Background
A research was conducted in order to examine the effects of self-regulated learning (SRL) strategy training on learners’ achievement, motivation and strategy use in a web-enhanced College Success course at a community college in the southeast US ( Hu & Driscoll, 2013 ). This research found out that training really assisted students at the researched southeast US community-based college as their performance, satisfaction and confidence improved. This research basically wished to test the effects of a technology-enabled strategy training intervention in a field setting ( Hu & Driscoll, 2013 ).
It was discovered that a majority of students who enroll in community-based colleges fail to graduate for one reason or another. Some fail to graduate due to part-time or full-time employment jobs, others due to family responsibilities and others due to old age. There was a high attrition rate despite the fact that affordable expense policies were being applied in these colleges. Remedial courses were found to be of help to underachieving students since it provided them with the necessary study skills to achieve higher grades and to retain information better. The mixed-methods study practices tried to explore the effects of an intervention in a student’s study plan and a web-based tutorial on SRL was also included ( Hu & Driscoll, 2013 ). Self-regulated learning was deemed important as it equipped learners with good habits during studies such as time management and setting of reasonable goals.
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Method
This study surveyed 21 participants where 13 participants were placed in the control group. The majority of the participants were first-year students with only three participants being sophomores. The study lasted for 14 weeks as it included four stages. The method of collecting data involved online surveys where students were emailed online questionnaires in which they were required to provide demographic information and complete an assessment on their initial motivation indicators and use of SRL strategies ( Hu & Driscoll, 2013 ).
Data analysis
Statistical analysis was performed on the quantitative data obtained using non-parametric statistical procedures such as Wilcoxon Signed Ranks Test and sample tests between groups ( Hu & Driscoll, 2013 ). In addition to this, the survey performed a correlation analysis to determine relationships between the variables under study. The research hypotheses were formulated with the null hypothesis claiming that there is no significant difference in the performance of students who used SRL strategies and the control group. The alternative hypothesis, on the other hand, claimed that there was a significant difference in the performance of students who used SRL strategies from the control group. After the analysis was conducted using the using a z-test, the p-value obtained was less than the 0.05 α level of significance and the decision was to reject the null hypothesis.
Data analysis conclusion
A smaller p-value compared to the alpha level of significance implies that there is sufficient evidence to support the claim that there is a significant difference between the treatment and control group participants on overall achievement ( Hu & Driscoll, 175 ). In addition to this, there is also a significant difference on self-satisfaction between the treated group (participants who used SRL techniques) and the control group participants. In lay terms, it appears from the analysis carried above that participants who use self-regulated learning techniques, tend to perform better and achieve higher scores than those who don’t. The purpose of the research was to test whether the use of SRL techniques by learners in community-based college was effective or not and from the results obtained it is evident that the technique is effective. Therefore, these learning methods can be recommended to more colleges for learners.
Strength and weaknesses
The study design was not perfect and had some weaknesses. It goes without saying that errors made during sampling process may result in unreliable results. The sample selected in a survey has to be randomly selected without bias and it is for this reason that online surveys are discouraged. This research employed the use of online questionnaires in the collection of information however, this practice is discouraged as it is not entirely reliable (Field, 2005). Another limitation of this research was the fact that it suggested that SRL strategies are helpful to students based on a small sample of first-year students and sophomores, a more detailed study should be carried out to re-evaluate this. Conversely, the research had some positives as it effectively analyzed and reported on the significant difference in the learners' scores after using the SRL technique. This can pave way for better learning procedures to be adopted nationwide.
I think that the conclusions reflect accurately the analysis carried out by the research because the tests were run correctly in obtaining the given results. The research also went ahead and interpreted the results correctly as required in order to facilitate appropriate conclusions. The p-value calculated was less than the .05 alpha level of significance leading to the rejection of the null hypothesis which is the hypothesis of no difference (Field, 2005). Looking at the Z-stat value also, it was found to be greater than the tabulated value in the z-tables which also leads to the rejection of the null hypothesis. In my opinion, therefore, the results accurately reflect the analysis.
It is important particularly as a health professional to know how appropriate statistical procedures can be applied in the medical field. Such statistical procedures can be used by health practitioners to understand real-world issues and to be able to make informed decisions. In the research analyzed, it is evident that statistics and the medical field correlate and go hand in hand with one another. The results obtained assists in making relevant conclusions.
References
Field, A. (2005). Discovering statistics using SPSS (2nd ed.). Thousand Oaks, CA: Sage Publication Ltd.
Hu, H., & Driscoll, M. P. (2013). Self-Regulation in e-Learning Environments: A Remedy for Community College? Educational Technology & Society , 16 (4), 171–184
