Self-regulation is vital to learning due to its positive relationship with academic performance. Hence, it is imperative to understand how students’ academic performance can be enhanced by improving their self-regulation through designing and integrating active learning approaches capable of enhancing self-regulation. Collaborative learning is one of the most effective active learning approaches and provides an effective learning experience. Although some studies reported that collaborative learning develops and supports self-regulation through enhanced motivation, they focused on using personal strategies (i.e. time-management, and help-seeking). Research on learning approaches or activities to improve self-regulation is rare. This study aims to investigate the impact of collaborative learning activities on students’ self-regulation and academic performance in the applied sciences context through an education design research approach. Three collaborative learning activities (collaborative error analysis, rise-above, and collaborative games) were implemented across three applied science courses. A mixed-method, equivalent time series design was employed. The Motivation Strategies for Learning Questionnaire was used to measure self-regulation while post-test scores were utilised to determine academic performance. Results from all three courses showed a significant increase in academic performance (up to 42% increment for one course) and students identified strongly with domains of the questionnaire including task value, control of learning beliefs and metacognitive self-regulation. These results are supported by students’ feedback and despite collaborative learning activities requiring more effort from them, they chose to persevere through the activity. Based on the results, design principles to enhance self-regulation and academic achievement through collaborative learning activities were derived and proposed.

Authors:
Jayden Ang, Nanyang Polytechnic, Singapore
Yin Ni Ng, Nanyang Polytechnic, Singapore
Lilian Qiau He Huang, Nanyang Polytechnic, Singapore
Wei Xiu Sung, Nanyang Polytechnic, Singapore

About the Presenter(s)
Dr Jayden Ang is a Lecturer at Nanyang Polytechnic in Singapore. His research interests are in the areas of learning sciences, blended learning and technology-mediated learning.

Connect on ResearchGate
https://www.researchgate.net/profile/Jayden-Wei-Jie-Ang

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