Facilitating Academic Achievement in High School Interactive Television Programs by Promoting Self-Regulated Learning

The study investigated the effects of self-monitoring on students' academic achievement and self-regulation in an interactive television (ITV) classroom. High school students taking the Japanese courses via ITV were asked to engage in self-monitoring activities, including goal setting, self-recording, and self-evaluation for 6 weeks using online databases. The study employed a quasi-experimental design with pre- and post-tests. and two groups: control and experimental groups, were formed to examine the effects of self-monitoring. Students' test grades and the Motivated Strategies for Learning Questionnaires were used to measure academic achievement and self-regulation. Hierarchical regressions were conducted to analyze the data. While no significant difference was found between two groups, the study provided directions for future research.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Teaching and Learning

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2006

Author dc:creator

• Kobayashi, Michiko

Chair dc:contributor.committeechair

• Lockee, Barbara B.

Committee members dc:contributor.committeemember

• Cennamo, Katherine S.
• Potter, Kenneth R.
• Carter, Edith H.
• Burton, John K.

• Interactive Television
• Self-Regulated Learning
• K-12 Distance Learning

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

etd-04202006-155057

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/27056