An interventional study of Self-regulated learning strategy and Standard learming method in Academic Performance, sponsored by XIE HUIJUAN. Enrolling by invitation at 1 site in China. Per ClinicalTrials.gov, last updated 2024-09-23.
Sponsored by XIE HUIJUAN · Not applicable, Interventional, and Treatment
Difficulty in employment for college students is a serious social problem in China. All qualification examinations, further education and jobs require written theory tests. Many students are affected by their examinations, additional studies, and employment due to poor academic performance and insufficient learning ability. College students majoring in physical education generally perform better in motor technical skills but often encounter difficulties in theoretical learning.
According to the existing literature and many studies, self-regulated learning is an advanced form of metacognitive learning (Pintrich, 2004). It helps cultivate students\' independent learning ability and can improve their theoretical academic performance. This study attempts to use self-regulated learning in physical education theory classes to examine whether this method can enhance physical education students' theoretical academic performance.
In this study, the experimental group received a 12-week (John, 2017) self-regulated learning strategy based on a learning model teaching intervention designed for this study. In contrast, the control group discussed and studied traditional learning content for 12 weeks with the teacher, and the students in the experimental group learned the self-regulated learning strategy. A cluster-randomised controlled trial (CRCT) design was used, and the experimental and control groups were randomly assigned to two schools. After 12 weeks of learning, both groups were required to conduct a learning performance assessment.
This is the only study on the registry with XIE HUIJUAN as lead sponsor.
Counted across the registry records on this site, refreshed daily.
Exclusion Criteria:
The experimental group used self-regulated learning strategy to improve academic performance of physical education students in China.
Behavioral: Self-regulated learning strategy
The control group used standard learning method to improve physical education academic performance.
Behavioral: Standard learming method
The experimental group uses self-regulated strategy.This program selects classroom performance , homework quality , experimental operation, and test score as academic performance (score) evaluation variables.
The control group uses standard learming method. The program selects classroom performance, homework quality, experimental operation, and test score evaluation form as academic performance (score) evaluation variables.
Class Performance Evaluation Form
A form is used to evaluate the physical education students' academic performance when the teacher uses class performance evaluation form.
Time frame: Pretest: Before experiment; Post-test: 12 weeks end.
Homework Quality Evaluation Form
A form is used to evaluate the physical education students' academic performance when the teacher uses homework quality evaluation form.
Time frame: Pretest: Before experiment; Post-test: 12 weeks end.
Experimental Operation Evaluation Form
A form is used to evaluate the physical education students' academic performance when the teacher uses experimental operation evaluation form.
Time frame: Pretest: Before experiment; Post-test: 12 weeks end.
Test Score Evaluation Form
A form is used to evaluate the physical education students' academic performance when the teacher uses test score evaluation form.
Time frame: Pretest: Before experiment; Post-test: 12 weeks end.
Academic Performance (Score) Evaluation Form
A form is used to evaluate the physical education students' academic performance when the teacher uses academic performance (score) evaluation form.
Time frame: Pretest: Before experiment; Post-test: 12 weeks end.
Plan to share: No
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