Examining the Effectiveness of a Self-Regulated Learning Intervention in Introductory Physics.

This poster will detail the use of a previously developed self-regulated learning instrument that measures learning behaviors in a college calculus-based introductory physics course. Students received an intervention in the form of short instructional segments on self-regulation strategies and how to implement them in a physics environment. These techniques fell into one of five categories: Planning, Time and Study Environment, Comprehension Monitoring, Peer Learning and Help-Seeking, and Evaluation. Students were encouraged to use these techniques in preparation for course exams, with four surveys offered throughout the semester asking students to evaluate the extent to which they exhibited certain self-regulated learning behaviors. Student data were analyzed to identify trends in technique usage and compare them to their end-of-semester course grades. This poster will also explore the effectiveness of the intervention by comparing student technique usage and end-of-semester grades to previous semesters in which no intervention was used.