Effects of a homework implementation method (MITCA) on self-regulation of learning

IF 3.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Metacognition and Learning Pub Date : 2024-02-16 DOI:10.1007/s11409-024-09376-z

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Abstract

The MITCA method (Homework Implementation Method) was developed with the purpose of turning homework into an educational resource capable of improving students' self-regulated learning and school engagement. In this paper, following current theoretical frameworks, we evaluate the effect of the MITCA method on students' self-regulated learning. In general, MITCA includes the assignment of diverse, concrete and valued by the students tasks which are completed on a weekly basis. We analyze the differences in self-regulation strategies in a sample of 533 fifth (n = 270) and sixth graders (n = 262) with an age range of 10–12 years old (47.5% boys and 52.5% girls), who were about equally distributed to an experimental and a control group. Trained teachers used MITCA to prescribe homework in the experimental group for twelve weeks. The students of the experimental group reported significantly higher time management and environmental management. However, there were no significant differences observed in other aspects of self-regulation, and the experimental group did not perceive a deficit in these areas. Our results indicate the effectiveness of MITCA on students’ self-regulation of learning and discussed in light of current theories and evidence in the field.

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作业实施方法（MITCA）对学习自我调节的影响

摘要 MITCA 方法（家庭作业实施方法）旨在将家庭作业转化为一种能够提高学生自我调节学习能力和学校参与度的教育资源。本文按照当前的理论框架，评估了 MITCA 方法对学生自我调节学习的影响。一般来说，MITCA 包括布置多样化、具体且受学生重视的任务，每周完成一次。我们分析了 533 名五年级（n = 270）和六年级（n = 262）学生在自我调节策略方面的差异，这些学生的年龄在 10-12 岁之间（男生占 47.5%，女生占 52.5%），实验组和对照组的学生人数基本相当。经过培训的教师使用 MITCA 为实验组学生布置作业，为期 12 周。实验组学生在时间管理和环境管理方面的成绩明显提高。然而，在自我调节的其他方面没有观察到明显的差异，实验组在这些方面没有发现不足。我们的研究结果表明了 MITCA 对学生学习自我调节的有效性，并结合该领域的现有理论和证据进行了讨论。

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来源期刊

Metacognition and Learning Multiple-

CiteScore

6.20

自引率

15.20%

发文量

期刊介绍： The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.