Effect of Self-regulated Learning on Academic Performance Among Physical Education Students

XIE HUIJUAN

Status: Invitation-only

Conditions: Academic Performance

Treatments: Behavioral: Self-regulated learning strategy; Behavioral: Standard learming method

Study type: Interventional

Funder types: Other

Identifiers

NCT06608524

KL202403

Details and patient eligibility

About

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.

Full description

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.

Enrollment: 80 estimated patients

Sex: All

Volunteers: No Healthy Volunteers

Inclusion criteria

1. University students;
2. Major in Physical Education;
3. Health;
4. Able to attend all evaluation;
5. Understand the study purposes and procedures;
6. No previous experience performing self-regulated learning strategy.

Exclusion criteria

1. University students not majoring in Physical Education;
2. Exclude participants who have not finished all evaluation;
3. Not understanding the study purposes and procedures;
4. Participants with an experience in self-regulated learning strategy.

Trial design

Primary purpose: Treatment

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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80 participants in 2 patient groups

Experimental group

Experimental group

Description:

The experimental group used self-regulated learning strategy to improve academic performance of physical education students in China.

Treatment:

Behavioral: Self-regulated learning strategy

Control group

Active Comparator group

Description:

The control group used standard learning method to improve physical education academic performance.

Treatment:

Behavioral: Standard learming method