Promsawan, & Katwibun, (2017) proposed to study self-regulated learning (SRL) of 11th grade students in a PBL classroom (n = 36). The data collection was done in November 2016 using Students’ Self-Regulation Strategy Inventory (Students’ SRSI), Teachers’ Self-Regulation Strategy Inventory (Teachers’ SRSI), students’ interviews forms, students’ reflections, and the teachers’ notes. Both the descriptive statistics (means, and standard deviations) and descriptive analysis were used to analyze the data. The overall SRL phases mean score (and standard deviation) during pre-test and post-test was 3.46 (0.91), and 3.64 (0.83), respectively. The authors established that in the PBL classroom, the students demonstrated self-regulated learning in general when it comes to SRL phases at high levels.
Calculating and interpreting the effect size
Pooled standard deviation (SD) is given by;
Normally, the Cohen's d is used to assess the practical importance of any statistical difference, ( Lakens, 2013) . On this note, with the Cohen's effect size value ( d = 0.2067), it implies that in the PBL classroom, the students demonstrated that the self-regulated learning was having some moderate practical significance.
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References
Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs. Frontiers in psychology , 4 , 863.
Promsawan, S., & Katwibun, D. (2017). 11th Grade Students’ Self-Regulated Learning in a Mathematics Problem-Based Learning (PBL) Classroom. 40 years on: We are still learning! , 420.
