The use of Edpuzzle to support low-achiever's development of self-regulated learning and their learning of chemistry

Education professionals have identified that self-regulated learning skills is critical in fostering lifelong learning. Being academically at risk students, low-achievers can benefit academically if they develop self-regulated learning skills. This paper investigates student and teachers' perception on Edpuzzle activities in supporting development of self-regulated learning skills among low-achievers. The participants of this study were 18 Chemistry students enrolled in the Australian Matriculation (AUSMAT) Programme at Sunway College, Malaysia. The distributed Edpuzzle activities comprise of five units, which contains video and quizzes located in parts of the video. Further, peer and teacher assistance were provided to support low-achievers' learning. A mixed method data collection technique was employed using a survey questionnaire which consists of closed-ended and open-ended questions, along with teacher reflective notes. Analysis of data revealed that the use of Edpuzzle permits a flexible environment to students which supports the development of self-regulated learning skills. Even though most low-achievers favoured the use of self-directed learning resources to support their learning, some were reluctant and preferred the face-to-face learning approach. On the whole, this study provides valuable insights on teacher preparation for low-achievers in encouraging them to become autonomous learners.