Interaction of Self-Regulated and Self-Efficacy in Mobile Learning upon Learning Achievement in Multimedia Production of Pre-Service Teachers
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Published:
May 20, 2018
Keywords:
รูปแบบการจัดการเรียนรู้, การจัดการเรียนรู้เพื่อการอยู่ร่วมกัน,มหาวิทยาลัยนราธิวาสราชนครินทร์
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Abstract
The objective of this research was to study interaction of self-regulated and self-efficacy in mobile learning upon learning achievement in multimedia production of pre-service teachers. The samples were 211 pre-service teachers who have been studying a designing educational media course in Faculty of Education, Surindra Rajabhat University. The statistical methods for analyzing data consisted of Arithmetic mean, Standard Deviation, Percentage average, and Two-Way ANOVA for statistical hypothesis testing.
The results of this research were as follows:
- There was Interaction between self-regulated learning style and self-efficacy level that affected the achievement in multimedia production of pre-service teachers significantly at the .05 level.
- 2. The variance testing result scores of learning achievement in 7 aspects of multimedia production of pre-service teacher who had high level of self-efficacy and environmental self-regulated learning style were = 23.06 (79.51%) which was higher than pre-service teachers who had covert = 22.27 (76.79%) and behavioral = 21.21 (73.13%) self-regulated learning styles.
- The variance testing result scores of learning achievement in 7 aspects of multimedia production of pre-service teacher who had behavioral self-regulated learning style and medium level of self-efficacy were = 21.72 (74.89%) which was higher than pre-service teachers who had high level = 21.21 (73.13%) and low level = 20.20 (69.65%) of self-efficacy.
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Research Article
References
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Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated leaning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
Schunk, D. H. (1981). Modeling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93-105.
Teng Y., Yu H. (2014). Combination and Application of Multimedia Materials in the Teaching of Psychology. In: Zhong S. (eds) Proceedings of the 2012 International Conference on Cybernetics and Informatics. Lecture Notes in Electrical Engineering, vol 163. Springer, New York, NY.
Timothy, T., Chee, T. S., Beng, L. C., Sing, C. C., Ling, K. J. H., Li, C. W., & Mun, C. H. (2010). The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation. Computers & Education, 55(4), 1764-1771.
Zimmerman, Barry J. ; & Martinez-Pons, M. (1988). Construct Validation of a Strategy Model of Student Self-Regulated Learning. Journal of Educational Psychology. 80(3) : 284-290.
Zimmerman, Barry J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology. 81(3) : 329-339.
_______. (1986). Social Foundations of Thought and Action : A Social Cognitive Theory. Englewood Cliffs, New Jersey : Prentice-Hall.
Bent B. Andresen and Katja van den Brink (2013) Multimedia in Education Curriculum, UNESCO Institute for Information Technologies in Education, Russian Federation.
Boekaerts, M. (1997). Self-Regulated Learning: A New Concept Embraced By Researchers, Policy Makers, Educators, Teachers, and Students. Learning and Instruction. 7(2) : 161-186.
Furht, B. (2008). Multimedia Production. (B. Furht, Ed.) Encyclopedia of Multimedia, Springer US, pp 589-591.
______. (2008). Elements of Multimedia in Education (B. Furht, Ed.) Encyclopedia of Multimedia, Springer US, pp 202-203.
Hofer, B., Yu, S. & Pintrich, P. (1998). Teaching College students to be self-regulated learners. En D.H. Schunk y B.J. Zimmerman (Eds.), Self-regulated learning: from teaching to self- Reflective practice (pp. 57-85). New York: Guilford.
Meenakshi.(2013). Importance of ICT in Education (Research scholar) P.G. Department of Education, University of Jammu.
Murphy, C. A., Coover, D., & Owen, S. V. (1989). Development and validation of the computer self-efficacy scale. Educational and Psychological measurement, 49(4), 893-899.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated leaning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
Schunk, D. H. (1981). Modeling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93-105.
Teng Y., Yu H. (2014). Combination and Application of Multimedia Materials in the Teaching of Psychology. In: Zhong S. (eds) Proceedings of the 2012 International Conference on Cybernetics and Informatics. Lecture Notes in Electrical Engineering, vol 163. Springer, New York, NY.
Timothy, T., Chee, T. S., Beng, L. C., Sing, C. C., Ling, K. J. H., Li, C. W., & Mun, C. H. (2010). The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation. Computers & Education, 55(4), 1764-1771.
Zimmerman, Barry J. ; & Martinez-Pons, M. (1988). Construct Validation of a Strategy Model of Student Self-Regulated Learning. Journal of Educational Psychology. 80(3) : 284-290.
Zimmerman, Barry J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology. 81(3) : 329-339.