| [42] | Arnawa, I.M., Bahri, S., Bakar, N.N., Rahmadya, B. and Nita, S., The impact of students' self-regulated learning on mathematics achievement in online-learning. In THE 8TH INTERNATIONAL CONFERENCE ON MATHEMATICS, SCIENCE AND EDUCATION 2021, 2023, 2614(1): 04000068. https://doi.org/10.1063/5.0125803 |
| [43] |
Schwarz, B.B., Swidan, O., Prusak, N. and Palatnik, A., Collaborative learning in mathematics classrooms: Can teachers understand progress of concurrent collaborating groups?. Comput. Educ., 2021,165: 104151. https://doi.org/10.1016/j.compedu.2021.104151 doi: 10.1016/j.compedu.2021.104151
|
| [44] |
Edeh, N.I., Ugwoke, E.O. and Anaele, E.O., Effects of innovative pedagogies on academic achievement and development of 21st-century skills of taxation students in colleges of education. Innov. Educ. Teach. Int., 2022, 59(5): 533–542. https://doi.org/10.1080/14703297.2021.1919174 doi: 10.1080/14703297.2021.1919174
|
| [45] |
Jassim, T., Carlson, E., and Bengtsson, M., Preceptors' and nursing students' experiences of using peer learning in primary healthcare settings: a qualitative study. BMC Nurs., 2022, 21(1): 1–12. https://doi.org/10.1186/s12912-022-00844-y doi: 10.1186/s12912-022-00844-y
|
| [46] |
Núñez-Andrés, M.A., Martinez-Molina, A., Casquero-Modrego, N. and Suk, J.Y., The impact of peer learning on student performance in an architectural sustainability course. Int. J. Sustain. High. Educ., 2022, 23(1): 159–176. https://doi.org/10.1108/IJSHE-11-2020-0447 doi: 10.1108/IJSHE-11-2020-0447
|
| [47] |
Morales, C., Do refugee students affect the academic achievement of peers? Evidence from a large urban school district. Econ. Educ. Rev., 2022, 89: 102283. https://doi.org/10.1016/j.econedurev.2022.102283 doi: 10.1016/j.econedurev.2022.102283
|
| [48] |
Choi, J.A., Kim, O., Park, S., Lim, H. and Kim, J.H., The Effectiveness of Peer Learning in Undergraduate Nursing Students: A Meta-Analysis. Clin. Simul. Nurs., 2021, 50: 92–101. https://doi.org/10.1016/j.ecns.2020.09.002 doi: 10.1016/j.ecns.2020.09.002
|
| [49] | Hsu, T.C., Chang, S.C. and Liu, N.C., Peer assessment of webpage design: Behavioral sequential analysis based on eye tracking evidence. Educ. Technol. Soc., 2018, 21(2): 305–321. |
| [50] | Darvishi, A., Khosravi, H., Abdi, S., Sadiq, S. and Gašević, D., Incorporating Training, Self-monitoring and AI-Assistance to Improve Peer Feedback Quality. In Proceedings of the ninth ACM conference on learning@ scale, 2022, 35‒47. https://doi.org/10.1145/3491140.3528265 |
| [51] |
Chang, S.C., Hsu, T.C. and Jong, M.S.Y., Integration of the peer assessment approach with a virtual reality design system for learning earth science. Comput. Educ., 2020,146: 103758. https://doi.org/10.1016/j.compedu.2019.103758 doi: 10.1016/j.compedu.2019.103758
|
| [52] |
Rasheed, R.A., Kamsin, A. and Abdullah, N.A., An approach for scaffolding students peer-learning self-regulation strategy in the online component of blended learning. IEEE Access, 2021, 9: 30721–30738. https://doi.org/10.1109/ACCESS.2021.3059916 doi: 10.1109/ACCESS.2021.3059916
|
| [53] |
Hemi, A., Madjar, N. and Rich, Y., Perceived Peer and Teacher Goals: Relationships with Students' Academic Achievement Goals. J. Exp. Educ., 2023, 91(1): 145‒165. https://doi.org/10.1080/00220973.2021.1906199 doi: 10.1080/00220973.2021.1906199
|
| [54] |
Jiang, H., Islam, A.A., Gu, X. and Spector, J.M., Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between Eastern and Western Chinese universities. Educ. Inf. Technol., 2021, 26(6): 6747–6769. https://doi.org/10.1007/s10639-021-10519-x doi: 10.1007/s10639-021-10519-x
|
| [55] |
Rajabalee, Y.B. and Santally, M.I., Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Educ. Inf. Technol., 2021, 26: 2623–2656. https://doi.org/10.1007/s10639-020-10375-1 doi: 10.1007/s10639-020-10375-1
|
| [56] |
Elshami, W., Taha, M.H., Abuzaid, M., Saravanan, C., Al Kawas, S. and Abdalla, M.E., Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Med. Educ. Online, 2021, 26(1): 1920090. https://doi.org/10.1080/10872981.2021.1920090 doi: 10.1080/10872981.2021.1920090
|
| [57] |
Yu, J., Huang, C., Han, Z., He, T. and Li, M., Investigating the influence of interaction on learning persistence in online settings: Moderation or mediation of academic emotions?. Int. J. Environ. Res. Public Health, 2020, 17(7): 2320. https://doi.org/10.3390/ijerph17072320 doi: 10.3390/ijerph17072320
|
| [58] |
Joshi, O., Chapagain, B., Kharel, G., Poudyal, N.C., Murray, B.D. and Mehmood, S.R., Benefits and challenges of online instruction in agriculture and natural resource education. Interact. Learn. Environ., 2022, 30(8): 1402–1413. https://doi.org/10.1080/10494820.2020.1725896 doi: 10.1080/10494820.2020.1725896
|
| [59] |
Ismail, A.M.A., Empowering Your Students Satisfaction with Blended Learning: A Lesson from the Arabian Gulf University Distance Teaching and Training Program. Int. J. Inf. Educ. Technol., 2018, 8(2): 108–120. https://doi.org/10.18178/ijiet.2018.8.2.1019 doi: 10.18178/ijiet.2018.8.2.1019
|
| [60] |
Barnard, L., Lan, W.Y., To, Y.M., Paton, V.O. and Lai, S.L., Measuring self-regulation in online and blended learning environments. Internet High. Educ., 2009, 12(1): 1–6. https://doi.org/10.1016/j.iheduc.2008.10.005 doi: 10.1016/j.iheduc.2008.10.005
|
| [61] | Uzezi, J.G. and Deya, G.D., Relationship between peer group influence and students' academic achievement in chemistry at secondary school level. Am. J. Educ. Res., 2017, 5(4): 350–356. http://pubs.sciepub.com/education/5/4/2 |
| [62] |
Shen, D., Cho, M.H., Tsai, C.L. and Marra, R., Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. Internet High. Educ., 2013, 19: 10–17. https://doi.org/10.1016/j.iheduc.2013.04.001 doi: 10.1016/j.iheduc.2013.04.001
|
| [63] | Dziuban, C., Hartman, J., Moskal, P.D., Brophy-Ellison, J. and Shea, P., Student involvement in online learning. Rep. Present. to Alfred P. Sloan Found. Orlando, FL, 2007. Available from: https://scholar.google.com/citations?view_op = view_citation & hl = en & user = sDCbIZAAAAAJ & pagesize = 80 & citation_for_view = sDCbIZAAAAAJ: fQNAKQ3IYiAC |
| [64] |
Rienties, B., Tempelaar, D., Nguyen, Q. and Littlejohn, A., Unpacking the intertemporal impact of self-regulation in a blended mathematics environment. Comput. Human Behav., 2019,100: 345–357. https://doi.org/10.1016/j.chb.2019.07.007 doi: 10.1016/j.chb.2019.07.007
|
| [65] |
Peng, Y., Research on Online Self-Regulation of College Students in English Blended Learning. 2020 3rd Int. Semin. Educ. Res. Soc. Sci. Atl. Press, 2021,516: 390–394. https://doi.org/10.2991/assehr.k.210120.073 doi: 10.2991/assehr.k.210120.073
|
| [66] |
Carter Jr, R.A., Rice, M., Yang, S. and Jackson, H.A., Self-regulated learning in online learning environments: strategies for remote learning. Inf. Learn. Sci., 2020,121(5–6): 321–329. https://doi.org/10.1108/ILS-04-2020-0114 doi: 10.1108/ILS-04-2020-0114
|
| [67] |
Bringula, R., Reguyal, J.J., Tan, D.D. and Ulfa, S., Mathematics self ‑ concept and challenges of learners in an online learning environment during COVID ‑ 19 pandemic. Smart Learn. Environ., 2021, 8: 1–23. https://doi.org/10.1186/s40561-021-00168-5 doi: 10.1186/s40561-021-00168-5
|
| [68] |
Mercader, C., Ion, G. and Díaz-Vicario, A., Factors influencing students' peer feedback uptake: instructional design matters. Assess. Eval. High. Educ., 2020, 45(8): 1169–1180. https://doi.org/10.1080/02602938.2020.1726283 doi: 10.1080/02602938.2020.1726283
|
| [69] |
Lim, C., Ab Jalil, H., Ma'rof, A. and Saad, W., Peer Learning, Self-Regulated Learning and Academic Achievement in Blended Learning Courses: A Structural Equation Modeling Approach. Int. J. Emerg. Technol. Learn., 2020, 15(3): 110–125. https://doi.org/10.3991/ijet.v15i03.12031 doi: 10.3991/ijet.v15i03.12031
|
| [70] |
Zewail-Foote, M. and Gonzalez, M., Crisscrossing Learning Experiences in an Undergraduate Research-Based Laboratory Course to Promote Reciprocal Peer Learning. J. Chem. Educ., 2023,100: 1092–1099. https://doi.org/10.1021/acs.jchemed.2c00341 doi: 10.1021/acs.jchemed.2c00341
|
| [71] |
Lim, C.L., Jalil, H.A., Ma'rof, A.M. and Saad, W.Z., Differences in Self-Regulated Learning (SRL) and Online Learning Satisfaction Across Academic Disciplines: A Study of a Private University in Malaysia. Int. J. Learn., 2020, 6(2): 62–67. https://doi.org/10.18178/ijlt.6.2.62-67 doi: 10.18178/ijlt.6.2.62-67
|
| [72] |
Zalli, M.M.M., Nordin, H. and Hashim, R.A., The role of self-regulated learning strategies on learners' satisfaction in massive open online course (MOOC): Evidence from Malaysia MOOC. Int. J. Innov. Technol. Explor. Eng., 2019, 8(10): 2286–2290. https://doi.org/10.35940/ijitee.J1138.0881019 doi: 10.35940/ijitee.J1138.0881019
|
| [73] |
Cole, J.S. and Gonyea, R.M., Accuracy of self-reported SAT and ACT test scores: Implications for research. Res. High. Educ., 2010, 51(4): 305–319. https://doi.org/10.1007/s11162-009-9160-9 doi: 10.1007/s11162-009-9160-9
|
Figures(2) / Tables(5)
Ahmed Alhassan Abdulrahman, Sharifah Kartini Said Husain, Malathi Letchumanan, Faridah Yunos, Sharifah Osman. Enhancing online mathematics learning through self-regulated and peer-support strategies[J]. STEM Education, 2026, 6(3): 418-438. doi: 10.3934/steme.2026018
DownLoad: